EPISTEMOLOGY
Academic Program:
Master of Arts in Philosophy
Master of Arts in Philosophy (2 years)
Level:
Master’s
Type:
Core
Semester:
Winter
Instructor:
Nenad Miscevic
Credits:
2.0
Additional Information:
Mandatory for 2 years MA in 1st year
Description:
The course introduces the main topics and issues in contemporary epistemology. First, the
framework: why we care for knowledge, and what is its value. Next, the nature and definition(s) of
knowledge, in particular the relation of knowledge and epistemic justification. A particular, important
and problematic area and kind of knowledge is then taken as an interesting example, namely moral
knowledge: do we have it, what is it, and where could it come from. Finally, the classical topic of
kinds of justification: a priori vs. a posteriori knowledge.
Course goal:
The primary goal of the course is to help students to understand the main issues in contemporary
epistemology, reflect upon them, and, hopefully, come up with their own preferences and arguments
for them.
Learning outcomes:
By the end of the course students will be expected to understand the main issues in epistemology.
They will probably choose the views they think to be most plausible, and will be able to defend their
choices.
Teaching style
The course will combine some lecturing at the beginning, with more seminar work as it proceeds,
involving students in active participation.
Week
1
Theme
General introduction.
The domain of
epistemology: motivation
for knowledge true belief,
knowledge, skepticism,
understanding.
Readings
Obligatory reading:
D. Pritchard: What is this thing called
knowledge? Ch. 1
2
Desire for knowledge –
the motivating virtue
Obligatory reading:
Miscevic: Curiosity - The Basic Epistemic
Virtue
Sosa: For the love of knowledge?
Additional reading:
Roberts & Wood: Love of knowledge, from
Intellectual virtues
3
Desire for knowledge and
the value of knowledge
Obligatory readings:
Pritchard: What is this thing called knowledge,
Ch2. And 6
J L. Kvanvig: Curiosity and the ResponseDependent Special Value of Understanding
4
What is knowledge?
Two classical internalist
approaches,
foundationalism and
coherentism
Selections from R. Chisholm: Theory of knowledge
5
Justification and the
Gettier problem
Obligatory readings:
E. Gettier: Is justified true belief knowledge?
D. Pritchard: What is this thing called
knowledge? Ch. 3
Additional reading:
Timothy Williamson: Justifications, Excuses,
and Sceptical Scenarios
6.
Reliabilism – externalism
Obligatory readings:
A. Goldman: What is justified belief
D. Pritchard: What is this thing called
knowledge? Ch. 4
Additional reading: Alvin Goldman:
Internalism Exposed:
7.
Sosa: virtue epistemology
Obligatory readings:
Sosa: Knowledge and agency
Sosa: Knowledge, Reflection, and Action
Additional reading:
Jesper Kallestrup & Duncan Pritchard: The
Power, and Limitations, of Virtue
Epistemology
selections from
E. Sosa: Knowing full well
8.
A priori/a posteriori: the
classical contrast
Bruce Russell: A Priori Justification and
Knowledge, Stanford enc.
Miscevic: Reflective aposteriority
9.
A priori/a posteriori:
questioning the contrast
Tim Williamson: How deep is the distinction
10
Epistemology applied:
moral epistemology – the
foundations
Obligatory readings:
David Copp: Experiments, Intuitions, and
Methodology in Moral and Political Theory
Additional reading:
Selections from Robert Audi: The Good In The
Right, A Theory Of Intuition And Intrinsic Value
11
Moral epistemology – the
debate
Joshua Greene: Beyond point and shoot
morality
Timothy Williamson: Philosophical Criticisms
of Experimental Philosophy
12
Conclusion
Obligatory reading:
Nenad Miscevic: Epistemology – the unified
picture
Requirements:
• regular attendance
• regular preparation
• active participation in discussions
• 3 1-2-page informal position papers throughout the term
• for one-year MA students and for non-philosophy students for credit: 2000-word term paper
Assessment:
• For two-year MA students: in-class written examination as part of the Final Examination at the end of the
first year
• For one-year MA students, and for non-philosophy students: 20% class participation; 20% position papers;
60% term paper