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24Educating against intellectual vicesEthics and Education 19 (1): 109-123. 2024.Intellectual character education has been primarily expressed in terms of educating for intellectual virtues (EFIV). This aim of teaching intellectual virtues has received some challenges, such as how it fails to articulate adequate action guidance through exemplarist pedagogy, and how it neglects the pervasiveness of intellectual vice among students. To respond to these challenges, this paper considers the aim of educating against intellectual vices (EAIV) – teaching students not to develop int…Read more
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37‘Here’s Me Being Humble’: The Strangeness of Modeling Intellectual HumilitySocial Epistemology 38 (2): 235-248. 2024.There’s something paradoxical with a person saying ‘I am humble’; it doesn’t seem so humble to self-attribute humility in general, and intellectual humility in particular. In light of the recent interest in educating for intellectual virtues, this paradox has interesting implications to educating for intellectual humility. In particular, one might wonder how a teacher can be a model of intellectual humility to her students. If a teacher says something like ‘Here’s me being an exemplar of intelle…Read more
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33Pedagogical Virtues: An Account of the Intellectual Virtues of a TeacherEpisteme 1-15. forthcoming.The overlap between virtue epistemology and the philosophy of education has been dominated by discussions of the epistemic qualities of good learners, that is, the intellectual virtues that must be nurtured in students. Not much has been said about the epistemic qualities of good teachers expressed in virtue-theoretic terms. This paper offers a preliminary account of such qualities, which are designated as pedagogical virtues. I use Battaly's pluralist conception of intellectual virtue as a star…Read more
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29Degrees of epistemic dependence: an extension of Pritchard’s response to epistemic situationismSynthese 199 (3-4): 11689-11705. 2021.Pritchard defends virtue epistemology from epistemic situationism by appealing to the notion of epistemic dependence: if knowledge acquisition is sometimes allowed to depend on factors outside the cognitive agency of the subject, then this modest form of virtue epistemology escapes the threat of the situationist challenge. This lowering of the threshold of cognitive agency required for knowledge raises the question of how to demarcate between acquisitions of true belief influenced by situational…Read more
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37Edukasyon bilang Tagpuan ng Katwirang Lungsod at Katwirang LalawiganKritike 10 (1): 83-98. 2016.The city-province distinction is usually construed in economic terms: the city is the center of consumption and wealth, while the province the center of production and raw materials. In this paper, I propose that we can also draw the distinction epistemologically; instead of distinguishing between city-dwellers and provincedwellers, we can talk about city-minded and province-minded people. In this perspective, we discover the crucial position of education as the paradoxical interplay of the city…Read more
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59A Virtue-Based Defense of Mathematical ApriorismAxiomathes 26 (1): 71-87. 2016.Mathematical apriorists usually defend their view by contending that axioms are knowable a priori, and that the rules of inference in mathematics preserve this apriority for derived statements—so that by following the proof of a statement, we can trace the apriority being inherited. The empiricist Philip Kitcher attacked this claim by arguing there is no satisfactory theory that explains how mathematical axioms could be known a priori. I propose that in analyzing Ernest Sosa’s model of intuition…Read more
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26Lohikang Makapamilya at Xiào : Ang Etika sa Búhay Pamilya ng mga Filipino at TsinoKritike 11 (1): 34-47. 2017.
Areas of Specialization
Virtue Epistemology |
Philosophy of Education |
Social Epistemology |
Areas of Interest
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Virtue Epistemology |
Epistemology |
Philosophy of Mathematics |
Philosophy of Education |
The Aims of Education |
Social Epistemology |