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  1. Deflationism about Truth-Directedness.Luca Zanetti -2023 -Manuscrito 46 (4):2022-0069.
    Contemporary views of truth-directedness endorse what I shall call the Common-Element Argument. According to this argument, there is something in common between judgment and other attitudes like assumption and imagination: they all regard their contents as true. Since this regarding-as-true feature is not distinctive of judgment - the argument goes - it can’t explain its truth-directedness. On this ground, theorists have been motivated to endorse an inflationary view that tries to capture truth-directedness by appealing to some further feature: intentions, second-order (...) representations, sub-personal mechanisms, or subjugation to norms are the most discussed candidates for fulfilling this role. In this paper I will argue that the Common-Element Argument is unsound. It rests on a false premise, namely that there is some common element such as a regarding-as-true component between judgment and other cognitive attitudes. I shall reject Velleman’s and Railton’s defenses of the Common-Element-Argument. Then I will discuss three influential inflationary accounts of truth-directedness: Railton’s account, Velleman’s teleological account, and Shah and Velleman’s conceptualist account. I shall argue that they all face a phenomenological and an explanatory challenge. Finally, I shall sketch a deflationary view of truth-directedness that evades these challenges. (shrink)
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  • Truth and knowledge in the community of inquiry.Luca Zanetti &Sebastiano Moruzzi -2025 -Journal of Philosophy of Education 59 (2):199-218.
    According to some Philosophy for Children theorists, the pedagogy of the Community of Inquiry hinges upon the acceptance of a pragmatist epistemology. The underlying idea is that it is possible to participate, and to justify participation, in a community of inquiry only if some pragmatist view of truth and knowledge is true and accepted by the participants engaged in dialogue. In this article we argue that this claim is false. In this way, we want to free the pedagogy of the (...) Community of Inquiry from some epistemological assumptions that we regard as unwarranted. To support our contention, we shall highlight two distinctions that are important in order to appreciate the connection between epistemology and education: first, the distinction between the disposition of intellectual humility and the belief in fallibilism; second, the belief in the existence of Cartesian certainties and the attitude of psychological certainty. Finally, we also argue that to vindicate dialogic inquiry it is neither necessary to adopt a pragmatist theory of truth, nor is it necessary to regard warranted judgement as the primary aim of inquiry. In contrast, we argue that truth is the aim of inquiry, and so is the aim of children when they participate in a dialogic inquiry. In this way we also suggest a justification of philosophy with children that does not instrumentalize it. (shrink)
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