Beliefless Knowing

Silva, Paul

doi:10.1111/papq.12273

Cited by 4 publications

(3 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, understanding “awareness” as belief means that my technical usage of the term “awareness” is, to some extent, detached from how this word is used in ordinary life. Ordinarily, “awareness” is factive – e.g., one cannot be said to be aware that it is raining outside if it is not really raining outside (Silva 2019: 725). However, since awareness in the current context is understood as belief, just as belief is non-factive, the sense of “awareness” here also inherits the feature of being non-factive.…”

Section: Safety-awareness Accountmentioning

confidence: 99%

How to Play the Lottery Safely?

Zhao

2020

Episteme

View full text Add to dashboard Cite

According to the safety principle, if one knows that p, one's belief that p could not easily have been false. One problem besetting this principle is the lottery problem – that of explaining why one does not seem to know that one will lose the lottery purely based on probabilistic considerations, prior to the announcement of the lottery result. As Greco points out, it is difficult for a safety theorist to solve this problem, without paying a heavy price. In this paper, I first reject three existing safety-based solutions to the lottery problem, due to Pritchard, Sosa, and Broncano-Berrocal. Failure of these accounts reveals that there is something crucial missing in the safety principle. By way of remedying this, I propose to integrate a safety principle with a condition regarding one's own awareness of (nearby) error-possibilities. The resulting account, as I argue, enjoys a number of theoretical advantages, including its capacity to handle the lottery problem.

show abstract

Section: Safety-awareness Accountmentioning

confidence: 99%

How to Play the Lottery Safely?

Zhao

2020

Episteme

View full text Add to dashboard Cite

show abstract

“…The argument for the view that in the password example the group of employees knows the password only relies on one 4 Knowledge is assumed to entail justified belief which should be uncontroversial. For a recent critical discussion of the idea that knowledge entails belief see Silva (2019b). Moreover, knowing the password is assumed to entail knowing that the last character of the password is such-and-such.…”

Section: In Support Of Knowingmentioning

confidence: 99%

Justified Group Belief, Group Knowledge and Being in a Position to Know

Koscholke¹

2020

Episteme

View full text Add to dashboard Cite

Jennifer Lackey has recently presented a new and lucid analysis of the notion of justified group belief, i.e. a set of individually necessary and jointly sufficient conditions for a group to justifiedly believe some proposition. In this paper, however, I argue that the analysans she proposes is too narrow: one of the conditions she takes to be necessary for justified group belief is not necessary. To substantiate this claim, I present a potential counterexample to Lackey's analysis where a group knows and thus justifiedly believes some proposition but there is no single group member who actually believes that proposition. I close by defending the example against the objection that the group in question does not know but is at most in a position to know the target proposition.

show abstract

“…Within health professions the terms "often refer to the general information and perceptions that people possess and exhibit, but speci c reference is sometimes made to their own health and to healthcare providers' knowledge and awareness" (Trevethan, 2017, p. 1). Knowledge and awareness are often connected in research with ongoing debates about the extent to which they are ontologically related (Littlejohn, 2015;Silva, 2019). Personal awareness is conceptually distinct from general awareness, general knowledge, and detailed speci c knowledge.…”

Section: Introductionmentioning

confidence: 99%

Measuring DEI Awareness, Empowerment, and Action Orientation: Validation of the Health Professions Educators Diversity, Equity, and Inclusion Scale (HPE DEI)

Gesing

Lynch

Burbage

2023

Preprint

View full text Add to dashboard Cite

Educating students in health occupations about the need to consider DEI in their practice can lead to improved health care outcomes for all populations. Measuring health professions educators’ awareness, empowerment, and action orientation toward diversity, equity, and inclusion (DEI) is one step toward addressing disparities in health care. In this article, thedevelopment and examination of the psychometric properties of the Health Professions Educators Diversity, Equity, and Inclusion Scale (HPE DEI) are described. Exploratory factor analysis was performed on data collected from health professions educators at seven higher education institutions in the United States. Factor analysis resulted in a three-factor structure measuring awareness, empowerment, and action orientation of health professions educators as they address issues of diversity, equity, and inclusion in their teaching. The resulting scale provides a nuanced way to explore the competencies necessary for effectively considering diversity, equity, and inclusion in health professions education. The HPE DEI is adaptable for educators across degree levels and academic disciplines.

show abstract

Beliefless Knowing

Cited by 4 publications

References 39 publications

How to Play the Lottery Safely?

How to Play the Lottery Safely?

Justified Group Belief, Group Knowledge and Being in a Position to Know

Measuring DEI Awareness, Empowerment, and Action Orientation: Validation of the Health Professions Educators Diversity, Equity, and Inclusion Scale (HPE DEI)

Contact Info

Product

Resources

About