scholarly journals EPISTEMIC NORMS AND ‘HE SAID/SHE SAID’ REPORTING

Episteme ◽  
2016 ◽  
Vol 14 (4) ◽  
pp. 413-422 ◽  
Author(s):  
Mona Simion
Keyword(s):  
Speech Acts ◽  
Epistemic Norms ◽  
News Reporting

ABSTRACTThis paper discusses the permissibility of exclusively relying on a procedural objectivity model for news reporting, from the perspective of the normativity of informative speech acts. It is argued that, with the exception of urgency situations, the paradigmatic application of procedural objectivity is in breach of the relevant norms.

Testimony and Assertion

2017 ◽  
Author(s):  
David Owens
Keyword(s):  
Speech Acts ◽  
Epistemic Norms ◽  
Testimonial Knowledge ◽  
Epistemology Of Testimony ◽  
Ethical Norms

Two models of assertion are described and their epistemological implications considered. The assurance model draws a parallel between the ethical norms surrounding speech acts like promising and the epistemic norms that govern the transmission of testimonial knowledge. This model is rejected in favour of the view that assertion transmits knowledge by (intentionally) expressing belief. The expression of belief is distinguished from the communication of belief. The chapter goes on to compare the epistemology of testimony with the epistemology of memory, arguing that memory and testimony are mechanisms that can preserve the rationality of the belief they transmit without preserving the evidence on which the belief was originally based.

scholarly journals Promises to keep: speech acts and the value of reflective knowledge

2020 ◽  
Author(s):  
John Turri
Keyword(s):  
Recent Work ◽  
Speech Acts ◽  
Reflective Knowledge ◽  
Epistemic Norms

This paper offers a new account of reflective knowledge’s value, building on recent work on the epistemic norms of speech acts. Reflective knowledge is valuable because it licenses us to make guarantees and promises.

scholarly journals Knowledge Guaranteed

2020 ◽  
Author(s):  
John Turri
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Speech Act Theory ◽  
Epistemic Norms ◽  
Wilfrid Sellars ◽  
The Relationship ◽  
John Austin

What is the relationship between saying ‘I know that Q’ and guaranteeing that Q? John Austin, Roderick Chisholm and Wilfrid Sellars all agreed that there is some important connection, but disagreed over what exactly it was. In this paper I discuss each of their accounts and present a new one of my own. Drawing on speech-act theory and recent research on the epistemic norms of speech acts, I suggest that the relationship is this: by saying ‘I know that Q’, you represent yourself as having the authority to guarantee that Q.

The Epistemic Norms of Assertion

2017 ◽  
Author(s):  
Mikkel Gerken
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Epistemic Norm ◽  
Epistemic Norms ◽  
Norms Of Assertion ◽  
Knowledge Norm ◽  
Conversational Context

Chapter 7 extends the discussion of epistemic norms to the linguistic realm. Again, it is argued that a Knowledge Norm of Assertion (KNAS) is inadequate and should be replaced with a Warrant-Assertive Speech Act norm (WASA). According to WASA, S must be adequately warranted in believing that p relative to her conversational context in order to meet the epistemic requirements for asserting that p. This epistemic norm is developed and extended to assertive speech acts that carry implicatures or illocutionary forces. Particular attention is given to the development of a species of WASA that accounts for assertive speech acts having a directive force, such as a recommendation. Thus, Chapter 7 contributes to the debates concerning epistemic norms of assertions.

scholarly journals Assertions, Handicaps, and Social Norms

Episteme ◽  
2020 ◽  
Vol 17 (3) ◽  
pp. 349-363
Author(s):  
Peter J. Graham
Keyword(s):  
Social Norms ◽  
Speech Acts ◽  
Alternative Mechanism ◽  
Epistemic Norms ◽  
Handicap Principle ◽  
Human Communication ◽  
Technical Sense ◽  
The Stability ◽  
Mitchell Green

AbstractHow should we undertand the role of norms – especially epistemic norms – governing assertive speech acts? Mitchell Green (2009) has argued that these norms play the role of handicaps in the technical sense from the animal signals literature. As handicaps, they then play a large role in explaining the reliability – and so the stability (the continued prevalence) – of assertive speech acts. But though norms of assertion conceived of as social norms do indeed play this stabilizing role, these norms are best understood as deterrents and not as handicaps. This paper explains the stability problem for the maintenance of animal signals, and so human communication; the mechanics of the handicap principle; the role of deterrents and punishments as an alternative mechanism; and the role of social norms governing assertion for the case of human communication.

"Let's do lunch sometime": An analysis of ostensible speech acts

2001 ◽  
Author(s):  
Kristen E. Link ◽  
Roger J. Kreuz ◽  
Jackie Soto
Keyword(s):  
Speech Acts

Orientalist Speech-acts and Israeli Middle East Studies: Cautions and Criticisms of Edward Said Beyond the Battle of Ideas

2019 ◽  
Vol 18 (2) ◽  
pp. 221-237
Author(s):  
Eyal Clyne
Keyword(s):  
Middle East ◽  
Speech Acts ◽  
Edward Said ◽  
Discursive Practices ◽  
Academic World ◽  
The Social ◽  
Social Theories ◽  
Middle East Studies

Drawing on speech acts theory, this article discusses the illocutionary and perlocutionary forces of discursive practices with which certain academic circles seek to discredit the Saidian ‘Orientalism’ framework. Identifying the unusual value attached to Said as object of attachment or detachment, desirability and exceptionality, this analysis turns away from deliberations about ‘orientalism’ as a party in a battle of ideas, and studies common cautionary statements and other responses by peers as actions in the social (academic) world, that enculture and police expectations. Cautioning subjects about this framework, or conditioning its employment to preceding extensive pre-emptive complicating mitigations, in effect constructs this framework as undesirable and ‘risky’. While strong discursive reactions are not uncommon in academia, comparing them to treatments of less-controversial social theories reveals formulations, meanings and attentions which are arguably reserved for this ‘theory’. Conclusively, common dismissals, warnings and criticisms of Said and ‘Orientalism’ often exemplify Saidian claims, as they deploy the powerful advantage of enforcing hegemonic, and indeed Orientalist, views.

Pragmatic instruction in L2-Russian

2020 ◽  
Vol 4 (1) ◽  
pp. 62-95
Author(s):  
Daniele Artoni ◽  
Valentina Benigni ◽  
Elena Nuzzo
Keyword(s):  
Foreign Language ◽  
Speech Acts ◽  
Control Group ◽  
Written Discourse ◽  
Instructional Treatment ◽  
Completion Task ◽  
Positive Effect ◽  
Experimental Group ◽  
National Corpus ◽  
Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

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