90066 - Epistemology (1) (LM)

Learning outcomes

At the end of the course you will have a clear understanding of the main problems of contemporary epistemology and a detailed knowledge of some of the views that shape current debates on the structure of epistemic justification, the sceptical paradoxes and the interplay between evidential and pragmatic factors in ascriptions of knowledge. Besides, you will have built up an ability to reconstruct and critically evaluate the arguments offered in support of competing epistemological views.

Course contents

You will be introduced to the 'genealogical' approach to the concept of knowledge, starting from the 'conceptual synthesis' expounded in Edward Craig's seminal work, Knowledge and the State of Nature, which has been variously developed in recent epistemology. Craig's 'synthetic' methodology will be contrasted with the usual 'analytic' methodology of mainstream epistemology (5 hours). The role of the concept of a 'state of nature' within Craig's conceptual synthesis will then be addressed (5 hours), explaining how it is used to shed new light on the various aspects of the concept of knowledge that are unilaterally emphasised by the classical analyses of knowledge (5 hours), as well as on other traditional problems of epistemology (5 hours). The main objections to the genealogical approach to knowledge wil then be reviewed, and the more promising responses to them discussed (5 hours). Finally, Craig's conceptual synthesis will be compared with other forms of genealogical thought to bring out its distinctive features (5 hours).

 

N.B.: This course presupposes some familiarity with the basic notions of the discipline: it is not recommended to students who have not previously taken an introductory course in epistemology.

Readings/Bibliography

Compulsory reading:

Craig E., Knowledge and the State of Nature: An Essay in Conceptual Synthesis, Oxford: Clarendon, 1990.

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

Kusch M. & McKenna R, The Genealogical Method in Epistemology, “Synthese” 197 (2020): 1057-1076.

Queloz M., The Practical Origins of Ideas: Genealogy as Conceptual Reverse-Engineering, Oxford: Oxford University Press, 2021, chs. 1, 2, 3, and 6.

 

Suggested reading:

Williams B., Truth and Truthfulness, Princeton: Princeton University Press 2002, chs. 1-5.

 

Students not attending lectures:

Required readings are the same for both students attending and not attending lectures.  

Teaching methods

Three two hours lectures per week in the fourth term. The course is divided in six teaching units, one for each topic listed in the Course contents section. (A Q&A session on the basic notions of epistemology is also planned; see below for more details.) Students will be encouraged to contribute to whole class discussions.

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 the only way to contribute to whole class discussions.

Epistemology (1) (LM) implements a Supplementary Digital Teaching project: a series of 'epistemology pills' (videos) will be made available for download through Virtuale. In these videos Dr Neri Marsili addresses the basic notions of epistemology: they can be used to refresh your memory or fill gaps in your knowledge of the fundamentals of epistemology. A Q&A session will complete your watching the videos.

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 are familiar with the genealogical approach to the concept of knowledge and can evaluate its pros and cons, as well as that you have acquired the terminological and conceptual competence required to understand contemporary debates on the notion of knowledge and on the proper methodology of epistemology.

Grade assessment criteria

Grade range below 18 – Fail. Poor knowledge of core material, a

 

Students with disabilities and Specific Learning Disorders (SLD)

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

https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students

Teaching tools

The teacher will occasionally distribute handouts and project slides. The material will then be made available through Virtuale.

Office hours

See the website of Giorgio Volpe