This study analyzes the ideals of responsibility and accountability, asking such questions as when it is legitimate to blame top officials of an organization for mistakes made by personnel below them in the bureaucratic hierarchy; when things go wrong in a large and complex organization like the Canadian Forces, who is responsible and accountable; and whether a plea of ignorance is a good excuse. The study also analyzes the doctrine of ministerial responsibility in both the British and Canadian parliamentary traditions, (...) asking whether it is realistic to expect that a government minister should be held responsible for everything that goes wrong in his/her department. Finally, traditional military values are examined, considering the kinds of attitudes and values expected from Canada's armed forces and the differences between the military and civilian sectors. (shrink)

Philosophical inquiry strives to be the unencumbered exploration of ideas. That is, unlike scientific research which is subject to ethical oversight, it is commonly thought that it would either be inappropriate, or that it would undermine what philosophy fundamentally is, if philosophical research were subject to similar ethical oversight. Against this, I argue that philosophy is in need of a reckoning. Philosophical inquiry is a morally hazardous practice with its own risks. There are risks present in the methods (...) we employ, risks inherent in the content of the views under consideration, and risks to the subjects of our inquiry. Likely, there are more risks still. However, by starting with the identification of these three risks we can demonstrate not only why an ethics of practice is needed but also which avenues are the most promising for developing an ethics for philosophical practice. Although we might be in the business of asking questions, we do not absolve ourselves of responsibility for the risks that inquiry incurs. (shrink)

Now in a new edition, this volume updates Davidson's exceptional Inquiries into Truth and Interpretation (1984), which set out his enormously influential philosophy of language. The original volume remains a central point of reference, and a focus of controversy, with its impact extending into linguistic theory, philosophy of mind, and epistemology. Addressing a central question--what it is for words to mean what they do--and featuring a previously uncollected, additional essay, this work will appeal to a wide audience of philosophers, linguists, (...) and psychologists. (shrink)

Inquiry aims at knowledge. Your inquiry into a question succeeds just in case you come to know the answer. However, combined with a common picture on which misleading evidence can lead knowledge to be lost, this view threatens to recommend a novel form of dogmatism. At least in some cases, individuals who know the answer to a question appear required to avoid evidence bearing on it. In this paper, we’ll aim to do two things. First, we’ll present an (...) argument for this novel form of dogmatism and show that it presents a substantive challenge. Second, we’ll consider a way those who take knowledge to be the aim of inquiry can mount a response. In the course of doing so, we’ll try to get clearer on the normative connections between inquiry, knowledge and evidence gathering. (shrink)

One of the major contributions which Christopher Hookway has made to pragmatist epistemology is a critical exploration of the role that affective dispositions play in inquiry. According to Hookway, a well-functioning rational inquirer must rely upon a set of pre-reflective and affective dispositions which are not themselves fully available to rational evaluation. Despite their pre-reflective nature, on the pragmatist account these affective dispositions provide us with judgments and evaluations which are in many cases more reliable than those provided by (...) explicit rational reflection. -/- This chapter presents and defends Hookway’s account of the epistemic importance of our affective dispositions. The first section presents three roles which affective dispositions play within inquiry. The second section considers the concern that affective dispositions should be considered impositions upon our epistemic agency. In response, Hookway suggests that we must identify with our affective dispositions, and two interpretations of this claim are offered. The third section considers the possibility that the confidence we have in our affective dispositions might be appropriately shaken if we recognize that they are not shared by other inquirers. The chapter concludes by suggesting that Hookway’s position can overcome this worry by developing his notion of critical self-trust in three distinct ways. (shrink)

The abstract structure of inquiry - the process of acquiring and changing beliefs about the world - is the focus of this book which takes the position that the "pragmatic" rather than the "linguistic" approach better solves the philosophical problems about the nature of mental representation, and better accounts for the phenomena of thought and speech. It discusses propositions and propositional attitudes (the cluster of activities that constitute inquiry) in general and takes up the way beliefs change in (...) response to potential new information, suggesting that conditional propositions should be understood as projections of epistemic policies onto the world.Robert C. Stalnaker is a professor in the Sage School of Philosophy at Cornell University. A Bradford Book. (shrink)

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university teaching could be (...) beneficial outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity. (shrink)

This paper introduces the concept of AI-inclusive epistemology, suggesting that artificial intelligence (AI) may develop its own epistemological perspectives, function as an epistemic agent, and assume the role of a quasi-member of society. We explore the unique capabilities of advanced AI systems and their potential to provide distinct insights within knowledge systems traditionally dominated by human cognition. Additionally, the paper proposes a framework for a sustainable symbiotic society where AI and human intelligences collaborate to enhance the breadth and depth of (...) epistemological pursuits. Through this exploration, we aim to redefine conventional knowledge paradigms by integrating the AI perspective, thereby fostering a more comprehensive and dynamic epistemological landscape. (shrink)

We offer a new account of the role of values in theory choice that captures a temporal dimension to the values themselves. We argue that non-epistemic values sometimes serve as “inquiry tickets,” justifying scientists’ pursuit of certain questions in the short run, while the answers to those questions mitigate transient underdetermination in the long run. Our account of inquiry tickets shows that the role of non-epistemic values need not be restricted to belief or acceptance in order to be (...) relevant to hypothesis choice: the relevance of non-epistemic values to a particular cognitive attitude with respect to h vary over time. (shrink)

The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which can (...) be used in order to plan and facilitate dialogic inquiry in the classroom. This strategy suggests introducing stimuli that will help students appreciate the clash that drives the philosophical question to be explored during the dialogue. In summary, this paper aims to ofer insights to all teachers interested in promoting dialogic inquiry, whether philosophical or otherwise, in education. (shrink)

Thomas Reid, the Scottish natural and moral philosopher, was one of the founding members of the Aberdeen Philosophical Society and a significant figure in the Scottish Enlightenment. Reid believed that common sense should form the foundation of all philosophical inquiry. He criticised the sceptical philosophy propagated by his fellow Scot David Hume and the Anglo-Irish bishop George Berkeley, who asserted that the external world did not exist outside the human mind. Reid was also critical of the theory of ideas (...) propagated by Locke and Descartes, arguing that it was incompatible with physical and experiential facts. For Reid, our senses demonstrate that the external world must exist, and this work is organised in chapters examining each of the senses in turn. The book, based on his lectures, was first published in 1764 when Reid was a regent professor at King's College, Aberdeen, and was reissued in 1818. (shrink)

In this paper I look at belief and degrees of belief through the lens of inquiry. I argue that belief and degrees of belief play different roles in inquiry. In particular I argue that belief is a “settling” attitude in a way that degrees of belief are not. Along the way I say more about what inquiring amounts to, argue for a central norm of inquiry connecting inquiry and belief and say more about just what it (...) means to have an inquiry or question settled. (shrink)

This study takes inquiry as the starting point for epistemological theorising. It uses this idea to develop new and systematic answers to some of the most fundamental questions in epistemology, including about the nature of core epistemic phenomena as well as their value and the extent to which we possess them.

Chapter I: The Geometry of Visibles 1 . The N on- Euclidean Geometry of Visibles In the chapter "The Geometry of Visibles" in Inquiry into the Human Mind, ...

A puzzle arises when combining two individually plausible, yet jointly incompatible, norms of inquiry. On the one hand, it seems that one shouldn’t inquire into a question while believing an answer to that question. But, on the other hand, it seems rational to inquire into a question while believing its answer, if one is seeking confirmation. Millson (2021), who has recently identified this puzzle, suggests a possible solution, though he notes that it comes with significant costs. I offer an (...) alternative solution, which doesn’t involve these costs. The best way to resolve the puzzle is to reject the prohibition on inquiring into a question while believing an answer to it. Resolving the puzzle in this way makes salient two fruitful areas in the epistemology of inquiry which merit further investigation. The first concerns the nature of the inquiring attitudes and the second concerns the aim(s) of inquiry. (shrink)

Donald Davidson presents a new edition of the 1984 volume which set out his enormously influential philosophy of language. Inquiries into Truth and Interpretation has been a central point of reference and a focus of controversy in the subject ever since, and its influence has extended into linguistic theory, philosophy of mind, and epistemology. The central question which these essays address is what it is for words to mean what they do. This new edition features an additional essay, previously uncollected.

In this paper I take up the question of the nature of the doxastic attitudes we entertain while inquiring into some matter. Relying on a distinction between two stages of open inquiry, I urge to acknowledge the existence of a distinctive attitude of cognitive inclination towards a proposition qua answer to the question one is inquiring into. I call this attitude “hypothesis”. Hypothesis, I argue, is a sui generis doxastic attitude which differs, both functionally and normatively, from suspended judgement, (...) full belief, credences, and acceptance. In closing, I point to the epistemological significance of hypothesis. More specifically, I contend that holding an attitude of hypothesis enables us to respond rationally to peer disagreement, and I suggest that such an attitude offers a suitable articulation of the view, originally put forward by Philip Kitcher, that cognitive diversity in inquiry has epistemic benefits. (shrink)

Bertrand Russell is concerned in this book with the foundations of knowledge. He approaches his subject through a discussion of language, the relationships of truth to experience and an investigation into how knowledge of the structure of language helps our understanding of the structure of the world. This edition includes a new introduction by Thomas Baldwin, Clare College, Cambridge.

Thomas Reid , the Scottish natural and moral philosopher, was one of the founding members of the Aberdeen Philosophical Society and a significant figure in the Scottish Enlightenment. Reid believed that common sense should form the foundation of all philosophical inquiry. He criticised the sceptical philosophy propagated by his fellow Scot David Hume and the Anglo-Irish bishop George Berkeley, who asserted that the external world did not exist outside the human mind. Reid was also critical of the theory of (...) ideas propagated by Locke and Descartes, arguing that it was incompatible with physical and experiential facts. For Reid, our senses demonstrate that the external world must exist, and this work is organised in chapters examining each of the senses in turn. The book, based on his lectures, was first published in 1764 when Reid was a regent professor at King's College, Aberdeen, and was reissued in 1818. (shrink)

The speech act of inquiry is generally treated as a default kind of asking questions. The widespread norm states that one inquires whether p only if one does not know that p. However, the fact that inquiring is just one kind of asking questions has received little to no attention. Just as in the declarative mood we can perform not only assertions, but various other speech acts, like guesses or predictions, so in the interrogative mood we can also make (...) various speech act types. I propose a speech-act-theoretic account of a distinct kind of question that I label exam questions. According to the proposed account, one performs an exam question p only if (i) one has access to the answer to p, and (ii) one does not officially know whether the hearer knows the answer to p. Exam questions satisfy all the necessary requirements of being a distinct kind of speech act. Additionally, my proposal contributes to the recent expansion of the normative approach to a variety of speech acts. (shrink)

Introduction -- Note on the texts -- An inquiry into the original of our ideas of beauty and virtue -- Treatise I -- An inquiry concerning beauty, order, & c. -- Treatise II -- An inquiry concerning the original of our ideas of virtue or moral good.

D. D. Raphael and A. L. Macfie (1976) II An Inquiry into the Nature and Causes of the Wealth of Nations, ed. R. H. Campbell and A. S. Skinner; textual editor W. B. Todd, 2 vols. (1976) III Essays on Philosophical Subjects, ed. W. P. D. Wightman  ...

This volume reflects the development and theoretical foundation of a new paradigm for critical thinking based on inquiry. The field of critical thinking, as manifested in the Informal Logic movement, developed primarily as a response to the inadequacies of formalism to represent actual argumentative practice and to provide useful argumentative skills to students. Because of this, the primary focus of the field has been on informal arguments rather than formal reasoning. Yet the formalist history of the field is still (...) evident in its emphasis, with respect to both theory and pedagogy, on the structure and evaluation of individual, de-contextualized arguments. It is our view that such a view of critical thinking is excessively narrow and limited, failing to provide an understanding of argumentation as largely a matter of comparative evaluation of a variety of contending positions and arguments with the goal of reaching a reasoned judgment on an issue. As a consequence, traditional critical thinking instruction is problematic in failing to provide the reasoning skills that students need in order to accomplish this goal. Instead, the goal of critical thinking instruction has been seen largely as a defensive one: of learning to not fall prey to invalid, inadequate, or fallacious arguments. (shrink)

The zetetic turn in epistemology raises three questions about epistemic and zetetic norms. First, there is the relationship question: what is the relationship between epistemic and zetetic norms? Are some epistemic norms zetetic norms, or are epistemic and zetetic norms distinct? Second, there is the tension question: are traditional epistemic norms in tension with plausible zetetic norms? Third, there is the reaction question: how should theorists react to a tension between epistemic and zetetic norms? Drawing on an analogy to practical (...) philosophy, I develop a focal point view to resolve these motivating questions. On the focal point view, traditional epistemic norms and zetetic norms answer different types of normative questions. There is nevertheless a familiar type of evaluative tension between traditional epistemic norms and zetetic norms, but this tension is an unavoidable feature of the normative landscape and not a sign that traditional epistemic norms need revision. But if traditional epistemic norms are not zetetic norms, then in what sense is zetetic epistemology a project for epistemologists? I conclude by articulating a sense in which some nontraditional epistemic norms are zetetic norms, and in which zetetic epistemology is an important part of the study of theoretical rationality. (shrink)

In most of the Socratic dialogues, Socrates professes to inquire into some virtue. At the same time, he professes not to know what the virtue in question is. How, then, can he inquire into it? Doesn't he need some knowledge to guide his inquiry? Socrates' disclaimer of knowledge seems to preclude Socratic inquiry. This difficulty must confront any reader of the Socratic dialogues; but one searches them in vain for any explicit statement of the problem or for any (...) explicit solution to it. The Meno, by contrast, both raises it explicitly and proposes a solution. (shrink)

What is Japanese philosophy? This paper will address this question, not by giving a survey of the works of Japanese philosophers or a definition of the subject matter of Japanese philosophy, but by attempting to present how it emerged as a distinct philosophical tradition—by sketching the controversies that gave rise to its formation; the social, intellectual, and historical factors that paved the way to its development; and the revolution of thought which finally gave it the title “Japanese philosophy.” I will (...) argue that Japanese philosophy was born not because Japanese thinkers desperately wanted a philosophy that they could call their own, but because, first and foremost, they were thinking of ways to articulate the ever changing and paradoxical nature of reality. Formed by their religion and informed by the Chinese and Japanese classics, they used the language learned from the West and tried to answer the most fundamental questions of existence. A unique way of philosophizing thus emerged and became a true locus of dialogue between Eastern and Western thought.An Inquiry into the Historical Development of Philosophy in Japan. (shrink)

Explanatory inquiry characteristically begins with a certain puzzlement about the world. But why do certain situations elicit our puzzlement while others leave us, in some epistemically relevant sense, cold? Moreover, what exactly is involved in the move from a state of puzzlement to a state where one's puzzlement is satisfied? In this paper I try to answer both of these questions. I also suggest ways in which our account of scientific rationality might benefit from having a better sense of (...) the kind of epistemic goal we are trying to realize, when we engage in our explanatory inquiries. Two Senses The Need for Explanation An Example Proto-understanding Conclusion CiteULike Connotea Del.icio.us What's this? (shrink)

Group agents can act, and they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: to make sense of how large-scale distributed activities might be a kind of group action, and to make sense of the kind of division of labour involved in collective inquiry. In the first part of the paper, I argue that existing accounts (...) of group action face problems dealing with large-scale group actions, and propose a minimal alternative account. In the second part of the paper, I draw on an analogy between inquiry and conversation, arguing that work by Robert Stalnaker and Craige Roberts helps us to think about the division of labour. In the final part of the paper I put the accounts of group action and inquiry together, and consider how to think about group knowledge, deep ignorance, and the different kinds of division of labour. (shrink)

_An Inquiry into the Good_ represented the foundation of Nishida’s philosophy—reflecting both his deep study of Zen Buddhism and his thorough analysis of Western philosophy—and established its author as the foremost Japanese philosopher of this century. In this important new translation, two scholars—one Japanese and one American—have worked together to present a lucid and accurate rendition of Nishida’s ideas. "The translators do an admirable job of adhering to the cadence of the original while avoiding unidiomatic, verbatim constructions."—John C. Maraldo, (...) _Philosophy East and West_ __ __ "More accurate and critical than the first translation into English of Nishida's earliest book.... An important addition to library collections of twentieth-century philosophy, Japanese intellectual history, and contemporary Buddhist thought."—_Choice_ "A welcome new translation of a work by probably the most original and influential of modern Japanese philosophers."—Hidé Ishiguro, _Times Literary Supplement_ "Undoubtedly the most important work for anyone in the West interested in understanding modern Japanese thought. This work premiered Japanese philosophy as modern but has also shown unusual staying power. In the late twentieth century Japanese thinkers, both religious and secular, insist on its importance and relevance."—William R. La Fleur, University of Pennsylvania. (shrink)

Why engage in inquiry? According to many philosophers, the goal of inquiring into some question is to come to know its answer. While this view holds considerable appeal, this paper argues that it stands in tension with another highly attractive thesis: knowledge does not require absolute certainty. Forced to choose between these two theses, I argue that we should reject the idea that inquiry aims at knowledge. I go on to develop an alternative view, according to which (...) class='Hi'>inquiry aims at maximizing the epistemic value of our credences. This alternative view makes room for knowledge that falls shy of certainty, and it coheres nicely with a rich body of work in epistemic decision theory. I proceed to highlight the implications of this replacement for some important topics in epistemology, including the dogmatism paradox, the nature of interrogative attitudes, and the norm of practical reasoning. (shrink)

This paper argues that accepting an ordinary approach to truthmakers and rejecting something I call “the metaphysical knowledge assumption” allows us to account for inquiry in terms of truthmaking. §1 introduces inquiry and the potential place of truthmakers in inquiry. §2 presents the relevant ordinary notion of truthmakers. §3 presents and motivates MKA. This assumption, I argue, makes a truthmaker-focused account of inquiry whose objects are not the fundamental nature of things impossible and thus should be (...) rejected. The ordinary picture, which understands truthmakers not exclusively in terms of the objects of fundamental reality or of semantics, but in terms of the relevant, intentional objects of inquiry, gives us an attractive, general, truthmaker-based view of inquiry. (shrink)

This paper connects two important debates in epistemology—to wit, on the goal of inquiry and on the nature of understanding—and offers a unified knowledge-based account of both.

Inquiry is guided, in the minimal sense that it is not haphazard. It is also often thought to have as a natural stopping point ceasing to inquire, once inquiry into a question yields knowledge of an answer. On this picture, inquiry is both telic and guided. By contrast, mind-wandering is unguided and atelic, according to the most extensively developed philosophical theory of it. This paper articulates a puzzle that arises from this combination of claims: there seem to (...) be plenty of examples of inquiry progressing within mind-wandering, yet theories of inquiry and mind-wandering can make wandering inquiry seem impossible or incoherent. I offer several solutions to this puzzle and make the case that taken together, they illuminate a prevalent form of inquiry that the burgeoning literature on that topic overlooks: inquiry that progresses spontaneously. (shrink)

Meno's Paradox from Socrates to Sextus Gail Fine. sense that they consider the issues it raises; and they argue, against its conclusion, that inquiry is possible. Like Plato and Aristotle, they also explain what makes inquiry possible; and they do ...

The aim of this article is to investigate specific aspects connected with visualization in the practice of a mathematical subfield: low-dimensional topology. Through a case study, it will be established that visualization can play an epistemic role. The background assumption is that the consideration of the actual practice of mathematics is relevant to address epistemological issues. It will be shown that in low-dimensional topology, justifications can be based on sequences of pictures. Three theses will be defended. First, the representations used (...) in the practice are an integral part of the mathematical reasoning. As a matter of fact, they convey in a material form the relevant transitions and thus allow experts to draw inferential connections. Second, in low-dimensional topology experts exploit a particular type of manipulative imagination which is connected to intuition of two- and three-dimensional space and motor agency. This imagination allows recognizing the transformations which connect different pictures in an argument. Third, the epistemic—and inferential—actions performed are permissible only within a specific practice: this form of reasoning is subject-matter dependent. Local criteria of validity are established to assure the soundness of representationally heterogeneous arguments in low-dimensional topology. (shrink)

ABSTRACT According to an important version of the Principle of Sufficient Reason, every fact has a metaphysical explanation, where a metaphysical explanation of some fact tells us what makes it the case that the fact obtains. I argue that, so long as we have not yet discovered that any fact is brute, we ought to be committed to this version of the principle—henceforth ‘the PSR’—because it is indispensable to a species of inquiry in which we ought to engage. I (...) argue, first, that a practical indispensability argument applied to this species of inquiry supports a commitment to the PSR. I then show that we ought to engage in this inquiry. If my argument succeeds, then our attitude at the outset of such inquiry should not be agnosticism about whether any particular fact has a metaphysical explanation. Instead, we ought to be committed to the PSR. (shrink)

According to the traditional view in the philosophy of logic facts of logic bear normative authority regarding how one ought to reason. Usually this is to mean that the relation of logical consequence between statements has some special relevance for how one’s beliefs should cohere. However, as I will argue in this article, this is just one way in which logic is normative for reasoning. For one thing, belief is not the only kind of mental state involved in reasoning. Besides (...) adopting and revising beliefs, rational agents pose and resolve questions. For another thing, the consequence relation of classical logic can be conservatively extended such that it includes logical relations between questions as well. Therefore, there is an argument to be made that not only the inference of new beliefs from extant beliefs but also the process of raising additional questions falls under the normative authority of logic. Accordingly, a nuanced account of the normativity of logic presents itself, which convincingly deals with problems such as clutter-avoidance and the paradox of the preface. (shrink)

A growing number of epistemologists have endorsed the Ignorance Norm for Inquiry. Roughly, this norm says that one should not inquire into a question unless one is ignorant of its answer. I argue that, in addition to ignorance, proper inquiry requires a certain kind of knowledge. Roughly, one should not inquire into a question unless one knows it has a true answer. I call this the Knowledge Norm for Inquiry. Proper inquiry walks a fine line, holding (...) knowledge that there is an answer in the left hand and ignorance of the answer in the right. (shrink)