An argument often leveled against skeptical invariantism (SI) is – what we may call – ‘the argument from semantic awareness’. Roughly, the argument suggests that ordinary agents are not aware of the meaning of ‘know’ that SI proposes. Given that the semantic intuitions of ordinary agents are generally reliable, this implies that SI is implausible as a theory of ‘know’. Therefore, SI should be rejected. In this paper, I focus on the stronger extant formulation of the argument and explore how SI could, in principle, be rendered coherent with the argument (even if SI is not to be considered overall plausible). To this effect, I suggest an overlooked semantically externalist model of meaning and semantic awareness of ‘know’ that renders SI coherent with ‘the argument from semantic awareness’. The goal of the paper is modest. It is not to defend, let alone vindicate SI, but to indicate that SI is coherent with ‘the argument from semantic awareness’ in light of an externalist account of meaning and semantic awareness. I demur about the matter of the overall plausibility of SI.

The “problem of memory” in epistemology is concerned with whether and how we could have knowledge, or at least justification, for trusting our apparent memories. I defend an inductive solution – more precisely, an abductive solution – to the problem. A natural worry is that any such solution would be circular, for it would have to depend on memory. I argue that belief in the reliability of memory can be justified from the armchair, without relying on memory. The justification is, roughly, that my having the sort of experience that my apparent memory should lead me to expect is best explained by the hypothesis that my memories are reliable. My solution is inspired by Harrod's (1942) inductive solution. Coburn (1960) argued that Harrod's solution contains a fatal flaw. I show that my solution is not vulnerable to Coburn's objection, and respond to a number of other, recent and likely objections.

This paper criticises Miranda Fricker's account of the primary harm of testimonial injustice as a kind of epistemic objectification, where the latter is understood on the model provided by Martha Nussbaum's influential analysis of sexual objectification and where it is taken to involve the denial of someone's epistemic agency. I examine the existing objections to Fricker's account of the primary harm, criticising some while accepting the force of others, and I argue that one of Fricker's own central examples of testimonial injustice in fact offers the basis of a particularly telling objection. While Fricker's other critics have mostly concluded that we need to look at alternative theoretical resources to offer an account of the primary harm of testimonial injustice, I aim to show that this is premature; both Fricker and her critics have underestimated the resources provided by Nussbaum's analysis of objectification when offering an account of the primary harm, and something very much in the spirit of Fricker's account survives the objections.

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr's picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education.

My aim in this paper is to argue against what I call “epistemic” pessimism about moral testimony. Epistemic pessimists argue that moral testimony fails to transmit epistemic warrant as non-moral testimony does. I reject epistemic pessimism by defending the No Difference Thesis, that there is no in principle difference between the transmission of epistemic warrant by moral and non-moral testimony. The main thrust of my argument is that there is a good prima facie case to be made for the thesis, namely, that it is supported by all of the major current epistemological views of testimonial warrant, both reductionist and non-reductionist. After making this case, I consider five pessimist attempts to undermine the No Difference Thesis, and argue that none of these attempts succeeds. So, in the absence of any other compelling criticisms, we are justified in rejecting epistemic pessimism and accepting the No Difference Thesis.

Global meta-philosophical skepticism based upon disagreement faces the problem of self-defeat since it undercuts its motivating conciliatory principle. However, the skeptic may easily escape this threat by adopting extensive meta-philosophical skepticism, i.e. the view that most of our philosophical beliefs are unjustified, except our beliefs in epistemically fundamental principles. As I will argue in this paper, this kind of skepticism still poses a radical challenge to philosophy as a cognitive discipline. Moreover, non-global skepticism that is still extensive undermines itself as well. The deeper reason for this is that this more modest kind of skepticism can only be motivated by the assumption that disagreement with philosophical peers is abundant and that we can identify peers only by relying on track-record arguments. But then one can argue for extensive meta-philosophical skepticism only if one presupposes that those philosophical beliefs that form the basis of track-record evaluations are justified. Here, the threat of self-defeat looms again. I will proceed by first defending the premises of this new anti-skeptical argument against standard objections from the literature. Second, I will show in more detail where the epistemic inconsistency arises in the argument for extensive meta-philosophical skepticism.

We investigate claims about the frequency of “know” made by philosophers. Our investigation has several overlapping aims. First, we aim to show what is required to confirm or disconfirm philosophers’ claims about the comparative frequency of different uses of philosophically interesting expressions. Second, we aim to show how using linguistic corpora as tools for investigating meaning is a productive methodology, in the sense that it yields discoveries about the use of language that philosophers would have overlooked if they remained in their “armchairs of an afternoon”, to use J.L. Austin's phrase. Third, we discuss facts about the meaning of “know” that so far have been ignored in philosophy, with the aim of reorienting discussions of the relevance of ordinary language for philosophical theorizing.

How does being a knower and possessing knowledge contribute to living well? Some have assumed that the eudaimonic value of knowledge is exhausted by its role as either a means or a final end. On this basis, it has been concluded that knowledge is not always valuable since its value will depend upon the ends that one has. I propose to expand our exploration by considering how knowledge might be valuable in virtue of being constitutive of certain eudaimonic goods. Using achievement as an example of an eudaimonic good, I argue, by way of considering its relations to credit and luck, that knowledge is necessary for achievement.

This paper is about the underlying logical principles of scientific theories. In particular, it concerns ex contradictione quodlibet (ECQ) the principle that anything follows from a contradiction. ECQ is valid according to classical logic, but invalid according to paraconsistent logics. Some advocates of paraconsistency claim that there are ‘real’ inconsistent theories that do not erupt with completely indiscriminate, absurd commitments. They take this as evidence in favor of paraconsistency. Michael (2016) calls this the non-triviality strategy (NTS). He argues that this strategy fails in its purpose. I will show that Michael's criticism significantly over-reaches. The fundamental problem is that he places more of a burden on the advocate of paraconsistency than on the advocate of classical logic. The weaknesses in Michael's argument are symptomatic of this preferential treatment of one viewpoint in the debate over another. He does, however, make important observations that allow us to clarify some of the complexities involved in giving a logical reconstruction of a theory. I will argue that there are abductive arguments deserving of further consideration for the claim that paraconsistent logic offers the best explanation of the practice of inconsistent science. In this sense, the debate is still very much open.

The generality problem is one of the most pressing challenges for process reliabilism about justification. Thus far, one of the more promising responses is James Beebe's tri-level statistical solution. Despite the initial plausibility of Beebe's approach, the tri-level statistical solution has been shown to generate implausible justification verdicts on a variety of cases. Recently, Samuel Kampa has offered a new statistical solution to the generality problem, which he argues can overcome the challenges that undermined Beebe's original statistical solution. However, there's good reason to believe that Kampa is mistaken. In this paper, I show that Kampa's new statistical solution faces problems that are no less serious than the original objections to Beebe's solution. Depending on how we interpret Kampa's proposal, the new statistical solution either types belief-forming processes far too narrowly, or the new statistical solution fails to clarify the epistemic implications of reliabilism altogether. Either way, the new statistical solution fails to make substantive progress towards solving the generality problem.

Permissivism is the view that there are evidential situations that rationally permit more than one attitude toward a proposition. In this paper, I argue for Intrapersonal Belief Permissivism (IaBP): that there are evidential situations in which a single agent can rationally adopt more than one belief-attitude toward a proposition. I give two positive arguments for IaBP; the first involves epistemic supererogation and the second involves doubt. Then, I show how these arguments give intrapersonal permissivists a distinct response to the toggling objection. I conclude that IaBP is a view that philosophers should take seriously.

In their widely cited article, Swain et al. (2008) report data that, purportedly, demonstrates instability of folk epistemic intuitions regarding the famous Truetemp case authored by Keith Lehrer. What they found is a typical example of priming, where presenting one stimulus before presenting another stimulus affects the way the latter is perceived or evaluated. In their experiment, laypersons were less likely to attribute knowledge in the Truetemp case when they first read a scenario describing a clear case of knowledge, and more likely to ascribe knowledge when they first read a vignette describing a clear case of nonknowledge. We tried to replicate Swain et al. findings in three experiments: one devised in Polish, and the other two conducted in English. We found no priming effect for knowledge ratings regarding the Truetemp case – laypersons were similarly likely to attribute knowledge in all three investigated conditions (primed with a clear case of knowledge, primed with a clear case of nonknowledge, and not primed). These three failed replication attempts are not decisive as to whether the priming effect in question occurs, nevertheless, the collected data puts Swain et al. conclusions about instability of epistemic intuitions in jeopardy.