Epistemic Responsibility and Implicit Bias

McHugh, Nancy Arden; Davidson, Lacey J.

doi:10.4324/9781315107615-9

Cited by 5 publications

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“…Easy access to informationat least in some countriesenabled by increasingly advanced and user-friendly technological devices, has greatly influenced our intellectual lives, particularly the way we acquire information, form beliefs, and search for reasons to support them. However, the more powerful Information and Communication Technology, the greater the need for epistemic responsibility, i.e., the moral responsibility to behave in epistemically virtuous ways (McHugh & Davidson, 2020). Indeed, information overload contributes to instilling in us the reassuring but dangerous belief that we master authentic knowledge, even though this is not the case.…”

Section: The Need For Epistemic Responsibility In An Ict-based Societymentioning

confidence: 99%

Promoting epistemic virtues across the curriculum to educate 21st century citizens

2023

Advances in Education and Educational Trends Series

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In our Knowledge Society, the ease of access to information due to advanced and user-friendly technologies often gives us the illusion to know more than we do. This "epistemic disease" is a danger to both democracy and public health. The educational system must therefore encourage good epistemic habits consistent with responsible citizenship. From a didactic perspective, this requires updating the curriculum in light of the educational challenge of the 21 st century: training students to be virtuous epistemic agents by fostering their epistemic cognition. In this article, I intend to provide teachers with some useful operational guidance to achieve this goal. To this end, the epistemological concept of the virtuous epistemic agent is converted into a didactically fertile construct in two steps: first, observable knowledge-friendly behaviors are identified that can be regarded as clues to the habitus of the virtuous epistemic agent; then some procedural principles are formulated to help teachers design instructional activities that foster students' commitment to enacting those kinds of behaviors.

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Section: The Need For Epistemic Responsibility In An Ict-based Societymentioning

confidence: 99%

Promoting epistemic virtues across the curriculum to educate 21st century citizens

2023

Advances in Education and Educational Trends Series

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The Epistemic Benefits of Ideological Diversity

McBrayer

2024

Acta Anal

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Stereotyping as Discrimination: Why Thoughts Can Be Discriminatory

Beeghly

2021

Social Epistemology

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Can we treat people in a discriminatory way in virtue of how we think about them? In this essay, I argue that the answer is yes. According to the constitutive claim, stereotyping constitutes discrimination, either sometimes or always. This essay defends the constitutive claim and explores the deeper justifications for it. I also sketch the constitutive claim's larger ethical significance. One upshot is that we can wrongfully discriminate against (or in favor of) others in thought, even if we keep our views of others to ourselves. Second, if stereotyping is a form of discrimination, theories of wrongful discrimination bear on the ethical questions associated with stereotyping, including this one: under what conditions is it wrong to stereotype? In closing, I introduce an intriguing possibility, namely, that stereotyping is wrong if and when it constitutes wrongful discrimination.

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Epistemic Responsibility and Implicit Bias

Cited by 5 publications

References 0 publications

Promoting epistemic virtues across the curriculum to educate 21st century citizens

Promoting epistemic virtues across the curriculum to educate 21st century citizens

The Epistemic Benefits of Ideological Diversity

Stereotyping as Discrimination: Why Thoughts Can Be Discriminatory

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