Social Epistemology Research Articles

Epistemic injustice in planning: a framework for identifying degrees of harm

ABSTRACT The primary objective of this paper is to nuance our understanding of how a knowledge-centred injustice can manifest in planning. To do so, the paper draws upon the concept of “epistemic injustice” from the field of social epistemology. Epistemic injustice occurs when certain voices are unjustly discredited and/or systemically marginalised. Recognising and addressing epistemic injustice is crucial as it can generate unjust harms in planning decision-making, as well as perpetuate institutionalised prejudice. The paper seeks to enhance our understanding of “epistemic injustice” by presenting a framework for identifying: (1) the conditions to be met for it to manifest; (2) how meeting different conditions generates different degrees of harm; and (3) detailing how meeting certain conditions may help to perpetuate institutionalised prejudice. The paper references a case of planning conflict in an informal settlement in Iran to illustrate the workings of this framework. The benefits and limitations of the framework are discussed. Suggestions for further research are identified. This paper contributes to the field by providing a framework for refining our theoretical understanding of epistemic injustice in planning and offering a practical illustration of the framework’s use in a context that is comparatively underrepresented in planning research.

Applying the Concept of Epistemic Injustice as a Philosophical Window to Examine Discrimination Experiences of LGBTQIA+ Migrants With Nurses.

Both stigma and discrimination, defined as a lack of knowledge of and a sense of discomfort in providing care to lesbian, gay, bisexual, transgender, queer, intersex, and + (LGBTQIA+) migrants, was found to manifest in a sample of LGBTQIA+ migrants who received nursing care in a recent study. The study concluded that nurses continue to have a limited understanding of the experiences of LGBTQIA+ migrants in the Canadian context, and that LGBTQIA+ migrants continue to have troubling 'care' experiences with nurses. Miranda Fricker has developed the concept of epistemic injustice drawing on feminist philosophy and social epistemology. Epistemic injustice refers to unfair treatment of a person by judging them as 'not a knower' in a communicative situation. For example, in a few circumstances when LGBTQIA+ migrants were admitted to psychiatric units due to suicide ideations as a direct result of identifying as a LGBTQIA+ migrants, the medical and nursing team responded with 'They are in Canada now. It is safe here!' and 'So, you are [LGBTQIA + ]! What's the big deal?' These unjust statements reflect an epistemic situation in which the hearer is negating what was heard, that is, that the speaker's intersecting identities of LGBTQIA+ and new immigrant has directly led to suicide ideation. The concept of epistemic injustice helps to frame this situation as one where the care provider is not doing justice to the needs of LGBTQIA+ migrants. This article draws on the narrative of an LGBTQIA+ migrant who is not recognised as a credible source of knowledge about their own lives and needs in the context of Canadian nursing care. Epistemic injustice helps to understand how stigma and discrimination is produced in this community by the very nursing profession who ostensibly want to help them.

For the Sake of Knowledge: The Epistemic Value of Other-Regarding Epistemic Virtues

AbstractThis paper examines the epistemic value of other-regarding epistemic virtues, challenging the common view that these virtues are primarily moral in nature. To this end, it proposes a new framework to explain the role of epistemic virtues: the Epistemic Social Environment (ESE). It is argued that the value of an epistemic virtue stems from its contribution to a healthy ESE. This approach enables a broader and unified theory of epistemic virtues, emphasising their role in the communal production of knowledge. Ultimately, the paper aims to reconcile virtue epistemology with insights from social epistemology, offering a comprehensive account of the epistemic value of sharing knowledge.

Shepherd's social epistemology: A nonreductive theory of testimony and the question of epistemic autonomy

AbstractIn this article, I extract Mary Shepherd's social epistemology primarily from her attack on Hume's dismissive account of miracle reports. On my reading, she adopts a nonreductionist position on testimony, arguing that the hearer is both caused and justified to regard testimonies as true by default, that is, in the absence of any undefeated defeater. In contrast to Humean reductionism, we do not need to provide positive evidence for the truth of the testified proposition, for instance, by appealing to the observed reliability of the speaker or speakers generally. In fleshing out her account, I clarify why her nonreductionism does not lead Shepherd to question our epistemic autonomy—the idea that we are supposed to draw our own conclusions. Indeed, I argue that it is precisely her commitment to epistemic autonomy that explains why, despite following Reid's similar account of testimony, she emphatically denies that we could justify metaphysical principles by appealing to common sense or universal agreement among people. Relatedly, I suggest that Shepherd thinks that while we have an a priori right to trust testimonies about events (whether ordinary or extraordinary) that we have not witnessed ourselves, we should never base our philosophical judgments simply on others' authority.

Critical Social Epistemology of Social Media and Epistemic Virtues

ABSTRACT This paper suggests that virtue epistemology can help decide how to respond to conflicts between different epistemic goals for social media. It is a contribution to critical epistemology of social media insofar as it supplements system-level consideration with insights from individualist epistemology. In particular, whereas the proposal of critical social epistemology of social media by Joshua Habgood-Coote suggests that conflicts between epistemic goals of social media have to be solved by ethical consideration, I suggest that virtue epistemology can also solve at least some of these conflicts fully within the epistemic realm.

Navigating transitions: a qualitative study of nursing teams' experiences of educational and cultural transitions in Germany.

The global migration of health professionals in general and nurses in particular, has led to nursing shortages and socioeconomic impacts on health systems in both source and destination countries. Adding to the complexity of the situation is the fact that the nursing profession itself is evolving from a vocational to an academic one. Although nursing migration and academization have been studied from either an institutional or an individual perspective, there is a gap in the literature regarding how nursing teams experience these transitions. This study aims to explore how nursing teams navigate through the transitions of academization and internationalization of the current dynamic nursing landscape in Germany. Based on social constructivism epistemology this qualitative study involved face-to-face focus group discussions conducted at several hospital sites in Germany from September 2021 to May 2023. The focus group discussions were audio-recorded, transcribed, and analysed using content analysis; the four dimensions of transition theory according to Schlossberg's Four S (4S) framework (self, situation, support, and strategy) were used as a priori items to construct the coding framework. Nine focus group discussions were conducted with a total of 40 nurses from different educational and migrant backgrounds. The analysis showed that the transition experiences of the nursing teams were heterogeneous, with educational and national backgrounds playing an important role in how realistic their expectations of their professional roles and identities were. The dynamic situation characterized by a shortage of qualified nursing staff, increases the pressure on nursing teams and underscores the importance of employer-provided and peer support. Onboarding and communication are key strategies used depending on the duration of the employee turnover. This study provides insights into the challenges and coping strategies of nursing teams in the current dynamic scene of migration, academicization and professional socialisation in Germany. Extending the Schlossberg 4S framework from the individual to the team perspective provides a comprehensive view of the transitional experiences of nursing teams. Within each domain of the framework, the experiences of nursing teams are remarkably diverse. Educational background (vocational or academic) and origin (German or foreign trained) play an important role in shaping the transitional experiences of nursing teams.

We need to talk about AL: has academic literacies designed the pedagogy out of Learning Development?

Academic literacies (AL) research has made significant contributions to understandings of student writing and literacy across higher education and particularly learning development. However, researchers and practitioners both within and external to the AL movement have struggled to clarify the relationship between AL and pedagogy. English for Academic Purposes researchers have highlighted the lack of a workable AL pedagogy, whilst AL researchers maintain that the model represents a design space or heuristic for thinking about practice in context, rather than a source of pedagogic prescriptions. This theoretical discussion elaborates concerns with the structural coherence of the AL model, its broadly social constructivist underpinnings and evidence base, and the impact of its ideological orientation on the pedagogy we derive from it. Underpinning these critiques is a suspicion that the interpretation of social constructivist epistemology on which AL relies to pinpoint weaknesses in the models of literacy/writing which it subsumes cannot generate a practical pedagogy. We argue that these structural and ideological tensions in the AL model help to explain confusion over its interpretation and implementation. We speculate that this singular focus on social constructivist-derived theory, though well-intentioned, does more to reinforce a particular ideological commitment than to enhance student learning.

Health professionals’ and caregivers’ perspectives on improving paramedics’ provision of palliative care in Australian communities: a qualitative study

ObjectivesParamedics have the potential to make a substantial contribution to community-based palliative care provision. However, they are hindered by a lack of policy and institutional support, as well as targeted...

Hiding in the shadows: a qualitative exploration of women gamers identities and perceptions of the video gaming context

Video gaming has evolved into a complex, digital landscape where gender dynamics are increasingly scrutinised. While women now constitute a significant portion of the gaming population, they face unique challenges in a traditionally male-dominated space. Despite the growing presence of women in gaming, persistent gender inequalities continue to shape their experiences and identities within gaming cultures. This qualitative study explored how women gamers conceptualise their identities and navigate their experiences in the video gaming context, focusing on motivations, well-being, and representation. Utilising a feminist theoretical perspective and social constructionist epistemology, we conducted semi-structured interviews with 12 international women gamers (aged 23–43, M = 28, SD = 5.51). Findings constructed through our reflexive thematic analysis highlighted how women negotiate their identities within often hostile gaming environments, revealing both challenges and sources of resilience. Participants reported using strategies such as concealing their gender and creating private gaming communities to mitigate harassment. However, they also described gaming as a source of empowerment, offering opportunities for identity exploration and stress relief. Our research contributes to understanding gender dynamics in gaming by providing nuanced insights into women’s lived experiences, challenging simplistic narratives about their identities, preferences, and behaviours. Implications for game developers, community managers, and policymakers are discussed, offering guidance for creating more inclusive gaming environments that cater to diverse players and combat gender-based discrimination.

Liminal Identities and Epistemic Injustice: Introduction to the Special Issue

ABSTRACT The concept of social identity is central to research on epistemic injustice, but what it means to belong or not to belong to a marginalized identity is often left undertheorized. After offering an overview of the state of the art in social and feminist epistemology, in this introduction we argue that liminal and interstitial identities challenge received notions and push the conversation further. We then provide a brief synopsis of the articles included in this special issue.

KUHN AND THE MYSTERY OF CONSTITUTING THOUGHT, WORD AND DEED INTO A WORLD

Ever since my first book, Social Epistemology, I have argued that Thomas Kuhn’s philosophy of science presupposes a version of ‘many worlds realism’. This paper continues that line of argument by situating Kuhn’s thinking about language and science in the context of shifting philosophical developments in the 1950s-1970s. Kuhn’s view is related to others exposed to the same developments, especially Willard Quine, Donald Davidson, Wolfgang Stegmüller and Karl Popper. Notably, Quine and Davidson were not tempted to go down the ‘many worlds’ route, largely due to a background commitment to a behaviorist understanding of language that precluded any role for ‘world-making’. However, Alfred Tarski’s ‘semantic’ theory of truth made a notable impression on the logical positivists and Popper, inclining the latter towards his own version of many worlds realism. As Kuhn astutely observed in his later writings, whether one adopted a monist or pluralist approach to the world depended on whether translation or meaning was the key to making sense of language. The paper ends by suggesting that the German historiographical concept of Sonderweg (‘special way’) might provide an interesting, more normatively charged understanding of the sort of many worlds realism promoted by Kuhn.

Искусственный интеллект как метафора, объект и субъект философского анализа

The article examines epistemological, ethical, anthropological, and other aspects of understanding self-learning programs called “neural networks” or “artificial intelligence”. The problematic nature of the latter is addressed in the research by reviewing three dozen studies of the idea of artificial intelligence, which were presented on April 4, 2024, at a joint scientific conference of the Center for Phe­nomenological Philosophy of the Russian State University for the Humanities and the Sector of Social Epistemology of the Institute of Philosophy, Russian Academy of Sciences. Based on the materials of the conference, this article examines artificial intelligence from the perspective of the history of philosophy and futurist literary images in comparison with human and other conceivable consciousness, both possessing free will as well as lacking it. Another aspect of this research provides an understanding of the problem areas of the theology of artificial intelligence and the place of artificial intelligence in modern theo­logy, as well as providing an analysis of the technical side of the implementation of existing and expected computer systems claiming to be “artificial intelli­gence”. The conference proved to be an important event for discussing philo­sophical and ethical issues related to the development of artificial intelligence and provided a platform for further research and understanding of the impact of AI on society and human individuality. This article outlines the general per­spective of the conference and, more specifically, selected theses

Gender in revelations: Unraveling gendered struggles and revisiting the construction of cultural identity paradigms in Badriyah Al-Bishr's Hend Wa alʿaskar (2006)

This article attempts to explore the intricate workings of gender dynamics in Badriyah Al-Bishr's Hend wa alʿaskar (2006). It investigates how the author challenges traditional gender norms through the representation of female characters who strive for liberation. Al-Bishr lays bare the complexities of gender roles within the Saudi Arabian context. Viewed from the lens of narrative perspective, her text reveals the silenced tales of women on the quest for agency and identity. Through vivid storytelling and rich character narrativization that builds on the stream of consciousness, flashback, anticipation, and disruptive temporality, Al-Bishr crafts a compelling narrative of women's revelations within a patriarchal setting. Drawing on cultural discourse analysis, and feminist social epistemology, the reading of Hend wa alʿaskar attempts to offer a nuanced exploration of how gender, power, and resistance intersect and coalesce together to produce a thought-provoking narrative about the contemporary Saudi Arabian context. The complexities of women's tales intricately weave an ambivalent knot of discourses within the narrative, enriching its depth and challenging conventional interpretations.

Highly idealized models of scientific inquiry as conceptual systems

The social epistemology of science has adopted agent-based computer simulations as one of its core methods for investigating the dynamics of scientific inquiry. The epistemic status of these highly idealized models is currently under active debate in which they are often associated either with predictive or the argumentative functions. These two functions roughly correspond to interpreting simulations as virtual experiments or formalized thought experiments, respectively. This paper advances the argumentative account of modeling by proposing that models serve as a means to (re)conceptualize the macro-level dynamics of complex social epistemic interactions. I apply results from the epistemology of scientific modeling and the psychology of mental simulation to the ongoing debate in the social epistemology of science. Instead of considering simulation models as predictive devices, I view them as artifacts that exemplify abstract hypothetical properties of complex social epistemic processes in order to advance scientific understanding, hypothesis formation, and communication. Models need not be accurate representations to serve these purposes. They should be regarded as pragmatic cognitive tools that engender rather than replace intuitions in philosophical reasoning and argumentation. Furthermore, I aim to explain why the community tends to converge around few model templates: Since models have the potential to transform our intuitive comprehension of the subject of inquiry, successful models may literally capture the imagination of the modeling community.

Disinformation and strategic frames: Introducing the concept of a strategic epistemology towards media

Efforts to raise awareness about foreign disinformation might accidentally increase distrust towards legitimate media. We argue that state discourse on disinformation is comparable to strategic framing in journalists’ coverage of political events, and that it might imbue audiences with cynicism. Furthermore, in contrast to an experimental paradigm that depicts disinformation audiences as passive, we suggest that news consumers actively appropriate and produce content themselves. Conceptualising media content as ‘strategic’ rather than sincere might influence audiences to share and produce media content strategically. This Machiavellian tendency leads to similar effects on bias as motivated reasoning. Most accounts of motivated reasoning assume that limits of psychological processing are the reasons for biased judgements of what is true and fake, however, we argue that biases can also be due to culturally acquired second-order beliefs about knowledge. To explain this, we build on ideas about ‘folk epistemology’ and propose the term ‘strategic epistemology towards media’. Resistance-building efforts against disinformation risk promoting such a strategic epistemology towards media and this can have harmful effects on democratic dialogue. To avoid this, educational interventions should be premised on social epistemology rather than experimental psychology.

Charles Mills’s “Black Trash”: Reproducing Race, Pig Waste, and Ecological Resistance

ABSTRACT The reception of the work of Charles Mills has mostly been restricted to responses to Rawls, social epistemology, and Black feminist critique. All overlook the sustained analysis of space, race, and waste, which this article argues is its most valuable contribution for critical philosophy of race today. This article claims that that in addition to “cognitive resistance,” an analysis of Black trash suggests intimate ecological resistance as a fundamental aspect of the political self-assertion of racialized “subpersons,” and argues that this challenges any qualified fidelity to the basic tenets of liberal political philosophy. Focusing on waste from the pig industry in North Carolina, the article returns to Mills’s essay “Black Trash” to demonstrate the importance of ecology to the racial contract and its renewed relevance. Building on Shatema Threadcraft’s critical engagement with Mills in Intimate Justice, the article concludes that a Black trash feminist approach that foregrounds intimate matters is necessary for ecological resistance.

Made in Languaging; Ecolinguistic Expertise

Made in languaging aims to help ecolinguists with recrafting ideation and human practices. Inspired by Alexander and Stibbe, I turn to how ecolinguistic expertise can favour life-sustaining relations. In approaching normative goals, I start with how knowledge is made, self-sustains and is disseminated. Ecolinguistic analysis of languages, discourse and narratives can thus be enriched by tracing how practices inform languaging. In turning to epistemic agency, I emphasise the following: (1) building corpora popularia, organised bodies, in order to enhance life-sustaining relations; (2) illuminating life from the inside; and (3) developing bioecological awareness. I contend that, while all living beings use coordinative activities to bring forth what appears to us, humans also use wording types and practices. As we use the already known, languaging enables subjecthood, a person’s little worlds, and a group’s common realities. Hence, what appears as (and to) experience is made in languaging. When linked to normative concerns, the resulting middle worlds also offer means of putting knowledge to work. As in social epistemology, one might regard ‘wealth and well-being’ as a marker of public good. Yet, critical work shows, appeal to these values is anthropomorphic. In order to encompass nonhumans and the biogenic, one can reject market orientatation by tracing languaging, and knowing, back to living. In showing benefits of so doing, I contrast two evolving wording types. The case of growthism, I suggest, attests to praxis and contrasts starkly with the ideational value of life-sustaining relations. Yet, in both cases, languaging meshes practices, happenings and the effects of action. The move shows how one can challenge the hypostatisation of ideology by pursuing how epistemic agency can contribute to the future of evolution.

Epistemic Bubbles and Contextual Discordance

AbstractRecent work in social epistemology has drawn attention to various problematic social epistemic phenomena that are common within online networks. Nguyen (2020) argues that it is important to distinguish epistemic bubbles from echo chambers. An epistemic bubble is an information structure that merely lacks information or sources that would be relevant or important to the user. An echo chamber is a structure in which dissenting opinions are, not necessarily absent, but actively undermined, for example by instilling attitudes of distrust towards their adherents. Because of this, echo chambers are thought to be especially difficult to escape. In contrast, according to Nguyen, it is relatively easy to shatter an epistemic bubble: one simply introduces the missing information. In this paper, I argue that it is more difficult to shatter an epistemic bubble than has been recognised in the literature. The reason for this is the relationship between epistemic bubbles and interpretative resources. Despite their epistemic drawbacks, it is comparatively easy to gain knowledge from sources inside one's epistemic bubble because agents within a bubble share common ground. In contrast, it can be very difficult to gain knowledge from sources outside of one's bubble because interlocutors on the outside are less likely to have the shared context needed to facilitate communicative success. I argue that this problem suggests a different way to understand the nature of epistemic bubbles and our prospects for escaping them.

“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences

The present study was grounded in a social constructionist epistemology with an integrative social justice lens. It highlights the perspectives of one group – that of newcomer youth – from a collective case study exploring the phenomenon of school integration across multiple collaborators in one designated high school. As school integration is a central component in the lives and experiences of newcomer youth, this study aimed to provide insights and lessons learned directly from this group as they were integrating into a high school in Western Canada. In line with the epistemology and research design, the research prioritized participant voices with the goal of affecting change within the designated high school. The central research question guiding this study was: How do participants perceive and describe their experiences of integrating into high school? To address this question, semi-structured, qualitative interviews were conducted with 13 newcomer high school students between the ages of 15 and 19. Upon conducting a thematic analysis on the interview transcripts, five salient themes were developed, including (a) the stress of acculturation, (b) language transition, (c) making connections, (d) navigating academics, and (e) renegotiating life. In this manuscript, the inter-relationship between these themes is discussed in a manner that captures the complex, multifaceted process of school integration. Relatedly, implications are presented.

Search Engines, White Ignorance, and the Social Epistemology of Technology

AbstractHow should we think about the ways search engines can go wrong? Following the publication of Safiya Noble's Algorithms of Oppression (Noble, 2018), a view has emerged that racist, sexist, and other problematic results should be thought of as indicative of algorithmic bias. In this paper, I offer an alternative angle on these results, building on Noble's suggestion that search engines are complicit in a racial contract (Mills, 1997). I argue that racist and sexist results should be thought of as part of the workings of the social system of white ignorance. Along the way, I will argue that we should think about search engines not as sources of testimony, but as information-classification systems, and make a preliminary case for the importance of the social epistemology of technology.