Knowledge, Default, and Skepticism

2021 ◽  
pp. 123-143
Author(s):  
Ernest Sosa

Chapter 7 introduces a distinctive idea of default assumptions and explains how that idea reconfigures earlier virtue epistemology. Default assumptions are endemic to human performance domains generally including games and sports. Our domains of judgment are only special cases in which a telic normativity allows performers to assume by default the standing of the background conditions required for success and aptness of performance. This enables a fresh treatment of philosophical skepticism. The response to the skeptics will be that they have mistaken what is required for the epistemic quality of ordinary judgments and beliefs. This treatment of skepticism is enabled by analogies between epistemic and athletic performance, and between episteme and praxis more generally.

2020 ◽  
pp. 205-222
Author(s):  
Ernest Sosa

Virtue epistemology takes its own approach to the questions of traditional epistemology. In what follows, a fresh treatment of philosophical skepticism is enabled by a distinctive notion of default assumptions, along with an analogy between epistemic and athletic performance, and between episteme and praxis more generally. The novel response to the skeptics will explain how they’ve mistaken what’s required for the epistemic quality of ordinary judgments and beliefs. Our virtue epistemological approach relies on a category of default assumptions that is different from any “default justification” or “entitlement” already in the literature, if only because ours is embedded in virtue theory and is to be understood thereby. Wittgenstein comes closest in On Certainty, though his own ideas are also unhinged from any broader virtue epistemology.


Episteme ◽  
2019 ◽  
Vol 16 (4) ◽  
pp. 474-489
Author(s):  
Ernest Sosa

Abstract“Reflection and Security” introduces a distinctive notion of default assumptions, one that applies in human performance domains generally, and uses that notion to extend virtue epistemology in new directions.


2015 ◽  
Vol 11 (11) ◽  
pp. 20150839 ◽  
Author(s):  
James M. Smoliga ◽  
Gerald S. Zavorsky

In recent years, various studies have attempted to understand human evolution by examining relationships between athletic performance or physical fitness and facial attractiveness. Over a wide range of five homogeneous groups ( n = 327), there is an approximate 3% shared variance between facial attractiveness and athletic performance or physical fitness (95% CI = 0.5–8%, p = 0.002). Further, studies relating human performance and attractiveness often have major methodological limitations that limit their generalizability. Thus, despite statistical significance, the association between facial attractiveness and human performance has questionable biological importance. Here, we present a critique of these studies and provide recommendations to improve the quality of future research in this realm.


2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Pham Van Phuc ◽  
Ngo Quang Son

Last time, management of equipment, maintenance and use of teaching equipment in lower secondary schools in Dien Bien district, Dien Bien province has been paid more attention, making important contributions to keeping sustainably, improve the quality of education in the district. Every year the lower secondary schools have been given funding and have plans to equip additional teaching equipment. Most lower secondary schools have full-time staff in charge of teaching equipment; with equipment storage rooms, cabinets are gradually added; laboratories and classrooms have been built more and more; have a system of records of teaching equipment management established; The work of inventorying and purifying teaching equipment periodically was also concerned. The movement of innovating teaching methods has made education managers and teachers more interested in using teaching equipment effectively. The positive management measures have caused many teachers to use teaching equipment as an integral part of the lesson, helping the quality of the lessons be increasingly improved to meet the requirements of changes. New teaching methods. Education administrators, teachers, teaching equipment staff are becoming more and more serious in teaching device management. However, the reality of teaching equipment management still reveals many limitations: The management of teaching equipment in schools is still administrative and ineffective. The equipment has no overall and detailed plans; The procurement of teaching equipment is not guaranteed in terms of quantity, lack of uniformity (some are redundant, some are lacking), quality is limited (durability, accuracy is not guaranteed, some new ones are not used); preservation still has many shortcomings; lack of specialized staff; lack of storage space or insufficient storage; lack of cabinets, prices, laboratories, subject classrooms; specially managing the use of teaching equipment is not tight; Many places teachers have not paid attention to use, ineffective use. The situation of “teaching vegetarianism” is still common, teaching equipment used is still movement, mostly used only in special cases such as competitions for good teachers, lectures or when there is a delegation check; There are many cases of information technology abuse in teaching. The effective use of teaching equipment oriented student capacity development is not much. The management of the use of teaching equipment oriented to develop student competencies in the current trend of Industry Revolution 4.0 is a matter of great concern to educational managers.Thus, the task of surveying the situation of managing the effective use of teaching equipment, finding subjective and objective reasons in order to propose measures to effectively manage the use of teaching equipment in the direction of developing students’ practical capacities and contributing to improving the quality of teaching in secondary schools in Dien Bien district, Dien Bien province is a very important and necessary task today.


Author(s):  
Victoria L. Claypoole ◽  
Alexis R. Neigel ◽  
James L. Szalma

Observation is a common occurrence within the workplace, and can often manifest as either peer-to-peer monitoring or supervisor-to-peer monitoring. To date, there is a limited body of research that describes changes in performance due to either a positive or negative relationship between supervisors and employees. The present study reports qualitative data on supervisor-to-employee relationships and how the quality of the relationship can alter human performance. The results indicated that relationship with a supervisor was related to perceived performance under direct observation. Women were more likely to report a positive relationship with their supervisor, yet also indicated a negative emotion toward being monitored. These results are important in understanding how supervisor presence influences individual performance when completing job-specific tasks. The implications for future research are discussed.


Author(s):  
Ernest Sosa

This book develops an improved virtue epistemology and uses it to explain several epistemic phenomena. Part I lays out a telic virtue epistemology that accommodates varieties of knowledge and understanding particularly pertinent to the humanities. Part II develops an epistemology of suspension of judgment, by relating it to degrees of confidence and to inquiry. Part III develops a substantially improved telic virtue epistemology by appeal to default assumptions important in domains of human performance generally, and in our intellectual lives as a special case. This reconfigures earlier virtue epistemology, which now seems a first approximation. This part also introduces a metaphysical hierarchy of epistemic categories and defends in particular a category of secure knowledge.


Author(s):  
Linda Zagzebski

‘Virtue epistemology’ is the name of a class of theories that focus epistemic evaluation on good epistemic properties of persons rather than on properties of beliefs. The former or some interesting subset of the former are called intellectual virtues. Some of these theories propose that the traditional concepts of justification or knowledge can be analysed in terms of intellectual virtue, whereas others maintain that these traditional concepts are defective or uninteresting and it is desirable to replace them with the notion of an intellectual virtue. In all these theories, epistemic evaluation rests on some virtuous quality of persons that enables them to act in a cognitively effective and commendable way. Simple reliabilism may be treated either as a precursor to virtue epistemology or as an early form of it. Later versions add requirements for virtue intended to capture the idea that it is a quality which makes an epistemic agent subjectively responsible as well as objectively reliable. Proponents of virtue epistemology claim a number of advantages. It is said to bypass disputes between foundationalists and coherentists on proper cognitive structure, to avoid sceptical worries, to avoid the impasse between internalism and externalism and to broaden the range of epistemological enquiry to include such neglected epistemic values as understanding and wisdom. Some theorists argue that the real virtue of virtue epistemology is the way it permits us to redefine the central questions of epistemology. In addition, since virtue epistemology can be blended with virtue ethics, it holds out the promise of a unified theory of value.


Author(s):  
Thomas F. Quatieri ◽  
James R. Williamson

Multimodal biomarkers based on behavioral, neurophysiological, and cognitive measurements have recently increased in popularity for the detection of cognitive stress and neurologically based disorders. Such conditions significantly and adversely affect human performance and quality of life in a large fraction of the world’s population. Example modalities used in detection of these conditions include speech, facial expression, physiology, eye tracking, gait, and electroencephalography (EEG). Toward the goal of finding simple, noninvasive means to detect, predict, and monitor cognitive stress and neurological conditions, MIT Lincoln Laboratory is developing biomarkers that satisfy three criteria. First, we seek biomarkers that reflect core components of cognitive status, such as work­ing memory capacity, processing speed, attention, and arousal. Second, and as importantly, we seek biomarkers that reflect timing and coordination relations both within components of each modality and across different modalities. This is based on the hypothesis that neural coordination across different parts of the brain is essential in cognition. An example of timing and coordination within a modality is the set of finely timed and synchronized physiological components of speech production, whereas an example of coordination across modalities is the timing and synchrony that occur between speech and facial expression during speaking. Third, we seek multimodal biomarkers that contribute in a complementary fashion under various channel and background conditions. In this chapter, as an illustration of the biomarker approach, we focus on cognitive stress and the particular case of detecting different cognitive load levels. We also briefly show how similar feature-extraction principles can be applied to a neurological condition through the example of major depressive disorder (MDD). MDD is one of several neuropsychiatric disorders where multimodal biomarkers based on principles of timing and coordination are important for detection (Cummins et al., 2015; Helfer et al., 2014; Quatieri & Malyska, 2012; Trevino, Quatieri, & Malyska, 2011; Williamson, Quatieri, Helfer, Ciccarelli, & Mehta, 2014; Williamson et al., 2013, 2015; Yu, Quatieri, Williamson, & Mundt, 2014).


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