Jesper Kallestrup

Crispin Wright’s epistemic response to McKinsey’s paradox is to argue that introspective knowledge of the first premise fails to transmit across the semantic externalist entailment in the second premise to the conclusion that one has such untoward knowledge of the external world. This paper argues first that Stewart Cohen and Jonathan Vogel’s bootstrapping arguments suffer from a novel kind of epistemic circularity, which triggers failure of transmission but allows for the possibility of basic perceptual knowledge. It is then argued that McKinsey’s paradox falls out as a special case of this template for transmission failure. The circularity in play is semantic: the paradox illicitly imports semantically relevant properties of knowledge-individuating sources into the contents of the knowledge states that those sources individuate by instantiating those properties. Importantly, this diagnosis permits the possibility of basic introspective knowledge as propounded by Tyler Burge and other semantic ex..

The debate between the reductive and emergent materialist is still very much a live one. (Antony and Levine 1997; Auyang 2000; Bechtel and Richardson 1992; Block 1997; Boyd 1999; Crane 2001; David 1997; Fodor 1989; Fodor 1997; Kim 1993b; Kim 1994; Kim 1996; Kim 1999; Le Pore and Loewer 1987; Millikan 1999; Pereboom 2002; Rueger 2000; Van Gulick 2001; Yablo 1992). We argue that the best way to settle this debate is to take a step back and consider the metaphysics that is motivated by a careful consideration of some scientific examples. We argue that an account of emergence which bases emergence of a complex whole in the physical organisation of the parts can account for the emergent explicable novelty can be found throughout science. This

The philosophical case for extended cognition is often made with reference to ‘extended-memory cases’ ; though, unfortunately, proponents of the hypothesis of extended cognition as well as their adversaries have failed to appreciate the kinds of epistemological problems extended-memory cases pose for mainstream thinking in the epistemology of memory. It is time to give these problems a closer look. Our plan is as follows: in §1, we argue that an epistemological theory remains compatible with HEC only if its epistemic assessments do not violate what we call ‘the epistemic parity principle’. In §2, we show how the constraint of respecting the epistemic parity principle stands in what appears to be a prima facie intractable tension with mainstream thinking about cases of propositional memory. We then outline and evaluate in §3 several lines of response.

Whereas a number of recent articles have focussed upon whether the thesis of content externalism is compatible with a certain sort of knowledge that is gained via first-person authority,1 far less attention has been given to the relationship that this thesis bears to the possession of knowledge in general and, in particular, its relation to internalist and externalist epistemologies. Nevertheless, although very few actual arguments have been presented to this end, there does seem to be a shared suspicion that content externalism must be incompatible with epistemic internalism. In a recent and influential paper, however, James Chase has challenged this conventional wisdom by offering a subtle defence of the view that content externalism and epistemic internalism are, in fact, compatible after all.2 Our aim here is twofold. First, to show that Chase is only able to achieve this result because he focuses upon the internalist conception of justification, rather than knowledge. Second, to formulate one prima facie argument which shows that an internalist conception of knowledge is incompatible with an externalist conception of content, an argument which, moreover, is not touched by Chase

Semantic externalism is the view that the meanings of referring terms, and the contents of beliefs that are expressed by those terms, are not fully determined by factors internal to the speaker but are instead bound up with the environment. The debate about semantic externalism is one of the most important but difficult topics in philosophy of mind and language, and has consequences for our understanding of the role of social institutions and the physical environment in constituting language and the mind. In this long-needed book, Jesper Kallestrup provides an invaluable map of the problem. Beginning with a thorough introduction to the theories of descriptivism and referentialism and the work of Frege and Kripke, Kallestrup moves on to analyse Putnam’s Twin Earth argument, Burge’s arthritis argument and Davidson’s Swampman argument. He also discusses how semantic externalism is at the heart of important topics such as indexical thoughts, epistemological skepticism, self-knowledge, and mental causation. Including chapter summaries, a glossary of terms, and an annotated guide to further reading, _Semantic Externalism_ an ideal guide for students studying philosophy of language and philosophy of mind

David Chalmers' conceivability argument against physicalism relies on the entailment from a priori conceivability to metaphysical possibility. The a posteriori physicalist rejects this premise, but is consequently committed to psychophysical strong necessities. These don't fit into the Kripkean model of the necessary a posteriori, and they are therefore, according to Chalmers, problematic. But given semantic assumptions that are essential to the conceivability argument, there is reason to believe in microphysical strong necessities. This means that some of Chalmers' criticism is unwarranted, and the rest equally afflicts the dualist. Moreover, given that these assumptions are independently plausible, there's a general case to be made for the existence of strong necessities outside the psychophysical domain

Epistemic anti-individualism is the view that positive epistemic statuses fail to supervene on internal, physical or mental, properties of individuals. Intellectual humility is a central intellectual virtue in the pursuit of such statuses. After some introductory remarks, this paper provides an argument for epistemic anti-individualism with respect to a virtue-theoretic account of testimonial knowledge. An outline of a dual-aspect account of intellectual humility is then offered. The paper proceeds to argue that insofar as testimonial knowledge is concerned, this stripe of epistemic anti-individualism leads to a particular account of intellectual humility.

According to robust virtue epistemology, knowledge is a cognitive achievement, where this means that the agent's cognitive success is because of her cognitive ability. One type of objection to robust virtue epistemology that has been put forward in the contemporary literature is that this view has problems dealing with certain kinds of testimonial knowledge, and thus that it is in tension with standard views in the epistemology of testimony. We build on this critique to argue that insofar as agents epistemically depend on third-party members of their epistemic community as many social epistemologists contend, then there will be cases where two agents differ epistemically despite being virtue-theoretic duplicates. This means that robust virtue epistemology, at least insofar as it is understood along standard lines such that it endorses epistemic individualism, is also in tension with a central commitment of contemporary social epistemology

Machery et al. claim that analytic philosophers of language are committed to a method of cases according to which theories of reference are assessed by consulting semantic intuitions about actual and possible cases. Since empirical evidence suggests that such intuitions vary both within and across cultures, these experimental semanticists conclude that the traditional attempt at pursuing such theories is misguided. Against the backdrop of Kripke’s anti-descriptivist arguments, this paper offers a novel response to the challenge posed by Machery et al., arguing that they either misplace or exaggerate the role played by. The lesson is that while semantic intuitions carry evidential weight in evaluating certain subjunctive conditionals reflecting counterfactual possibilities, they neither play an epistemic role in determining the actual reference of proper names, nor in evaluating certain indicative conditionals reflecting so-called counteractual possibilities. Moreover, once an asymmetry is acknowledged in Machery et al’s vignette between the narrator and the subject’s suppositions about the actual world, a corresponding ambiguity can account for the alleged culturally determined variation in semantic intuitions

One of the most important research programmes in contemporary cognitive science is that of extended cognition, whereby features of a subject's cognitive environment can in certain conditions become constituent parts of the cognitive process itself. The aim of this volume is to explore the epistemological ramifications of this idea.... The first part of the volume explores foundational issues with regard to an extended epistemology, including from a critical perspective. The second part of the volume examines the applications of extended epistemology and the new theoretical directions that it might take us. These include its ethical ramifications, its import to the epistemology of education and emerging digital technologies, and how this idea might dovetail with certain themes in Chinese philosophy.

Many philosophers of language and mind have recognized the existence of two distinct kinds of content assigned to our linguistic and mental representations. Thus following Kaplan , the character is the linguistic meaning of an expression-type, while the content is the propositional content expressed by a token of that expression in a context. Perry applied Kaplan's distinction in the analysis of belief: the proposition p is what a subject S believes, and the belief state is that in virtue of which S believes p; where belief states are individuated by the characters of the sentences that S is disposed to assert. And Barwise and Etchemendy distinguished between the infon and the Austinian proposition, where the former is the content to be evaluated with respect to a situation, and the latter is the complete content, including both the infon and the situation.The possibility of operating with two kinds of content arises when a distinction is drawn between two kinds of context-dependence. Since Kaplan, we are familiar with the idea that context determines both the content of a sentence containing an indexical and the circumstance with respect to which that content is evaluated. So, truth values depend on the context of utterance and on the circumstance of evaluation. Whether an utterance of ‘I feel elated’ is true or false depends on both which proposition is expressed, i.e. who the speaker is, and on whether that proposition is evaluated with respect to the time and world of the context. Variation in either factor makes for a potential change in truth value. Also well-known is Kaplan's idea that contents have relative truth conditions: they are true with respect to world-time-place triples. The temporal operator ‘now’ in ‘I feel elated now’ specifies the time with respect to which the proposition …

According to Sosa, knowledge is apt belief, where a belief is apt when accurate because adroit. Sosa :465–475, 2010; Judgment and agency, Oxford University Press, Oxford, 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s influential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology.

Kripke's argument against the identity theory in the philosophy of mind runs as follows. Suppose some psychophysical identity statement S is true. Then S would seem to be contingent at least in the sense that S seems possibly false. And given that seeming contingency entails genuine contingency when it comes to such statements S is contingent. But S is necessary if true. So S is false. This entry considers responses to each of the three premises. It turns out that each response does not fully withstand scrutiny, and so Kripke's conclusion is hard to resist. Section 1 lays out Kripke's argument, and Sections 2 to 4 then discuss responses to each of the three premises respectively.

While it is widely regarded that intellectual humility is among the intellectual virtues, there is as of yet little consensus on the matter of what possessing and exercising intellectual humility consists in, and how it should be best understood as advancing our epistemic goals. For example, does intellectual humility involve an underestimation of one’s intellectual abilities, or rather, does it require an accurate conception? Is intellectual humility a fundamentally interpersonal/social virtue, or might it be valuable to exercise in isolation? To what extent does intellectual humility demand of us an appreciation of how the success of our inquiries depends on features of our social and physical environment beyond our control? These are just a few of the many questions that are crucial to getting a grip on this intellectual virtue and why we might aspire to cultivate it. Furthermore, and apart from the nature and value of humility, it is worthwhile to consider how this notion, properly understood, might have import for other philosophical debates, including those about (for example) scepticism, assertion, epistemic individualism and anti-individualism, and the philosophy of education. This special issue brings together a range of different philosophical perspectives on these and related questions to do with intellectual humility with an aim to contributing to this important and timely topic.