Stephen Hetherington

How might epistemology build upon its past and present, so as to be better in the future? Epistemology Futures takes bold steps towards answering that question. What methods will best serve epistemology? Which phenomena and concepts deserve more attention from it? Are there approaches and assumptions that have impeded its progress until now? This volume contains provocative essays by prominent epistemologists, presenting many new ideas for possible improvements in how to do epistemology. Contributors: Paul M. Churchland, Catherine Z. Elgin, Richard Feldman, A. C. Grayling, Stephen Hetherington, Christopher Hookway, Hilary Kornblith, Mark Kaplan, William G. Lycan, Adam Morton, Jonathan M. Weinberg, Linda Zagzebski.

Despite the problems students often have with the theory of knowledge, it remains, necessarily, at the core of the philosophical enterprise. As experienced teachers know, teaching epistemology requires a text that is not only clear and accessible, but also capable of successfully motivating the abstract problems that arise.In Knowledge Puzzles, Stephen Hetherington presents an informal survey of epistemology based on the use of puzzles to illuminate problems of knowledge. Each topic is introduced through a puzzle, and readers are invited to work their own ways toward a solution. Hetherington’s light and undogmatic style encourages class discussion and independent thought rather than the memorization of “book” answers.Covering all of the most important epistemological issues, informed by classical and contemporary literature, and rich in probing questions and suggestions for further readings, Knowledge Puzzles is a pedagogical breakthrough. Whether it is used as a main text or supplement, this lucid and engaging text will be welcomed by both teachers and students.

Pode o conhecimento de uma dada verdade admitir gradações? Sim, de fato, segundo o gradualismo deste artigo. O artigo introduz o conceito do saber-como que p – isto é, o conceito de saber como é que p. Saber-como que p é claramente gradual – admitindo gradações, dado que se pode saber mais ou menos como é que p. E a vinculação que este artigo faz entre sabercomo que p e saber que p revela que este último tipo de conhecimento também é gradual (mesmo que disfarçadamente). A teoria dos criadores-deverdade [truthmakers] é, então, invocada para enriquecer a análise, e a análise é aplicada às tarefas de fazer sentido do fundacionismo e de barrar uma certa forma de ceticismo. PALAVRAS-CHAVE – Conhecimento. Gradualismo. Absolutismo. Ceticismo. Fundacionismo, Criadores-de-verdade. BSTRACT Can knowledge of a particular truth admit of degrees? Indeed so, according to this paper’s gradualism. The paper introduces the concept of how-knowledge that p – that is, the concept of knowing how it is that p. Howknowledge that p is clearly gradational – admitting of degrees, as one can know more or less of how it is that p. And this paper’s linking of how-knowledge that p with knowledge that p reveals the latter kind of knowledge, too, to be gradational (even if covertly so). Truthmaker theory is then called upon to enrich the analysis, and the analysis is applied to the tasks of understanding foundationalism and of thwarting one form of scepticism. KEY WORDS – Knowledge. Gradualism. Absolutism. Scepticism. Foundationalism. Truthmakers

Among the epistemological ideas commonly associated with the Descartes of the Meditations, at any rate, is a knowledge-infallibilism. Such an idea was seemingly a vital element in Descartes’s search for truth within that investigative setting: only a true belief gained infallibly could be knowledge, as the Meditations conceived of this. Contemporary epistemologists are less likely than Descartes was to advocate our ever seeking knowledge-infallibility, if only because most are doubtful as to its ever being available. Still, they would agree—in a seemingly Cartesian spirit—that if infallible knowledge was available then it would be a stronger link to truth than fallible knowledge ever manages to be. But this paper argues that infallible knowledge lacks that supposed advantage over fallible knowledge. Indeed, we will see why we should move even further away from the epistemological model at the heart of the Meditations: we should adopt knowledge-minimalism, by conceiving of a belief’s being true as always sufficient for its being knowledge—this, for any belief.

If any thesis is all-but-universally accepted by contemporary epistemologists, it is justificationism-the thesis that being an instance of knowledge has to include being epistemically justified in some appropriate way. If there is to be any epistemological knowledge about knowledge, a paradigm candidate would seem to be our knowledge that justificationism is true. This is a conception of a way in whichknowledge has to be robust. Nevertheless, this paper provides reason to doubt the truth of that conception. Even epistemology’s supposed conceptual core is not as epistemically unchallengeable as we might have assumed to be the case.

How should we understand both the nature, and the epistemic potential, of Descartes’s Cogito? Peter Slezak’s interpretation of the Cogito’s nature sees it strictly as a selfreferential kind of denial: Descartes cannot doubt that he is doubting. And what epistemic implications flow from this interpretation of the Cogito? We find that there is a consequent lack of knowledge being described by Descartes: on Cartesian grounds, indubitability is incompatible with knowing. Even as the Cogito halts doubt, therefore, it fails to be knowledge.

It is not unusual for epistemologists to argue that ordinary epistemic practice is a setting within which (infallibilist) scepticism will not arise. Such scepticism is deemed to be an alien invader, impugning such epistemic practice entirely from without. But this paper argues that the suggested sort of analysis overstates the extent to which ordinary epistemic practice is antipathetic to some vital aspects of such sceptical thinking. The paper describes how a gradualist analysis of knowledge can do more justice to what sceptics seek to achieve – while also showing how sceptical thinking can even be part of (and is able to have some muted epistemic impact within) ordinary epistemic practice.

For a while now, there has been much conceptual discussion about the respective natures of knowledge-that and knowledge-how, along with the intellectualist idea that knowledge-how is really a kind of knowledge-that. Gilbert Ryle put in place most of the terms that have so far been distinctive of that debate, when he argued for knowledge-how's conceptual distinctness from knowledge-that. But maybe those terms should be supplemented, expanding the debate. In that spirit, the conceptual option of practicalism has recently entered the fray. Practicalism conceives anew the nature of knowledge-that, as being a kind of knowledge-how. In this paper we enlarge upon this conceptual suggestion. We draw from an ancient Chinese text, the Analects of Confucius, explaining how it lends some support to practicalism