Epistemic Resources Research Articles

Opportunity Costs and Resource Allocation Problems: Epistemology for Finite Minds

Abstract Overwhelmingly, philosophers tend to work on the assumption that epistemic justification is a normative status that supervenes on the relation between a cognitive subject, some body of evidence, and a particular proposition (or “hypothesis”). This article will explore some motivations for moving in the direction of a rather different view. On this view, we are invited to think of the relevant epistemic norm(s) as applying more widely to the competent exercise of epistemic agency, where it is understood that cognitive subjects are simultaneously engaged in a number of different epistemic pursuits (distinct “lines of inquiry”), each placing irreconcilable demands on our limited cognitive resources. In effect, adopting this view would require shifting our normative epistemic concern away from the question of how a subject stands with respect to the evidence bearing on the hypothesis at stake in any one line of inquiry, and over onto the question of how well they cope with the inherent risks of epistemic resource management across several lines of inquiry. While this conclusion brings to light important connections between practical and epistemic rationality, it does not collapse the distinction between them. It does, however, constitute a step in the direction of a more systematically developed account of “non-ideal epistemology.”

Young Women’s Sexual Expression and Vulnerability in Youth Leisure Spaces: The Affective Atmosphere of “Attacking”

AbstractThis article analyzes the phenomenon of “attacking”, a slang term referring to a common Israeli heterosexual script for casual sexual interactions in youth nightclubs, in order to reveal different affective relations that inform young women’s intensified vulnerability and sexual expression. Based on the theory of vulnerability and the theory of affect, it applies the relational standpoint to suggest the ambiguity of the affective atmosphere as a path to rethinking young women’s sexual expression in youth leisure spaces. Based on 39 semi-structured interviews with young women aged 18–23, this framework uses a wide range of affective responses as epistemic resources. The findings show how the affective atmosphere in “attacking” spaces reflects blurred social boundaries, intensified vulnerability, and affective relations, all of which inform young women’s sexual expression. They demonstrate the manifestations of the gender role division but also show how young women’s vulnerability serves as an affective resource for subjectification. The findings contribute to theorizing young women’s vulnerability as ambiguous, revealing how the leisure space offers different affective experiences – some deconstruct the subject, while others allow relational subjectification.

Brain worlds: information order and interwar intellectual cooperation

Information is ubiquitous in International Relations (IR), but typically gets treated as a self-evident epistemic resource. A burgeoning IR literature on the politics of knowledge resists such reification, but has not thus far examined information as such. Mobilising its constructivist premises in historical perspective, this article argues that information is not just an epistemic resource but also an ordering concept. The article examines its emergence in and around the interwar League of Nations Organisation for Intellectual Cooperation (OIC), a predecessor of UNESCO. It focuses on two notable but neglected proposals – Paul Otlet’s Mundaneum and H.G. Wells’ World Brain – which considered advances in microfilm storage and bibliography as opportunities to rethink global order. Worried about a crisis of ‘intelligence’ and reducing political conflict to information gaps, Otlet and Wells introduced systems that mimicked imperial global order: information could be organised, curated and shared to ‘diffuse the European mind’. To both, information was not just an epistemic resource but a means of global ordering. Crucially, promoting a world united by information was entirely compatible with infrastructurally reproducing an imperial division of the world by degrees of ignorance. League officials rejected the utopianism of these proposals but held on to the pacifying promise of information. Recovering this history shows how historical perspective allows us to contextualise artificially disembedded IR concepts and objects of governance. It also puts hopes for information as inherently pacifying into perspective: without considering the broader political embeddedness of information, such hopes risk leaving underlying hierarchies intact.

Hermeneutical Injustice, Nonbinary Gender Identities and Category Invalidation

ABSTRACT This paper argues for category invalidation as a novel and distinct form of epistemic injustice that people who belong to a non-established social category face. This paper explores category invalidation in the context of nonbinary genders or people whose gender identity lies outside of the established gender binary, and who are placed in a marginalized position by virtue of their gender identity. Category invalidation is a form of hermeneutical injustice that consists of having one’s social experience obscured from collective understanding. Nonbinary people face category invalidation when their claims for their gender identity are met with a denial of the existence of the social category of nonbinary. While category invalidation stems from inaccurate and misinformed hermeneutical resources, it is also actively maintained by dominant knowers who refuse to adopt new and more accurate epistemic resources that marginalized knowers could provide. Category invalidation presents three harms to individuals, which are harms to self-conception, interpersonal harms and structural harms. This can result in diminished resources of self-understanding, not being treated as credible sources of information concerning their own gender and not being recognized as nonbinary on a legal or communal level.

Towards a Capabilities-Based Conception of Distributive Epistemic Justice

ABSTRACT Despite a growing effort in recent years to theorize epistemic justice as a species of distributive justice from within a Rawlsian framework, there is as yet no well-worked out capabilities-based account. In this paper, we set out to provide one. According to our sufficientarian conception, epistemic justice requires a distribution of capabilities that ensures to all individuals opportunities for minimal epistemic agency, publicly conceived. We argue that this conception has advantages over existing resourcist accounts of distributive epistemic justice inspired by Rawls as well as over Miranda Fricker’s tentative capabilities-based alternative. We contend that epistemic justice concerns a plurality of capabilities for epistemic agency, where the scope and nature of these capabilities is ultimately left open to discernment through public reasoning, but where equal emphasis is placed on contributing as well as retrieving epistemic goods and resources from common pools and on exerting combined capabilities as well as developing internal ones in the first place.

Towards a spectral forensics: spirits as epistemic resources in responses to the dead and missing

ABSTRACT The ‘forensic turn’ in transitional justice has seen technologies of identification, notably DNA, become an essential part of recommended responses to missing and disappeared persons in the afermath of violent conflict. There is now a widespread assumption that these technologies will deliver an incontrovertible ‘forensic truth’ that will instantiate families’ ‘right to know’ the fate of their loved ones and benefit society as a whole. However, in many contexts a lack of technical and financial resources limits the use of such approaches, while in much of the majority world, indigenous techniques, notably those that involve communication with the spirits of the dead, provide an alternative route to understanding the fate and whereabouts of the missing. In this article we introduce the term ‘spectral forensics’ as way to explore approaches to ‘knowing’ the missing that engage with the spirit realm. We engage with empirical evidence to explore the scope and reach of contemporary spectral forensics. We argue that there is much that can be learned from spectral forensics about alternative understandings of truth, justice, and peace, which could avoid over-privileging exhumation and identification models based on international forensic expertise.

Breaking boundaries: children activist as epistemic agents within contours of epistemic marginalisation

The article delves into the realm of child environmental activism, portraying it as a concerted response aimed at challenging the prevailing social and political status quo, which systematically underestimates the role of children in decision-making within political and social spheres. It highlights the paramount importance of the epistemological framework that encompasses children's experiences, emphasising how their exclusion from political and social discourse leads to epistemic marginalisation. This exclusion not only prevents children from assuming the role of epistemic agents but also deprives them of agency and perpetuates existing inequalities. From a philosophical perspective, the article proposes a thorough analysis of children's epistemic agency, introducing the concept of 'epistemic capability'. It argues that, despite their social marginalisation, knowledgeable children can equip themselves with epistemic resources to interpret their reality and effect change. Furthermore, it posits that environmental activism plays a crucial role as an epistemic resource for children, facilitating the expression of their ideas, challenging dominant narratives, and addressing environmental and social issues head-on. The article emphasises the transformative potential of activism as an epistemic resource, enabling substantive participation and empowering children to navigate and transcend such marginalised circumstances. In conclusion, it highlights how child environmental activism not only challenges the status quo but also provides children with crucial tools for their development as epistemic and social agents, promoting significant change in power dynamics and in the fight for social and environmental justice.

Education as justice: articulating the epistemic core of education to enable just futures

While education is expected to play a significant role in responding to global social challenges, sustainable development discourses often fail to attend to issues of pedagogy, purpose and process. In this paper, we argue that one way to focus arguments on educational practice is through considerations of the relationship between education as justice and education for justice. We do this through discussing one form of justice in education – epistemic justice – and developing our conceptualisation of an epistemic core. Drawing on Elmore’s instructional core, this includes openness to students’ experiences and the place where they live, rich pedagogies and a broad range of epistemic resources. We argue that this is one way that secondary education’s contribution to sustainable and just futures could be made more concretely possible.

Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education

Peripheral sensorimotor stimming activity, such as rocking and fidgeting, is widely considered irrelevant to and even distracting from learning. In this critical-pedagogy conceptual paper, we argue that stimming is an intrinsic part of adaptive functioning, interaction, and cognitive dynamics. We submit that when cultural resources build from students’ own sensorimotor dynamics, rather than subjugating them to hegemonic corporeal norms, learners’ intrinsic sensorimotor behaviors may be embraced and empowered as mental activity. This call for transformative inclusive pedagogy is of particular importance for neurodivergent children whose sensorimotor engagements have historically been ostracized as disruptive. Following a conceptual analysis of stimming that builds on a range of neuro-cognitive empirical studies drawing on post-cognitivist embodied cognition theory, we imagine inclusive educational futures that disrupt sedentary instructional design to elevate minoritized learners’ sensorimotor activity. As proof of concept, we present an example inclusive embodied activity, balance board math, a pedagogical tool designed to elicit stimming as thinking. We propose a set of design heuristics for realizing stimming’s pedagogical potential.

Epistemic appropriation and the ethics of engaging with trans community knowledge in the context of mental healthcare research

Mental healthcare research increasingly focuses the needs of trans people and, in doing so, acknowledges knowledge and epistemic resources developed in trans communities. In this article, we aim to raise awareness of an ethical issue described by Emmalon Davis that may arise in the context of engaging with community knowledge and epistemic resources: the risk of epistemic appropriation. It is composed of two harms (1) a detachment of epistemic resources developed in the originating community and (2) a misdirection of these epistemic resources for epistemic goals of a dominant community. In this article, we map and discuss the ethical concerns in using knowledge originating in trans communities in terms of epistemic appropriation in the context of mental healthcare research. We first argue that misgendering, failing to reference non-academic sources and a lack of attribution in community authorship are forms of epistemic detachment. Second, we problematize cases of epistemic misdirection of trans epistemic resources, focusing on the examples of detransition and transition regret. We discuss harms related to epistemic appropriation in relationship to risks to safety. The article aims to raise awareness about the risk of epistemic appropriation both in researchers engaging with trans knowledge as well as in mental healthcare workers who seek information on trans.

"We are not being taught sustainable citizenship!"

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

Traversing Situations and Contexts in Networked Learning

To meet the goals of business education and develop responsible business leaders, educators need to design networked learning environments that nurture and leverage connections. This includes connecting students to each other, their teachers, to industry and to the community. This paper aims to understand factors that support or inhibit students’ participation in networked learning in a business education context. Productive participation in learning networks is essential if students are to connect meaningfully with people and resources in ways that support their learning and experience. As the physical and digital learning environments students engage in often include complex configurations of tools, tasks, and epistemic resources, they require the skills and dispositions to effectively transition between these environments. Using a situated readiness framework by Hachmann and Dohn (2018), this study presents an analysis of focus group data from business students in higher education to identify ways in which students’ level of readiness impacts on their ability to participate effectively in learning networks. Students in the present study highlighted a range of challenges they faced when attempting to traverse between face-to-face and online learning environments. However, our study also revealed numerous other situations or contexts that business students needed to traverse as part of their networked learning experience. These were grouped into five overarching categories: domain; space and configuration; format, structure and resources; people or groups; and purpose and responsibility. Overlayed onto the situated readiness framework, these categories can be used by other researchers to gain a more nuanced understanding of how students navigate the complexities of networked learning environments. Future research conducted across a range of learning contexts would allow the categories to be refined and built upon. The study also identified skills and dispositions that contributed to students' level of readiness to navigate situations and contexts within networked learning environments, and some preliminary design considerations based on the findings. To support business students in higher education on their journey to becoming responsible business leaders, it is imperative that they are able to participate productively in complex networked learning environments. As educators, this requires us to understand their level of readiness to do so and equip them with the skills and dispositions they need to participate effectively.

Conformism, Ignorance & Injustice: AI as a Tool of Epistemic Oppression

Abstract From music recommendation to assessment of asylum applications, machine-learning algorithms play a fundamental role in our lives. Naturally, the rise of AI implementation strategies has brought to public attention the ethical risks involved. However, the dominant anti-discrimination discourse, too often preoccupied with identifying particular instances of harmful AIs, has yet to bring clearly into focus the more structural roots of AI-based injustice. This paper addresses the problem of AI-based injustice from a distinctively epistemic angle. More precisely, I argue that the injustice generated by the implementation of AI machines in our societies is, in some paradigmatic cases, also a form of epistemic injustice. With a particular focus on AIs employed as gatekeepers of our epistemic resources, this paper shows how their epistemically conformist behaviour is responsible for the marginalisation and the ostracism of minoritarian perspectives. Because it clarifies key structural flaws and weaknesses of current AI design, this paper helps make headway in critical discussion of current AI technologies. And because it forges new theoretical tools to understand forms of epistemic oppression, this paper also contributes to the advancement of feminist theorisation.

Eurocentric epistemologies in engineering: Manifestations in first‐year student design teams and consequences for student learning

AbstractBackgroundExisting research points to the role of Eurocentric epistemic values—scientific objectivity, value‐neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making.PurposeThe purpose of this study was to examine how dominant Eurocentric epistemologies shape individual‐ and team‐level design thinking and, by extension, students' learning in engineering design education.MethodThis work draws on a critical ethnography in which I observed three focal design teams during a semester‐long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi‐structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes.FindingsAt the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions.ConclusionsIf engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end.

How Truth Commissions Can Effect Transformative Change in a Polarized Age

ABSTRACT Truth and reconciliation commissioners face the challenge of establishing legitimacy with survivors, victims and broader society, determining a way forward that will have longterm transformative impacts and completing their mandates. In this article, the author suggests ways for truth and reconciliation commissioners to ethically design activities around survivors voicing their experiences, creating space for management of fear, ethical learning, remembering and resurgence of epistemic resources. To do so, she engages with the work of several relational philosophers to propose areas of attention for newly appointed commissioners as they begin their work. How we understand memory, epistemic injustice, ethical fearing and calling in instead of calling out all lead the author to suggest that care around the design of processes around testimony, listening, sharing and responding will have the potential for transformation through the Truth and Reconciliation Commission’s activities.

Socially disruptive technologies and epistemic injustice

Recent scholarship on technology-induced ‘conceptual disruption’ has spotlighted the notion of a conceptual gap. Conceptual gaps have also been discussed in scholarship on epistemic injustice, yet up until now these bodies of work have remained disconnected. This article shows that ‘gaps’ of interest to both bodies of literature are closely related, and argues that a joint examination of conceptual disruption and epistemic injustice is fruitful for both fields. I argue that hermeneutical marginalization—a skewed division of hermeneutical resources, which serves to diminish the experiences of marginalized folk—does not only transpire because of conceptual gaps, but also because of two other kinds of conceptual disruption: conceptual overlaps and conceptual misalignments. Hence, there are multiple kinds of conceptual disruption that can be usefully studied through the normative lens of epistemic injustice. Technology can play different roles vis-a-vis epistemic injustices, both as a causal trigger of conceptual disruption, but also as a mediator of hermeneutical resources. Its role is normatively significant, in particular because socially disruptive technologies can have different epistemic implications for different groups: they may amplify the epistemic resources of some groups, while diminishing those of others.

Algorithmic profiling as a source of hermeneutical injustice

AbstractIt is well-established that algorithms can be instruments of injustice. It is less frequently discussed, however, how current modes of AI deployment often make the very discovery of injustice difficult, if not impossible. In this article, we focus on the effects of algorithmic profiling on epistemic agency. We show how algorithmic profiling can give rise to epistemic injustice through the depletion of epistemic resources that are needed to interpret and evaluate certain experiences. By doing so, we not only demonstrate how the philosophical conceptual framework of epistemic injustice can help pinpoint potential, systematic harms from algorithmic profiling, but we also identify a novel source of hermeneutical injustice that to date has received little attention in the relevant literature, what we call epistemic fragmentation. As we detail in this paper, epistemic fragmentation is a structural characteristic of algorithmically-mediated environments that isolate individuals, making it more difficult to develop, uptake and apply new epistemic resources, thus making it more difficult to identify and conceptualise emerging harms in these environments. We thus trace the occurrence of hermeneutical injustice back to the fragmentation of the epistemic experiences of individuals, who are left more vulnerable by the inability to share, compare and learn from shared experiences.

How to get angry online…properly: Creating online deliberative systems that harness political anger's power and mitigate its costs

Under conditions of high social and political polarization, expressing political anger online toward systemic injustice faces an apparent trilemma: Express none but lose anger's valuable goods; express anger to heterogeneous audiences but risk aggravating inter-group polarization; or express anger to like-minded people but succumb to the epistemic pitfalls and extremist tendencies inherent to homogeneous groups. Solving the trilemma requires cultivating an online environment as a deliberative system composed of four kinds of groups—each with distinct purposes and norms. I argue that applying empirically-guided design principles to this systems framework provides political anger a place where its powers can serve justice without damaging the epistemic, ethical, emotional, and community resources required for a democratic path to correcting systemic injustice.

Epistemic injustice through transformative learning

Abstract In this paper, I argue that epistemic injustice can result from transformative learning. Transformative learning causes a radical change in the structure of a student’s personal epistemic resources to bring them in line with the structure of a discipline’s shared epistemic resources. When those shared epistemic resources are biased, this transformation prevents students from retaining aspects of their personal epistemic resources which it is strongly in their interests (as well as in the interests of the broader epistemic community) to retain. In these cases, transformative learning causes epistemic injustice in the form of inferential injustice.

Co-Production and Structural Oppression in Public Mental Health

AbstractCo-production, in the field of mental health, aims to bring together academic and clinical researchers and those with lived experience. Often, research projects informed by this methodology involve the meeting of opposing attitudes, whether to the legitimacy of psychiatry, determinants of mental ill health, or the most appropriate interventions. This has meant that whilst some have reported positive experiences of co-production, many people with lived experience of mental ill health, sometimes referred to as ‘experts by experience’ (EbE), report harms which have taken place or been perpetuated during co-produced research projects. In the literature, nearly always, this is understood as a kind of epistemic injustice in Miranda Fricker's sense. In this paper, I argue that whilst Fricker's view does provide a plausible explanation of what's at play, we can gain more insight into the structural factors which exclude EbE by applying a framework of epistemic oppression. By highlighting the systemic and structural factors which work to keep certain knowers and their contributions out of our collective epistemic resources, we begin to understand the enormity of the task required to redress injustices in our knowledge production systems.