What sort of epistemic positions are compatible with inquiries driven by interrogative attitudes like wonder and puzzlement? The ignorance norm provides a partial answer: interrogative attitudes directed at a particular question are never compatible with knowledge of the question’s answer. But some are tempted to think that interrogative attitudes are incompatible with weaker positions like belief as well. This paper defends that the ignorance norm is exhaustive. All epistemic positions weaker than knowledge directed at the answer to a (...) question are compatible with having an interrogative attitude towards that question. We offer two arguments for this conclusion. The first is based on considerations about the role of hedging in inquiry. The second is conditional on considerations related to the aim of inquiry as a goal-directed activity. (shrink)

Ignorance and Imagination advances a novel way to resolve the central philosophical problem about the mind: how it is that consciousness or experience fits into a larger naturalistic picture of the world. The correct response to the problem, Stoljar argues, is not to posit a realm of experience distinct from the physical, nor to deny the reality of phenomenal experience, nor even to rethink our understanding of consciousness and the language we use to talk about it. Instead, we should (...) view the problem itself as a consequence of our ignorance of the relevant physical facts. Stoljar shows that this change of orientation is well motivated historically, empirically, and philosophically, and that it has none of the side effects it is sometimes thought to have. The result is a philosophical perspective on the mind that has a number of far-reaching consequences: for consciousness studies, for our place in nature, and for the way we think about the relationship between philosophy and science. (shrink)

Willful ignorance is an important concept in criminal law and jurisprudence, though it has not received much discussion in philosophy. When it is mentioned, however, it is regularly assumed to be a kind of self-deception. In this article I will argue that self-deception and willful ignorance are distinct psychological kinds. First, some examples of willful ignorance are presented and discussed, and an analysis of the phenomenon is developed. Then it is shown that current theories of self-deception give (...) no support to the idea that willful ignorance is a kind of self-deception. Afterwards an independent argument is adduced for excluding willful ignorance from this category. The crucial differences between the two phenomena are explored, as are the reasons why they are so easily conflated. (shrink)

Ignorance is trending. Politicians boast, "I'm not a scientist." Angry citizens object to a proposed state motto because it is in Latin, and "This is America, not Mexico or Latin America." Lack of experience, not expertise, becomes a credential. Fake news and repeated falsehoods are accepted and shape firm belief. Ignorance about American government and history is so alarming that the ideal of an informed citizenry now seems quaint. Conspiracy theories and false knowledge thrive. This may be the (...) Information Age, but we do not seem to be well informed. In this book, philosopher Daniel DeNicola explores ignorance -- its abundance, its endurance, and its consequences. (shrink)

a brief history of the study of ignorance. There is a lack of serious investigation into ignorance: apart from the apophatic tradition in the ancient world and the Middle Ages and the more recent fields of agnotology, philosophy of race, and feminist philosophy, ignorance itself has received little philosophical attention. It is then laid out how the field that one would expect to have studied ignorance in detail, namely, epistemology, has failed to do so. The chapter (...) also explores why this could be the case. Subsequently, it is explained what is new about this book and how this fills the important gap in the study of ignorance: it develops and applies an epistemology of ignorance. Finally, it gives a brief overview of the chapters ahead. (shrink)

In recent years, an old challenge to informed consent has been rediscovered: the challenge of ignorance. Several authors argue that due to the presence of irreducible ignorance in certain treatments, giving informed consent to these treatments is not possible. The present paper examines in what ways ignorance is believed to prevent informed consent and which treatments are affected by that. At this, it becomes clear that if the challenge of ignorance truly holds, it poses a major (...) problem to informed consent. The paper argues, however, that from both an empirical and a theoretical point of view, it is not convincing that ignorance prevents informed consent. Still, it seems important that the presence of irreducible ignorance is openly discussed during the informed consent process. (shrink)

A long line of epistemologists including Sosa (2021), Feldman (2002), and Chisholm (1977) have argued that, at least for a certain class of questions that we take up, we should (or should aim to) close inquiry iff by closing inquiry we would meet a unique epistemic standard. I argue that no epistemic norm of this general form is true: there is not a single epistemic standard that demarcates the boundary between inquiries we are forbidden and obligated to close. In short, (...) such norms are false because they are insensitive to the potentially ambitious epistemic goals that agents may permissibly bring to bear on an inquiry. Focusing particularly on knowledge-oriented versions of the norm, I argue that ignorance has a positive role to play in epistemic life by licensing prolonged inquiry into questions that we especially care about. (shrink)

My aim in this paper is to engage with C. Thi Nguyen’s characterization of the echo chamber and to propose two things. First, I argue that a proper reading of his concept of echo chamber should make use of the notion of ignorance in the form of a structural epistemic insensitivity. My main contention is that ignorance as a substantive structural practice accounts for the epistemically deleterious effects of echo chambers. Second, I propose that from the talk of (...) ignorance we should be able to see echo chambers in terms of their more harmful impacts in our daily lives. To do that, I argue that we should think of echo chambers as tools to promote hermeneutical domination. If my representation of Nguyen’s concept is accurate, I believe we can see some important theoretical consequences stemming from the way Nguyen understands it. (shrink)

In this paper, I provide a defence of the New View, on which ignorance is lack of true belief rather than lack of knowledge. Pierre Le Morvan has argued that the New View is untenable, partly because it fails to take into account the distinction between propositional and factive ignorance. I argue that propositional ignorance is just a subspecies of factive ignorance and that all the work that needs to be done can be done by using (...) the concept of factive ignorance. I also defend two arguments of mine in favour of the New View against Le Morvan’s criticisms. As to the Linguistic Argument, I point out that the intuitions of the adherent of the New View about cases of true belief that fall short of knowledge are really intuitions about factive rather than propositional ignorance. As to the Excuse Argument, I argue that true belief is exculpatorily relevant: a true belief in a proposition p , where disbelief that p or suspension on p would provide at least a partial excuse, is relevant in that it renders one blameworthy for one’s action, unless further excuses hold. Finally, I reply to two closely related objections that might be levelled against the New View, namely that it seems false that one can reduce one’s ignorance by arbitrarily believing as many propositions as possible and that it seems false that an intellectually conscientious and critical person is more ignorant than an intellectually sloppy and credulous person just because the latter has more true beliefs. (shrink)

In this paper, I respond to the following argument which several authors have presented. If we are culpable for some action, we act either from akrasia or from culpable ignorance. However, akrasia is highly exceptional and it turns out that tracing culpable ignorance leads to a vicious regress. Hence, we are hardly ever culpable for our actions. I argue that the argument fails. Cases of akrasia may not be that rare when it comes to epistemic activities such as (...) evidence gathering and working on our intellectual virtues and vices. Moreover, particular cases of akrasia may be rare, but they are not exceptional when we consider chains of actions. Finally and most importantly, we can be culpable for our actions even if we do not act from akrasia or from culpable ignorance, namely in virtue of our unactivated dispositional beliefs. (shrink)

This paper draws attention to a fundamental problem for a version of the tracing strategy defended by a number of theorists in the current literature (Rosen 2004, Fischer and Tognazzini 2009). I argue that versions of the tracing strategy that require reasonable foreseeability are in tension with the view that blameless ignorance excuses. A stronger version of the tracing strategy is consistent with the view that blameless ignorance excuses and is therefore preferable for those tracing theorists who wish (...) to continue maintaining that it does. (shrink)

Forms of stubborn and ineliminable ignorance have long been recognized as challenges to the standard conception of informed consent (IC) (Sreenivasan 2003). In recent years, a new version of this c...

Knowledge implies the presence of a positive relation between a person and a fact. Factual ignorance, on the other hand, implies the absence of some positive relation between a person and a fact. The two most influential views of ignorance hold that what is lacking in cases of factual ignorance is knowledge or true belief, but these accounts fail to explain a number of basic facts about ignorance. In their place, we propose a novel and systematic (...) defense of the view that factual ignorance is the absence of awareness, an account that both comes apart from the dominant views and overcomes their deficiencies. Given the important role that ignorance plays in moral and legal theory and our understanding of various epistemic injustices, a precise and theoretically unproblematic account of the nature of ignorance is important not only for normative epistemology, but also for law, ethics, and applied epistemology. (shrink)

The philosophical literature displays a lively debate on the conditions under which ignorance excuses. In this paper, I formulate and defend an answer to two questions that have not yet been discussed in the literature on exculpatory ignorance. First, which kinds of propositional attitudes that count as ignorance provide an excuse? I argue that we need to consider four options here: having a false belief, suspending judgement on a true proposition, being deeply ignorant of a truth, and (...) having a true belief that falls short of knowledge. Second, ignorance of which propositions counts as an excuse? I discuss four candidates: ignorance of one’s obligation, ignorance that one is able to meet that obligation, ignorance of how to meet that obligation, and lack of foresight regarding that obligation. I argue that we can give a satisfactory account of exculpatory ignorance only if we pay attention to these two neglected issues. (shrink)

Ignorance, or the lack of knowledge, appears to be steadily spreading, despite the increasing availability of information. The notion of informed ignorance herein proposed to describe the widespread position of being exposed to an abundance of information yet lacking relevant knowledge, which is tied to the exponential growth in misinformation driven by technological developments and social media. Linked to many of societies’ most looming catastrophes, from political polarization to the climate crisis, practices related to knowledge and information are (...) deemed some of the most imminent and daunting modern threats, evidenced by the latest report of the World Economic Forum, which has named misinformation the most severe short-term global risk. This paper’s epistemic perspective links the properties of today’s information culture and the ways in which it interacts with individual capacities and limitations in current technological and socio-political contexts. Such a position is analyzed through the lens of epistemic principles as a contemporary epistemic phenotype that emerges from an environment of ill-adapted and excessive information inputs and leads to a distinctive type of social injustice that is primarily epistemic in nature. While equity and accessibility are widely discussed as important contributing factors to epistemic discrepancies, other overlooked but fundamental issues underlying epistemic injustices are considered, such as information manipulation, cognitive limitations, and epistemic degradation. To effectively face this elusive threat, we propose an inclusive viewpoint that harnesses knowledge from cognitive science, science and technology studies, and social epistemology to inform a unifying theory of its main impacts and driving forces. By adjusting a modern epistemic framework to the described phenomena, we intend to contextually outline its trajectory and possible means of containment based on a shared responsibility to maintain ethical epistemic standards. In a time of international unrest and mounting civil acts of violence, it is pertinent to emphasize the ethical principles of knowledge systems and authorities and suggest policy adaptations to maintain a social contract based on the shared values of truth and freedom. (shrink)

Sven Rosenkranz’s Justification as Ignorance shows how a strongly internalist conception of justification can be derived from a strongly externalist conception of knowledge, given an identification of justification with second-order ignorance and a set of structural principles concerning knowing and being in a position to know. Among these principles is an epistemic analogue of the Geach modal schema which states that one is always in a position to know that one doesn’t know p or in a position to (...) know that one doesn’t know not-p. Even suitably refined, the principle faces a range of counterexamples in which it misleadingly and persistently seems to one that one knows whether p without it seeming to one that one knows p nor that one knows not-p. These cases also threaten the book’s case for the luminosity of second-order ignorance, which is in turn central to its derivation of strongly internalist principles of justification. (shrink)

Sometimes ignorance is an excuse. If an agent did not know and could not have known that her action would realize some bad outcome, then it is plausible to maintain that she is not to blame for realizing that outcome, even when the act that leads to this outcome is wrong. This general thought can be brought to bear in the context of climate change insofar as we think (a) that the actions of individual agents play some role in (...) realizing climate harms and (b) that these actions are apt targets for being considered right or wrong. Are agents who are ignorant about climate change and the way their actions contribute to it excused because of their ignorance, or is their ignorance culpable? In this paper I examine these questions from the perspective of recent developments in the theories of responsibility for ignorant action and characterize their verdicts. After developing some objections to existing attempts to explore these questions, I characterize two influential theories of moral responsibility and discuss their implications for three different types of ignorance about climate change. I conclude with some recommendations for how we should react to the face of the theories' conflicting verdicts. The answer to the question posed in the title, then, is: "Well, it's complicated.". (shrink)

Machine generated contents note: -- Chapter 1. A Short View of Ignorance -- Chapter 2. Finding Out -- Chapter 3. Limits, Uncertainty, Impossibility, and Other Minor Problems -- Chapter 4. Unpredicting -- Chapter 5. The Quality of Ignorance -- Chapter 6. Ignorance in Action: Case Histories -- Chapter 7. Ignorance beyond the Lab.

A common thesis about ignorance is the Knowledge View, which holds that S is ignorant that p if and only if S doesn’t know that p (cf. Le Morvan 2011a,b, 2012, 2013; Blome-Tillmann 2016; Bondy 2018; De Nicola 2018; Goldman & Olsson 2009; Williamson 2000; Zimmerman 2008). We present a new argument against the Knowledge View. According to the argument, which draws from recent insights about epistemic autonomy (e.g., Carter 2022; Gaultier 2021; McCain 2023; Sylvan 2023; cf. eds. Matheson (...) and Lougheed 2021), knowledge undermining infringements on a belief’s autonomy don’t necessarily lead to ignorance, and on this basis, the Knowledge View should be rejected. We conclude by showing some implications of our view—that a thinker can nonautonomously escape ignorance without possessing knowledge—for epistemic axiology and for the epistemology of learning. (shrink)

In these challenging pages, Unger argues for the extreme skeptical view that, not only can nothing ever be known, but no one can ever have any reason at all for anything. A consequence of this is that we cannot ever have any emotions about anything: no one can ever be happy or sad about anything. Finally, in this reduction to absurdity of virtually all our supposed thought, he argues that no one can ever believe, or even say, that anything is (...) the case. (shrink)

When the costs of acquiring knowledge outweigh the benefits of possessing it, ignorance is rational. In this paper I clarify and explore a related but more neglected phenomenon: cases in which ignorance is motivated by the anticipated costs of possessing knowledge, not acquiring it. The paper has four aims. First, I describe the psychological and social factors underlying this phenomenon of motivated ignorance. Second, I describe those conditions in which it is instrumentally rational. Third, I draw on (...) evidence from the social sciences to argue that this phenomenon of rational motivated ignorance plays an important but often unappreciated role in one of the most socially harmful forms of ignorance today: voter ignorance of societal risks such as climate change. Finally, I consider how to address the high social costs associated with rational motivated ignorance. (shrink)

In this paper I discuss various hard cases that an account of moral ignorance should be able to deal with: ancient slave holders, Susan Wolf’s JoJo, psychopaths such as Robert Harris, and finally, moral outliers. All these agents are ignorant, but it is not at all clear that they are blameless on account of their ignorance. I argue that the discussion of this issue in recent literature has missed the complexities of these cases by focusing on the question (...) of epistemic fault. It is not clear that all blameworthy morally ignorant agents have committed an epistemic fault. There are other important issues that pull us in various directions: moral capacity, bad will, and formative circumstances. I argue that bad will is what is crucial, and moral ignorance itself can be a form of bad will. I argue that we should distinguish between two sorts of bad will, and correspondingly, two sorts of blameworthiness. Ordinary blameworthiness, requires moral knowledge, and is based on akratic action. The other kind of blameworthiness, objective blameworthiness, applies when the agent is morally ignorant, and when this indicates bad will. Objective blameworthiness can be undermined by unfortunate formative circumstances. (shrink)

Rik Peels has once again forcefully argued that ignorance is not equivalent to the lack or absence of knowledge. In doing so, he endeavors to refute the Standard View of Ignorance according to which they are equivalent, and to advance what he calls the “New View” according to which ignorance is equivalent (merely) to the lack or absence of true belief. I defend the Standard View against his new attempted refutation.

Rik Peels has ingeniously argued that ignorance is not equivalent to the lack or absence of knowledge. In this response, I defend the Standard View of Ignorance according to which they are equivalent. In the course of doing so, some important lessons will emerge concerning the nature of ignorance and its relationship to knowledge.

Ignorance is commonly assumed to be a lack of knowledge in Plato’s Socratic dialogues. I challenge that assumption. In the Protagoras, ignorance is conceived to be a substantive, structural psychic flaw—the soul’s domination by inferior elements that are by nature fit to be ruled. Ignorant people are characterized by both false beliefs about evaluative matters in specific situations and an enduring deception about their own psychic conditions. On my interpretation, akrasia, moral vices, and epistemic vices are products or (...) forms of ignorance, and a person who lacks knowledge is not necessarily ignorant. (shrink)

I argue against the Standard View of ignorance, according to which ignorance is defined as equivalent to lack of knowledge, that cases of environmental epistemic luck, though entailing lack of knowledge, do not necessarily entail ignorance. In support of my argument, I contend that in cases of environmental luck an agent retains what I call epistemic access to the relevant fact by successfully exercising her epistemic agency and that ignorance and non-ignorance, contrary to what the (...) Standard View predicts, are not modal in the sense that knowledge is. After responding to objections, I conclude by sketching an alternative account of ignorance centered on the notions of epistemic access and epistemic agency. (shrink)

It is widely thought that education should aim at positive epistemic standings, like knowledge, insight, and understanding. In this paper, we argue that, surprisingly, in pursuit of this aim, it is sometimes necessary to also cultivate ignorance. We examine several types of case. First, in various circumstances educators should present students with defeaters for their knowledge, so that they come to lack knowledge, at least temporarily. Second, there is the phenomenon of ‘scaffolding’ in education, which we note might sometimes (...) involve the educator quite properly ensuring that the student is ignorant of certain kinds of information. Third, if ignorance is lack of true belief, as a number of commentators have claimed, then in those cases in which students believe something truly without knowing it and teachers show that they lack knowledge, students may abandon that belief and thus become ignorant. In examining the role of ignorance in education, we explore exactly which kinds of ignorance are valuable in teaching situations and draw attention to important epistemic differences between ignorance on different levels. (shrink)

Skeptical puzzles and arguments often employ knowledge-closure principles . Epistemologists widely believe that an adequate reply to the skeptic should explain why her reasoning is appealing albeit misleading; but it’s unclear what would explain the appeal of the skeptic’s closure principle, if not for its truth. In this paper, I aim to challenge the widespread commitment to knowledge-closure. But I proceed by first examining a new puzzle about failing to know—what I call the New Ignorance Puzzle . This puzzle (...) resembles to the Old Ignorance Puzzle , although it does not involve a closure principle. It instead centers on the standard view of ignorance, a highly intuitive principle stating that ignorance is merely a failure to know. In Sects. 2 and 3, I argue that the best way to solve the New Ignorance Puzzle is to reject the standard view of ignorance and to explain away its appeal via conversational implicature. I then use this solution to the New Ignorance Puzzle as a way of explaining why knowledge-closure principles would seem true, and why abominable conjunctions would seem abominable, even if such principles were false . The upshot is a new way of explaining why the skeptic’s reasoning is appealing albeit misleading. (shrink)

Suppose that knowledge and ignorance are complements in the sense of being mutually exclusive: for person S and fact p, either S knows that p or is ignorant that p. Understood in this way, ignorance amounts to a lack or absence of knowledge: S is ignorant that p if and only if it is not the case that S knows that p. Let us call the thesis that knowledge and ignorance are opposites the “Complement Thesis”. In this (...) article, I discuss its deployment in an ingenious new argument advanced by Alvin Goldman and Erik Olsson (2009) which, if sound, establishes that there is a kind of knowledge that amounts to nothing more than true belief. I rebut their argument and in doing so delineate some important epistemological lessons brought to light by the contrast between ignorance and knowledge. (shrink)

Michelle Moody-Adams suggests that “the main obstacle to moral progress in social practices is the tendency to widespread affected ignorance of what can and should already be known.” This explanation is promising, though to understand it we need to know what willful (affected, motivated, strategic) ignorance actually is. This paper presents a novel analysis of this concept, which builds upon Moody-Adams (1994) and is contrasted with a recent account by Lynch (2016).

Recent years have seen a surge in publications about the epistemology of ignorance. In this article, I examine the proliferation of the concept ignorance that has come with the increased interest in the topic. I identify three conceptions of ignorance in the current literature: (1) ignorance as lack of knowledge/true belief, (2) ignorance as actively upheld false outlooks and (3) ignorance as substantive epistemic practice. These different conceptions of ignorance are as of yet (...) unacknowledged but are bound to impede epistemology of ignorance and, therefore, need to be uncovered. After discussing three unsuccessful ways of dealing with these varying conceptions, I put forward an integrated conception of ignorance that is more adequate for serving as the foundation of epistemology of ignorance. Introducing an alternative conception of ignorance provides us with a foundation for both epistemological and more broadly philosophical work on ignorance. (shrink)

Psychologists, economists, historians, computer scientists, sociologists, philosophers, and legal scholars discuss when is deliberate ignorance a virtue, and what type of environment does it require.

In this paper, we set out to test empirically an idea that many philosophers find intuitive, namely that non-moral ignorance can exculpate. Many philosophers find it intuitive that moral agents are responsible only if they know the particular facts surrounding their action. Our results show that whether moral agents are aware of the facts surrounding their action does have an effect on people’s attributions of blame, regardless of the consequences or side effects of the agent’s actions. In general, it (...) was more likely that a situationally aware agent will be blamed for failing to perform the obligatory action than a situationally unaware agent. We also tested attributions of forgiveness in addition to attributions of blame. In general, it was less likely that a situationally aware agent will be forgiven for failing to perform the obligatory action than a situationally unaware agent. When the agent is situationally unaware, it is more likely that the agent will be forgiven than blamed. We argue that these results provide some empirical support for the hypothesis that there is something intuitive about the idea that non-moral ignorance can exculpate. (shrink)

This paper aims to understand the relationship between ignorance and vulnerability by drawing on recent work on the epistemology of ignorance. After elaborating how we might understand the importance of human vulnerability, I develop the claim that ignorance of vulnerability is produced through the pursuit of an ideal of invulnerability that involves both ethical and epistemological closure. The ignorance of vulnerability that is a prerequisite for such invulnerability is, I contend, a pervasive form of ignorance (...) that underlies and grounds other oppressive forms of ignorance. Thus, undoing such forms of ignorance requires working toward a particular form of vulnerability: epistemic vulnerability. (shrink)

One of the most common excuses is ignorance. Ignorance does not always excuse, however, for sometimes ignorance is culpable. One of the most natural ways to think of the difference between exculpating and culpable ignorance is in terms of justification; that is, one’s ignorance is exculpating only if it is justified and one’s ignorance is culpable only if it not justified. Rosen :591–610, 2008) explores this idea by first offering a brief account of justification, (...) and then two cases that he claims are counter examples to the justification thesis. The aim of this paper is to defend the justification thesis against Rosen’s two cases. The argument will proceed in the following way. First, I clarify a few things about the nature of culpable ignorance generally and why the justification thesis is so intuitive. I then present Rosen’s purported counterexamples. Once this is done, I argue that Rosen misses an important view of justification in the epistemology literature that I call the pragmatic view. I present a general picture of the pragmatic view, and explain how it fits naturally with our practices of criticizing people’s beliefs, including claims of culpable ignorance. Finally, I address Rosen’s cases arguing that, if the pragmatic view is right, then Rosen’s cases are not counterexamples to the justification thesis. (shrink)

I discuss the question of when knowledge of higher order ignorance is possible and show in particular that, under quite plausible assumptions, knowledge of second order ignorance is impossible.

There's heated debate around whether people who did terrible things in the past, at a time when there was widespread acceptance of such actions, are appropriately blamed by us, on the grounds they weren't really morally ignorant, or their ignorance was itself culpable. I point to puzzles that arise if we blame them. We need to explain how they could act so badly if they weren't fully ignorant. I argue that plausible answers to that question entail that they're not (...) blameworthy, or that we lack standing to blame them. (shrink)

The willful ignorance doctrine says defendants should sometimes be treated as if they know what they don't. This book provides a careful defense of this method of imputing mental states. Though the doctrine is only partly justified and requires reform, it also demonstrates that the criminal law needs more legal fictions of this kind. The resulting theory of when and why the criminal law can pretend we know what we don't has far-reaching implications for legal practice and reveals a (...) pressing need for change. (shrink)

This paper focuses on epistemic practices within biomedical ethics that are related to disability. These practices are one of the reasons that there is tension between biomedical ethicists and disability advocates. I argue that appeals to conceptual neutrality regarding disability, which Anita Silvers recommends, are counterproductive. Objectivity as neutrality serves to obscure the social values and interests that inform epistemic practices. Drawing on feminist standpoint theory and epistemologies of ignorance, I examine ways that appeals to objectivity as neutrality serve (...) to maintain the status quo and ignorance regarding disability. I adapt Charles Mills’s notion of “white ignorance” in order to consider the systematic social ignorance regarding disability that is treated as knowledge. Bioethicists commonly dismiss the reports of disabled people regarding their quality of life as biased, while claiming that their own judgments are objective. Sandra Harding’s notion of strong objectivity is useful for thinking about ways that examination of values and interests informing epistemic practices related to disability in biomedical ethics could create better knowledge practices by taking the standpoint of disabled people seriously. (shrink)

Ignorance is easily representable as a cognitive property of more than just individual subjects: groups, crowds, and even populations can share the same ignorance regarding particular concepts and ideas. Nevertheless, according to some theories that refer to the extension, distribution, and situatedness of human cognition, ignorance is hardly a state that can be extended, distributed, and situated in the same way in which knowledge is in our eco-cognitive environment. In order to understand how these contradictory takes can (...) come across in a coherent description of ignorance, in this paper I aim at analyzing the impact of the agent’s ignorance in her ecological and cognitive environment, as well as the effect that the surrounding context has on the agent’s epistemological successes and downfalls. To this end I will adopt the cognitive and empirically sensitive perspectives of the distributed cognition, the extended mind and cognitive niches construction theories, which will help me address and answer three topical questions: (a) adopting the theories about the extended mind, the distributed cognition, and the cognitive significance of affordances can we describe ignorance as extended and distributed in spaces, artifacts, and other people? (b) extending or distributing ignorance in one’s eco-cognitive environment has the same cognitive and ecological impact of extending or distributing knowledge? (c) can we recognize instantiations of externalized or distributed ignorance? I will argue that by acknowledging the extended, distributed, and situated dimension of ignorance in cognitive niches we could recognize the impact that our ignorance and uncertainty has on how we manipulate and organize our environment and also how our eco-cognitive frameworks affect the perception of our epistemological states. (shrink)

In analytic epistemology, the propositional ignorance of an agent is consistently defined in terms of an agent not having knowledge or true belief that something is the case. Recently, however, Piedrahita (2021) and Pritchard (2021) have argued that ignorance involves some kind of epistemic fault. Pritchard claims that ignorance is the product of an intellectual defect in the agent as an inquirer, whereas Piedrahita claims that ignorance involves an agent being in a certain kind of epistemically (...) suboptimal position. This article uses willful ignorance in Anglo-American criminal law as a lens through which to assess these claims. First, I argue that willful ignorance is a counterexample to Piedrahita’s view of ignorance. Second, I argue that Pritchard’s view of ignorance illuminates the epistemic culpability of willful ignorance, but the view faces challenging questions about the relationship between epistemic norms and epistemic values. (shrink)

Here, we aim at elucidating the epistemic grounds by which scientists traverse the path from ignorance to insight to scientific understanding- within the realm of empirical sciences, specifically focusing on cases marked by the existence of recalcitrant anomalies. We contend that scientific understanding is structuralist. Furthermore, we contend that the partial overcoming of anomalies between scientific theory and observation resides in the finding of some structures that allow for reconciliation and integration of the resulting inconsistencies and explanatory gaps by (...) providing novel inferential pathways and ways of making sense of dependency relations. Moreover, we claim that this type of understanding is gradual in that it begins with insight, understood in our view as a way of grasping what type of structure might be helpful in overcoming the above difficulties and leading eventually to a more full-blown understanding involving systematic integration and subsumption of theoretical posits and empirical observations within theoretical structures. (shrink)

According to the Ignorance Factivity Thesis, for every proposition p, one is ignorant of p only if p is a truth. By contrast, according to the Ignorance Non-Factivity Thesis, it is false that, for every proposition p, one is ignorant of p only if p is a truth. I argue that, on balance, the case for the latter thesis is stronger than the case for the former.

In this paper, I respond to Pierre Le Morvan’s critique of my thesis that ignorance is lack of true belief rather than absence of knowledge. I argue that the distinction between dispositional and non-dispositional accounts of belief, as I made it in a previous paper, is correct as it stands. Also, I criticize the viability and the importance of Le Morvan’s distinction between propositional and factive ignorance. Finally, I provide two arguments in favor of the thesis that (...) class='Hi'>ignorance is lack of true belief rather than absence of knowledge. (shrink)

People have a powerful interest in geneticprivacy and its associated claim to ignorance,and some equally powerful desires to beshielded from disturbing information are oftenvoiced. We argue, however, that there is nosuch thing as a right to remain in ignorance,where a right is understood as an entitlementthat trumps competing claims. This doesnot of course mean that information must alwaysbe forced upon unwilling recipients, only thatthere is no prima facie entitlement to beprotected from true or honest information aboutoneself. Any claims (...) to be shielded frominformation about the self must compete onequal terms with claims based in the rights andinterests of others. In balancing the weightand importance of rival considerations aboutgiving or withholding information, if rightsclaims have any place, rights are more likelyto be defensible on the side of honestcommunication of information rather than indefence of ignorance. The right to free speechand the right to decline to acceptresponsibility to take decisions for othersimposed by those others seem to us moreplausible candidates for fully fledged rightsin this field than any purported right toignorance. Finally, and most importantly, ifthe right to autonomy is invoked, a properunderstanding of the distinction between claimsto liberty and claims to autonomy show that theprinciple of autonomy, as it is understood incontemporary social ethics and English law,supports the giving rather than the withholdingof information in most circumstances. (shrink)

The purpose of this paper is twofold: to give a good account of the argument from ignorance, with a presumptive argumentation scheme, and to raise issues on the work of Walton, the nature of abduction and the concept of epistemic closure. First, I offer a brief disambiguation of how the terms 'argument from ignorance' and 'argumentum ad ignorantiam' are used. Second, I show how attempts to embellish this form of reasoning by Douglas Walton and A.J. Kreider have been (...) unnecessary and unhelpful. Lastly, I offer a full and effective account of the argument from ignorance and discuss the lessons of the analysis.Le but de cet article est double: donner un bon compte rendu de l'argument par l'ignorance, avec un schème d'argumentation présomptif, et soulever des questions sur certains aspects de l’œuvre de Walton, la nature des raisonnements abductifs et le concept de fermeture épistémique. Premièrement, j'offre une brève désambiguïsation de la façon dont les termes «argument par l'ignorance» et «argumentum ad ignorantiam» sont utilisés. Deuxièmement, je montre comment les tentatives de Douglas Walton et de A.J. Kreider d'embellir cette forme de raisonnement ont été ni nécessaires et ni utiles. Enfin, j'offre un compte-rendu complet et utile de l'argument par l'ignorance et je discute des leçons de l'analyse. (shrink)

In this paper I will discuss two aspects of ignorance of the law: ignorance of illegality (including mistaking the law) and ignorance of the penalty; and I will look at the implications for natives, for tourists and for immigrants. I will argue that Carlos Nino's consensual theory of punishment needs to rely on two premises in order to justify that (claiming) ignorance of the law is no excuse. The first premise explains why individuals are presumed to (...) 'know' current laws. The second premise explains why individuals are presumed to 'know' new legislation. (shrink)