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The Ignorance Norm and Paradoxical Assertions
Philosophical Topics 49 (2):321-332 (2022)
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A fascinating recent turn in epistemology focuses on inquiring attitudes like wondering and being curious. Many have argued that these attitudes are governed by norms similar to those that govern our doxastic attitudes. Yet, to date, this work has only considered norms that might *prohibit* having certain inquiring attitudes (``norms of restriction''), while ignoring those that might *require* having them (``norms of expansion''). We aim to address that omission by offering a framework that generates norms of expansion for inquiring attitudes. (...) The framework draws on inferential erotetic logic, which we explain and augment with some theorems. We explore several of the norms that it yields - some sympathetically, others unsympathetically. (shrink) | |
This article provides an overview of recent work on norms of inquiry. After some preliminaries about inquiry in §1, I discuss in §2 the ignorance norm for inquiry, presenting arguments for and against, as well as some alternatives. In §3, I consider its relation to the aim of inquiry. In §4, I discuss positive norms on inquiry: norms that require having rather than lacking certain states. Finally, in §5, I look at questions about the place of norms of inquiry within (...) normative epistemology. (shrink) | |
Can you rationally double-check what you already know? In this paper, I argue that you can. Agents can know that something is true and rationally double-check it at the very same time. I defend my position by considering a wide variety of cases where agents double-check their beliefs to gain epistemic improvements beyond knowledge. These include certainty, epistemic resilience, and sensitivity to error. Although this phenomenon is widespread, my proposal faces two types of challenges. First, some have defended ignorance norms, (...) on which agents are only allowed to inquire about things they don't already know. Second – motivated by strong conceptions of belief or pragmatic encroachment – some have argued that double-checking destroys knowledge. I argue that these competing views fail to capture both the epistemic value of double-checking and the many reasons why agents might double-check. Moreover, they rely on overly strong assumptions about what inquiry, knowledge, or belief requires. Finally, I marshal linguistic data in favor of the compatibility of knowledge and double-checking. (shrink) | |
This paper defends the Intention Account of Inquiry. On this account, inquiry is best understood by appeal to a ‘question-directed intention’ (QDI), an intention to answer a question broadly construed. This account’s core commitments help meet recent challenges plaguing extant approaches to characterizing inquiry. First, QDIs are the type of mental state central to inquiry, not attitudes like curiosity or wonder. Second, holding a QDI towards a question and acting in service of it constitutes the start of inquiry. Third, controversial (...) norms which mandate a rational inquirer's ignorance towards the answer to her question can be reformulated and defended by appeal to rational constraints on intention. Fourth, instrumental pressures inquirers face are the standard pressures of plan-rationality. In defending these theses, I show that the Intention Account provides compelling explanations to standing challenges, in ways competitors cannot. It does so by advancing understanding of how our epistemic and practical agency are intertwined. (shrink) | |
It can be rational to inquire into what you already know, as cases of double-checking suggest. But, I argue, this is compatible with a knowledge aim of inquiry. In general, it can be rational to pursue an aim you’ve already achieved, and inquiry is no different. In particular, I argue that to double-check what you already know is to make sure you have knowledge, and that is still to aim at knowledge. | |
A fascinating recent turn in epistemology focuses on inquiring attitudes like wondering and being curious. Many have argued that these attitudes are governed by norms similar to those that govern our doxastic attitudes. Yet, to date, this work has only considered norms that might prohibit having certain inquiring attitudes (“norms of restriction”), while ignoring those that might require having them (“norms of expansion”). We aim to address that omission by offering a framework that generates norms of expansion for inquiring attitudes. (...) The framework draws on inferential erotetic logic, which we explain and augment with some theorems. We explore several of the norms that it yields—some sympathetically, others unsympathetically. (shrink) No categories | |
The paper proposes an account of the rational response to higher‐order evidence whose key claim is that whenever we acquire such evidence we ought to engage in the inquiring activity of double‐checking. Combined with a principle that establishes a connection between rational inquiry and rational belief retention, the account offers a novel explanation of the alleged impermissibility of retaining one's belief in the face of higher‐order evidence. It is argued that this explanation is superior to the main competitor view which (...) appeals to the notion of defeat. (shrink) | |
There are norms for asking questions. Inquirers should not ask questions to which they know the answer. The literature on the norms of asking has focused on such speaker-centered norms. But, as I argue, there are addressee-centered norms as well: inquirers should not ask addressees who fall short of a certain epistemic status. That epistemic status, I argue here, is knowledge. | |
The current literature on norms of inquiry features two families of norms: norms that focus on an inquirer’s ignorance and norms that focus on the question’s soundness. I argue that, given a factive conception of ignorance, it’s possible to derive a soundness-style norm from a version of the ignorance norm. A crucial lemma in the argument is that just as one can only be ignorant of a proposition if the proposition is true, so one can only be ignorant with respect (...) to a question if the question is sound. (shrink) | |
Drawing inspiration from the notion of evocation employed in inferential erotetic logic, we defend an ‘evoked questions norm’ on inquiring attitudes. According to this norm, it is rational to have an inquiring attitude concerning a question only if that question is evoked by your background information. We offer two arguments for this norm. First, we develop an argument from convergence. Insights from several independent literatures (20th-century ordinary-language philosophy, inferential erotetic logic, inquisitive epistemic logic, and contemporary zetetic epistemology) all converge on (...) the evoked questions norm. Second, we show that suitably interpreted, the evoked questions norm correctly predicts several underappreciated kinds of bad questions. It does this, in part, by recovering versions of previously defended ignorance and knowledge norms. Some of those bad questions cannot be predicted by either norm singly, but only when corporately taken to reflect a common normative category. We identify this category as evocation. (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 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) | |
Many philosophers have recently challenged the monistic idea that knowledge is the sole aim of our inquiries into questions. Specifically, by giving examples, they argue that we can factually and legitimately inquire into questions to achieve states different from the mere knowledge of the correct and complete answer. Given this, they end up with a pluralistic stance about the aim of our inquiries into questions. In this paper, I will show that the pluralists’ cases do not seriously threaten knowledge monism. (...) First, I will describe how a knowledge monist can slightly revise her position and motivate the following claim: The aim of our inquiries into questions is not the mere knowledge but the occurrent knowledge of the correct and complete answer – a type of knowledge that is operative in our actions and cognition. Second, I will show how the monist can defend this position from the cases the pluralists offer by highlighting how our inquiries come in a variety and are bound to contextual aspects. Finally, by analysing the monist’s strategy further, I will end up with a new theory of inquiry: A theory that is contextualist, pluralist about the variety of inquiries, but monistic about their specific aims. (shrink) | |
Are norms of inquiry in tension with epistemic norms? I provide a (largely) negative answer, turning to a picture of epistemic practices as rule-governed games. The idea is that, while epistemic norms are correctness standards for the attitudes involved in epistemic games, norms of inquiry derive from the aims of those games. Attitudes that, despite being epistemically correct, are inadvisable regarding the goals of some inquiry are just like bad (but legal) moves in basketball or chess. I further consider cases (...) in which the aims of inquiry recommend breaking epistemic norms. I compare them to strategic infractions, which are common in many coherent games. Finally, I explore the connections between rules and aims in games and in inquiry. I show that in both cases respecting the rules is constitutively required for satisfying the aims of the practice. (shrink) | |
It is a widespread idea that suspended judgement implies a state of doxastic neutrality. Jane Friedman has recently claimed that while inquiring into a given question, one suspends one’s judgement on it. Jointly considered, the previous claims imply that one is in a state of doxastic neutrality about a given question while inquiring into it. In this article, I explore the leading cases against Friedman’s perspective, arguing that it is debatable whether they exhibit inquiries into questions without doxastic neutrality. However, (...) I will propose the possibility of “explorative disconfirmation inquiries” to show that doxastically non-neutral inquiries do exist. (shrink) | |
Recently, philosophers have shown an increasing interest in the normativity of inquiry. For example, they discuss which doxastic or epistemic state makes an inquiry permissible or impermissible. Moreover, since our inquiries are typically considered goal-directed activities that aim at answering questions, philosophers have offered general principles to capture their instrumental normativity. However, it is notable that these principles – being general – lack specificity: They do not tell us how we should specifically behave to conduct an effective inquiry. The primary (...) goal of this paper is to provide a first formulation of more specific norms of inquiry. To further this goal, I will consider the prominent theory of conversation promoted by Roberts (1996, 2006), which describes conversation as an instance of inquiry. Based on this perspective and the idea that Grice’s maxims (1975) individuate the norms of effective conversation, I will reformulate Gricean maxims in zetetic norms and argue for their intuitive appeal in regulating our inquiries. Moreover, I will point out how these “Gricean zetetic norms” can be fruitful in opening new lines of research about the zetetic domain. In particular, I will show how they can be used to identify and ground the existence of some zetetic virtues – virtues of inquiry: Zetetic parsimony, reliability, focus, and lucidity. Finally, I discuss how compatible these “Gricean zetetic virtues” are with the intellectual virtues we can find in the epistemological literature. (shrink) | |
In his recent book, Knowing and Checking, Guido Melchior argues that, when we attempt to check whether p, we tend to think that we do not know p. Melchior then uses this assumption to explain a number of puzzles about knowledge. One outstanding question for Melchior's account, however, is why this tendency exists. After all, Melchior himself argues that checking is not necessary for knowing, so why would we think that we fail to know that p when we are in (...) the midst of checking that p? I will explore one such suggestion for why this occurs, arguing that the connection between checking and inquiry can shed light on the impact that checking has on knowing. (shrink) | |
It might initially appear impossible to inquire into whether p while trusting someone that p. At the very least, it might appear that doing so would be irrational. In this paper, I shall argue that things are not as they appear. Not only is it possible for a person to inquire into whether p while trusting someone that p, it is very often rational. Indeed, combining inquiry and trust in this way is an epistemic balancing act central to a well-lived (...) epistemic life. (shrink) | |
Are norms of inquiry in tension with epistemic norms? I provide a (largely) negative answer, turning to a picture of epistemic practices as rule-governed games. The idea is that, while epistemic norms are correctness standards for the attitudes involved in epistemic games, norms of inquiry derive from the aims of those games. Attitudes that, despite being epistemically correct, are inadvisable regarding the goals of some inquiry are just like bad (but legal) moves in basketball or chess. I further consider cases (...) in which the aims of inquiry recommend breaking epistemic norms. I compare them to strategic infractions, which are common in many coherent games. Finally, I explore the connections between rules and aims in games and in inquiry. I show that in both cases respecting the rules is constitutively required for satisfying the aims of the practice. (shrink) No categories |
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