We analyze a series of interviews with Estonian humanities researchers to explore topics related to the beginning of academic careers and the relationships with supervisors and mentors. We show how researchers strive to have meaningful relationships and produce what they consider quality research in the conditions of a system that is very strongly oriented towards internationalization and project-based funding, where their efforts are compromised by a lack of policies helping them establish a stable position in academia. Leaving researchers to face these obstacles alone places a great burden on them and may lead to a loss of talent in academia. Identifying and addressing these issues is thus important for both the well-being of early career researchers and the future of academia.

is paper explores the issue of epistemic injustice in research evaluation. rough an analysis of the disciplinary cultures of physics and humanities, we attempt to identify some aims and values speci c to the disciplinary areas. We suggest that credibility is at stake when the cultural values and goals of a discipline contradict those presupposed by o cial evaluation standards. Disciplines that are better aligned with the epistemic assumptions of evaluation standards appear to produce more "scienti c" ndings. To restore epistemic justice in research evaluation, we argue that the speci city of a discipline's epistemic aims, values, and cultural identities must be taken into account.

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In his book Understanding Scientific Progress: Aim-Oriented Empiricism, Nicholas Maxwell intends to solve the problem of scientific progress. For that, he distinguishes between eight relevant issues: the problem of induction, the problem of underdetermination, the problem of verisimilitude, the problem of what it means for a theory to be unified, the question of what rationale we have to prefer unified theories, the problem of the scientific method, the problem of justification of the scientific method, and the problem of scientific discovery.

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