Applied Epistemology

2021 ◽  
pp. 3-16
Author(s):  
Jennifer Lackey

In this chapter, Jennifer Lackey shows how applied epistemology brings the tools of contemporary epistemology to bear on particular issues of social concern. While the field of social epistemology has flourished in recent years, there has been far less work on how theories of knowledge, justification, and evidence may be applied to concrete questions, especially those of ethical and political significance. Lackey highlights the seven areas that will be the focus of the volume: epistemological perspectives; epistemic and doxastic wrongs; epistemology and injustice; epistemology, race, and the academy; epistemology and feminist perspectives; epistemology and sexual consent; and epistemology and the internet. She then offers a brief overview of each chapter.

Applied epistemology brings the tools of contemporary epistemology to bear on particular issues of social concern. While the field of social epistemology has flourished in recent years, there has been far less work done on how theories of knowledge, justification, and evidence may be applied to concrete questions, especially those of ethical and political significance. The present volume fills this gap in the current literature by bringing together essays from leading philosophers in a broad range of areas in applied epistemology. The potential topics in applied epistemology are many and diverse, and this volume focuses on seven central issues, some of which are general, while others are far more specific: epistemological perspectives; epistemic and doxastic wrongs; epistemology and injustice; epistemology, race, and the academy; epistemology and feminist perspectives; epistemology and sexual consent; and epistemology and the internet. Some of the chapters in this volume contribute to, and further develop, areas in social epistemology that are already active, and others open up entirely new avenues of research. All of the contributions aim to make clear the relevance, and importance, of epistemology to some of the most pressing social and political questions facing us as agents in the world.


2020 ◽  
Vol 18 (4) ◽  
pp. 531-544
Author(s):  
Andrew Thomas

How should pupils use the internet to learn? This essay sets up two modes of using online sources, reading for information and reading for evidence, and evaluates their value for schools. The former is well known; pupils decide whether the source is telling the truth or not. The latter is more familiar in advanced historical investigation, namely deciding what this source’s utterance means for the question in hand. One of these simply hands pupils information. The other requires them to understand what they are reading. It is argued that an education that only involves one of these cultivates passive pupils who are unable to adjust their own attention or listen to minority reports in science. Only when pupils also investigate primary sources will they experience developing their own knowledge, and believe in education.


Author(s):  
Soraj Hongladarom

The problem of global digital divide, namely disparity in Internet access and use among the various regions of the world, is a growing concern. Even though, according to some reports, the gap is getting narrower, this does not mean that the problem is disappearing, because the problem does not just consist in getting more people to become “wired,” so to speak. This chapter investigates the various relationships among the global digital divide, global justice, cultures and epistemology. Very briefly stated, not getting access to the Internet constitutes an injustice because the access is a social good that can lead to various other goods. Furthermore, as information technology is a second-order technology, one that operates on meaning bearing symbols, access to the technology is very much an issue of social epistemology, an attempt to find out the optimal way to distribute knowledge across the social and cultural domains.


2008 ◽  
pp. 3217-3230
Author(s):  
Soraj Hongladarom

The problem of global digital divide, namely disparity in internet access and use among the various regions of the world, is a growing concern. Even though, according to some reports, the gap is getting narrower, this does not mean that the problem is disappearing, because the problem does not just consist in getting more people to become ‘wired’, so to speak. This paper investigates the various relationships among the global digital divide, global justice, cultures and epistemology. Very briefly stated, not getting access to the Internet constitutes an injustice because the access is a social good that can lead to various other goods. Furthermore, as information technology is a second-order technology, one that operates on meaning bearing symbols, access to the technology is very much an issue of social epistemology, an attempt to find out the optimal way to distribute knowledge across the social and cultural domains.


Episteme ◽  
2010 ◽  
Vol 7 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Frederick F. Schmitt ◽  
Oliver R. Scholz

Social epistemology is a burgeoning branch of contemporary epistemology. Since the 1970s, philosophers have taken an ever-increasing interest in such topics as the epistemic value of testimony, the nature and function of expertise, the proper distribution of cognitive labor and resources among individuals in communities, and the status of group reasoning and knowledge. This trend emerged against the resistance of the widely shared view that social considerations are largely irrelevant to epistemological concerns. The trend was stimulated by diverse approaches to the study of knowledge, in such fields as library science, educational theory, the sociology of science, and economics, and within philosophy itself, in the decades preceding the 1980s. To name only a few influences within philosophy, W. V. Quine promoted a naturalistic approach to knowledge, and many who accepted the relevance of nature to epistemology found it sensible to accept the relevance of social factors as well. Thomas S. Kuhn suggested that social factors precipitate revolutionary conceptual and doctrinal changes in the history of science. And feminist epistemologists uncovered the importance of gender differences in knowledge – a species of social factor.


2013 ◽  
Vol 56 (1) ◽  
pp. 5-17 ◽  
Author(s):  
Angelo Corlett

There is no more prolific analytical philosopher than Alvin I. Goldman when it comes to social epistemology. During the past two decades, he has done more than any other analytical philosopher to set the tone for how social epistemology ought to be conceptualized. However, while Goldman has provided numerous contributions to our understanding of how applied epistemology can assist not only philosophy, but other fields of learning such as the sciences, law, and communication theory, there are concerns with the way he conceptualizes the foundations of social epistemology. One is that he somewhat problematically partitions off social epistemology from traditional analytic epistemology in ways that make the latter, but not the former, naturalistic and reliabilist (on his construal of naturalism and reliabilism). Another difficulty is that he seems not to recognize that social epistemology poses a rather embarrassingly potential problem for traditional epistemology, namely, it exposes traditional epistemology?s excessive individualism. That Goldman seems not to recognize this is evidenced by the fact that in his conceptualization of the foundations of epistemology he retains traditional epistemology as an area of philosophical inquiry on its own terms, without arguing that elements of the social might well have to be taken into account by traditional analyses of human knowledge. Thus, to put it in the terms of another social epistemologist, Steve Fuller, Goldman?s social epistemology is not revisionistic, though Goldman himself insists that it is normative. This leads to a third problem for Goldman?s social epistemology, namely, that it contains no justified true belief analysis of the nature of social knowledge.


Prejudice ◽  
2021 ◽  
pp. 7-25
Author(s):  
Endre Begby

The book’s opening chapter begins by providing a working definition of prejudice in terms of negatively charged stereotypes targeting some group of people, and derivatively, the individuals who comprise this group. It then turns to situating this approach in the larger landscape of contemporary epistemological theory. The study of prejudiced belief falls within the ambit of social epistemology. It should also, it is argued, be considered as a form of situated, applied epistemology. As such, it is recognizably a contribution to “non-ideal epistemology” (a notion to be further elaborated in chapter 3): non-ideal epistemology aims to provide normative guidelines for decision-making under uncertainty. Currently popular “externalist” approaches to epistemology are of no help here. But at the same time, non-ideal epistemology is also not “internalist,” since it routinely holds what we are responsible to a broader subset of the total evidence than is currently in our possession.


Author(s):  
Soraj Hongladarom

The problem of global digital divide, namely disparity in internet access and use among the various regions of the world, is a growing concern. Even though, according to some reports, the gap is getting narrower, this does not mean that the problem is disappearing, because the problem does not just consist in getting more people to become ‘wired’, so to speak. This paper investigates the various relationships among the global digital divide, global justice, cultures and epistemology. Very briefly stated, not getting access to the Internet constitutes an injustice because the access is a social good that can lead to various other goods. Furthermore, as information technology is a second-order technology, one that operates on meaning bearing symbols, access to the technology is very much an issue of social epistemology, an attempt to find out the optimal way to distribute knowledge across the social and cultural domains.


2020 ◽  
Vol 53 (3) ◽  
pp. 123-136
Author(s):  
Roman Dremliuga ◽  
Olga Dremliuga ◽  
Pavel Kuznetsov

Since the introduction of computer technologies and the internet, Russia has been trying to adopt different strategies on maintaining social order in cyberspace. The purpose of this article is, by studying the stages of enacting legislation against cybercrime, to explore the Russian model of cyberspace regulation. In order to get control over the internet and to maintain security and stability in society, the Russian government has implemented new provisions of the Criminal Code of the Russian Federation and other means. This article demonstrates how criminal law and other measures may be used to fight cybercrime, and how the legislative body reacts on social concern about cybercrime. Russian legislation against cybercrime passed the same phases as cyber law in other countries: first, criminalizing and penalizing particular cybercrime types, and then, developing a complicated system of cyber regulation. The process of cyber regulation was influenced by changing cybercrime characteristics, transformation of enforcement policy, and international treaties ratified by the Russian Federation. Regardless of active efforts in fighting cybercrime, Russian hackers are still a big threat to Russia and, in general, globally. The article concludes that the hacker subculture is one of the main factors producing cybercrime.


Sign in / Sign up

Export Citation Format

Share Document