•  39
    A Virtue-Based Defense of Mathematical Apriorism
    Axiomathes 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
  •  33
    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
  •  23
    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
  •  21
    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
  •  20
    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