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18Educating for Good Thinking: Virtues, Skills, or Both?Informal Logic 44 (1): 173-203. 2023.This paper explores the relationship between intellectual virtues and critical thinking, both as such and as educational ends worth pursuing. The first half of the paper examines the intersection of intellectual virtue and critical thinking. The second half addresses a recent argument to the effect that educating for intellectual virtues (in contrast to educating for critical thinking) is insufficiently action-guiding and therefore lacks a suitable pedagogy.
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7Educating for Good Thinking: Virtues, Skills, or Both?Informal Logic 43 (2): 173-203. 2023.This paper explores the relationship between intellectual virtues and critical thinking, both as such and as educational ends worth pursuing. The first half of the paper examines the intersection of intellectual virtue and critical thinking. The second half addresses a recent argument to the effect that educating for intellectual virtues (in contrast to educating for critical thinking) is insufficiently action-guiding and therefore lacks a suitable pedagogy.
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6Educating for Intellectual Virtues: From Theory to PracticeIn Ben Kotzee (ed.), Education and the Growth of Knowledge, Wiley. 2013-12-25.After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open‐mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
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6Epistemic malevolenceIn Heather D. Battaly (ed.), Virtue and Vice, Moral and Epistemic, Wiley-blackwell. 2010.This chapter contains sections titled: Malevolence Proper An Epistemic Counterpart of Malevolence Epistemic Malevolence and Intellectual Vice Acknowledgments References.
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Evidentialism, vice, and virtueIn Trent Dougherty (ed.), Evidentialism and its Discontents, Oxford: Oxford University Press. 2011.
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7Limitations-Owning and the Interpersonal Dimensions of Intellectual HumilityScientia et Fides 10 (2): 69-82. 2022.According to one prominent account of intellectual humility, it consists primarily of a disposition to “own” one’s intellectual limitations. This account has been criticized for neglecting the _interpersonal _dimensions of intellectual humility. We expect intellectually humble persons to be respectful and generous with their interlocutors and to avoid being haughty or domineering. I defend the limitations-owning account against this objection. I do so in two ways: first, by arguing that some of …Read more
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The situationist challenge to educating for intellectual virtuesIn Mark Alfano & Abrol Fairweather (eds.), Epistemic Situationism, Oxford University Press. 2017.
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90Intellectual Patience: Controlling Temporally-Charged Urges in the Life of the MindIn Nathan L. King (ed.), Endurance, . forthcoming.In this chapter, we analyze intellectual patience as a character trait. We look at the contexts that call for patience and at what patience demands in those contexts. Together these constitute our account of patience, though the focus is on patience in the life of the mind. We also consider how patience and perseverance differ, which offers a better understanding of the former and sheds light on how character traits can cooperate. We then consider how to become virtuously patient. We conclude re…Read more
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21Wisdom Through Adversity: The Potential Role of HumilityJournal of Value Inquiry 53 (3): 475-477. 2019.Adversity provides a chance to reckon with, and properly attend to, our limitations. Appreciating one’s limitations is crucial for humility; and developing humility enhances wisdom.
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538Intellectual Humility: Owning Our LimitationsPhilosophy and Phenomenological Research 94 (3): 509-539. 2017.What is intellectual humility? In this essay, we aim to answer this question by assessing several contemporary accounts of intellectual humility, developing our own account, offering two reasons for our account, and meeting two objections and solving one puzzle
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14Deep in Thought: A Practical Guide to Teaching for Intellectual VirtuesHarvard Education Press. 2021.__Deep in Thought_ provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom._ With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues …Read more
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5Book Review: Glittering Vices: A New Look at the Seven Deadly Sins and Their Remedies (review)Journal of Spiritual Formation and Soul Care 3 (1): 109-111. 2010.
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301Finding middle ground between intellectual arrogance and intellectual servility: Development and assessment of the limitations-owning intellectual humility scalePersonality and Individual Differences 124 184-193. 2018.Recent scholarship in intellectual humility (IH) has attempted to provide deeper understanding of the virtue as personality trait and its impact on an individual's thoughts, beliefs, and actions. A limitations-owning perspective of IH focuses on a proper recognition of the impact of intellectual limitations and a motivation to overcome them, placing it as the mean between intellectual arrogance and intellectual servility. We developed the Limitations-Owning Intellectual Humility Scale to assess …Read more
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83Intellectual Humility in Interdisciplinary Projects: Analysis and MeasurementJournal of Psychology and Christianity 38 (3): 160-163. 2019.
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154The Puzzle of Humility and DisparityIn Mark Alfano, Michael Patrick Lynch & Alessandra Tanesini (eds.), The Routledge Handbook of the Philosophy of Humility, Routledge. pp. 72-83. 2021.Suppose that you are engaging with someone who is your oppressor, or someone who espouses a heinous view like Nazism or a ridiculous view like flat-earthism. In contexts like these, there is a disparity between you and your interlocutor, a dramatic normative difference across which you are in the right and they are in the wrong. As theorists of humility, we find these contexts puzzling. Humility seems like the *last* thing oppressed people need and the *last* thing we need in dealing with tho…Read more
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31Character, reliability and virtue epistemologyPhilosophical Quarterly 56 (223). 2006.Standard characterizations of virtue epistemology divide the field into two camps: virtue reliabilism and virtue responsibilism. Virtue reliabilists think of intellectual virtues as reliable cognitive faculties or abilities, while virtue responsibilists conceive of them as good intellectual character traits. I argue that responsibilist character virtues sometimes satisfy the conditions of a reliabilist conception of intellectual virtue, and that consequently virtue reliabilists, and reliabilists…Read more
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1The Epistemological Role of the Intellectual VirtuesDissertation, University of Washington. 2002.My concern is with the epistemological role of traits like inquisitiveness, attentiveness, fair-mindedness, open-mindedness, intellectual carefulness, thoroughness, tenacity, and caution. I argue for two main claims, one negative and the other positive. ;Negatively, I argue that considerations of intellectual virtue do not have an important role to play in connection with any of the more traditional epistemological problems. I show that if considerations of intellectual virtue were to play such …Read more
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22Four Varieties of Character-Based Virtue EpistemologySouthern Journal of Philosophy 46 (4): 469-502. 2008.The terrain of character-based or “responsibilist” virtue epistemology has evolved dramatically over the last decade -- so much so that it is far from clear what, if anything, unifies the various views put forth in this area. In an attempt to bring some clarity to the overall thrust and structure of this movement, I develop a fourfold classification of character-based virtue epistemologies. I also offer a qualified assessmentof each approach, defending a certain account of the probable future of…Read more
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16“Two Types of Wisdom”Acta Analytica 27 (2): 81-97. 2012.The concept of wisdom is largely ignored by contemporary philosophers. But given recent movements in the fields of ethics and epistemology, the time is ripe for a return to this concept. This article lays some groundwork for further philosophical work in ethics and epistemology on wisdom. Its focus is the distinction between practical wisdom and theoretical wisdom or between phronesis and sophia . Several accounts of this distinction are considered and rejected. A more plausible, but also consid…Read more
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5Review of Robert C. Roberts, W. Jay wood, Intellectual Virtues: An Essay in Regulative Epistemology (review)Notre Dame Philosophical Reviews 2007 (7). 2007.
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22Educating for Intellectual Virtues: From Theory to PracticeJournal of Philosophy of Education 47 (2): 248-262. 2013.After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim
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26The inquiring mind: on intellectual virtues and virtue epistemologyOxford University Press. 2011.This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual ...
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17Intellectual Virtues and Education: Essays in Applied Virtue Epistemology (edited book)Routledge. 2015.With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals …Read more
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212A priori and a posterioriInternet Encyclopedia of Philosophy. 2003.The terms "a priori" and "a posteriori" refer primarily to how or on what basis a proposition might be known. A proposition is knowable a priori if it is knowable independently of experience. A proposition is knowable a posteriori if it is knowable on the basis of experience. The a priori/a posteriori distinction is epistemological and should not be confused with the metaphysical distinction between the necessary and the contingent or the semantical or logical distinction between the analytic an…Read more
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1433Is There a Value Problem?In Adrian Haddock, Alan Millar & Duncan Pritchard (eds.), Epistemic value, Oxford University Press. pp. 42--59. 2009.The value problem in epistemology is rooted in a commonsense intuition to the effect that knowledge is more valuable than true belief. Call this the “guiding intuition.” The guiding intuition generates a problem in light of two additional considerations. The first is that knowledge is (roughly) justified or warranted true belief.[1] The second is that on certain popular accounts of justification or warrant (e.g. reliabilism), its value is apparently instrumental to and hence derivative from the …Read more
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6Reply to ZagzebskiIn Matthias Steup & John Turri (eds.), Contemporary Debates in Epistemology, Blackwell. pp. 146. 2013.
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19Epistemic malevolenceMetaphilosophy 41 (1-2): 189-213. 2010.Abstract: Against the background of a great deal of structural symmetry between intellectual and moral virtue and vice, it is a surprising fact that what is arguably the central or paradigm moral vice—that is, moral malevolence or malevolence proper—has no obvious or well-known counterpart among the intellectual vices. The notion of "epistemic malevolence" makes no appearance on any standard list of intellectual vices; nor is it central to our ordinary ways of thinking about intellectual vice. I…Read more
Westchester, Los Angeles, California, United States of America
Areas of Specialization
Epistemology |
Areas of Interest
Virtue Ethics |