85002 - Philosophy of Knowledge (2)

Learning outcomes

At the end of the course you will be familiar with some of the main views which are at the centre of current debates on such topics as the nature of knowledge, the structure of epistemic justification and the sceptical paradoxes. Besides, you will have built up an ability to reconstruct and critically evaluate the arguments offered in support of competing epistemological views.

Course contents

The course offers an in-depth examination of some of the major issues in the contemporary epistemological debate. In particular, the course focuses (i) on the ways in which various contextual and pragmatic factors appear to affect knowledge attributions and the possession of knowledge and (ii) on three attempts to move beyond the traditional analytic approach to knowledge: (a) E. Craig's pragmatic explication of the concept of knowledge, (b) T. Williamson's Knowledge First epistemology, and (c) the empirical approach advocated by practitioners of experimental philosophy.

This is an intermediate course, which presupposes some familiarity with the discipline: it is not recommended to those students who have not previously taken an introductory course in epistemology (if you are among them, please consider attending Philosophy of Knowledge (1) instead)

Readings/Bibliography

Compulsory reading:

G. Volpe, Standard epistemici, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 7-17.

K. DeRose, Ora lo sai, ora no, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 19-35.

J. Stanley, La conoscenza e gli interessi pratici, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 61-86.

J. MacFarlane, La sensibilità all'aggiudicazione delle attribuzioni di conoscenza, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 87-108.

G. Volpe, Oltre l'analisi della conoscenza, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 117-127.

E. Craig, Conoscenza e stato di natura, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 129-144.

M. Kusch e R. McKenna, Il metodo genealogico in epistemologia, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 145-169 (excerpts).

T. Williamson, La conoscenza e i suoi limiti, in C. Calabi et al. (eds), Teorie della conoscenza, Cortina, Milano 2015, pp. 105-129 (excerpts).

J. Knobe e S. Nichols, Manifesto della filosofia sperimentale, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 171-184.

D. Rose et al., Nessuna posta in gioco nella conoscenza, in N. Marsili et al. (eds), Filosofia della conoscenza, ArchetipoLibri, Bologna 2024, pp. 185-209.

 

Suggested reading:

T. Piazza, Che cos'è la conoscenza, Carocci, Roma 2017, pp. 1-102.

E. Craig, Genealogies and the State of Nature, in A. Thomas (ed.), Bernard Williams, Cambridge University Press, Cambridge 2007, pp. 181-200.

C. Wright, A Plague on All Your Houses: Some Reflections on the Variable Behaviour of 'Knows', in A. Coliva et al. (eds), Eva Picardi on Language, Analysis and History, Cham: Palgrave Macmillan, pp. 357-383.

 

N.B. Careful reading of Piazza's book is strongly recommended to students who have never taken an epistemology (Philosophy of knowledge) course before.

 

Students not attending lectures:

The compulsory readings are the same. However, students who do not attend lectures are strongly encouraged to read the relevant parts of Piazza's Che cos'è la conoscenza, as these will help provide additional context and support their learning.

 

N.B.: Wherever available, you can read the English texts instead of the Italian translations listed above.

 

Teaching methods

Fifteen two-hour lectures will be delivered during the first term. Approximately half of the lectures will examine the way in which various contextual and pragmatic factors appear to affect knowledge attributions and the possession of knowledge; the remaining lectures will examine three recent attempts to move beyond the traditional analytic approach to knowledge.

Attendance to lectures is warmly recommended: it is the best way to become familiar with the background and tools that are necessary to understand the texts and an opportunity to contribute to whole class discussions.

Assessment methods

Oral examination. The viva will assess whether you have achieved the learning outcomes of the course. You will need to show that you have become acquainted with the relevant epistemological views and that you have acquired the notions and the terminological and conceptual competence required to navigate the contemporary debates (i) on the role of contextual and pragmatic factors in knowledge attributions and the possession of knowledge and (ii) on the most prominent attempts to move beyond the traditional analytic approach to knowledge.

 

Grade assessment criteria

Grade range below 18 – Fail. Poor knowledge of core material, a significant inability to engage with the discipline. Very poor presentation.

Grade range 18-21 – Pass. Limited and superficial knowledge of the subject, a significant inability to follow the thread of the discussion. Presentation with many inadequacies.

Grade range 21-23 – Adequate. The knowledge is superficial, but the thread of the discussion has been consistently grasped. Presentation with some inadequacies.

Grade range 24-26 – Acceptable. Elementary knowledge of the key principles and concepts. The presentation is occasionally weak.

Grade range 27-29 – Good. Comprehensive knowledge. Good presentation.

30 – Very Good. Detailed knowledge with hints of critical thinking. Very good presentation.

30 cum laude – Outstanding. Excellent knowledge and depth of understanding. Excellent presentation.

 

During the viva you will not be allowed to use any written material, either on paper or in electronic format. The use of AI tools is not permitted.

 

Exam sessions

During the 2026/2027 academic year, exam sessions are scheduled in the following months: October and December 2026; January, March, May, July, September, October, and December 2027; January and March 2028.

 

Students with disabilities and Specific Learning Disorders (SLD)

Students with disabilities or Specific Learning Disorders have the right to special adjustments according to their condition, following an assessment by the Service for Students with Disabilities and SLD. Please do not contact the instructor but get in touch with the Service directly to schedule an appointment. It will be the responsibility of the Service to determine the appropriate adjustments.

For more information, visit the page: https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students.

It is recommended that students contact the University office in advance. Any proposed adjustments must be submitted at least 15 days in advance for the instructor’s approval, who will evaluate their appropriateness in relation to the learning objectives of the course.

 

Teaching tools

The teacher will use slides. These will then be made available for download on Virtuale.

Office hours

See the website of Giorgio Volpe