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Language is a human universal reflecting our deeply social nature. Among its essential functions, language enables us to quickly and efficiently share information. We tell each other that many things are true—that is, we routinely make assertions. Information shared this way plays a critical role in the decisions and plans we make. In Knowledge and the Norm of Assertion, a distinguished philosopher and cognitive scientist investigates the rules or norms that structure our social practice of assertion. Combining evidence from philosophy, psychology, and biology, John Turri shows that knowledge is the central norm of assertion and explains why knowledge plays this role.Concise, comprehensive, non-technical, and thoroughly accessible, this volume quickly brings readers to the cutting edge of a major research program at the intersection of philosophy and science. It presupposes no philosophical or scientific training. It will be of interest to philosophers and scientists, is suitable for use in graduate and undergraduate courses, and will appeal to general readers interested in human nature, social cognition, and communication.
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KNOWLEDGE AND THE NORM OF ASSERTION
Knowledge and the Norm of Assertion
An Essay in Philosophical Science
John Turri
https://www.openbookpublishers.com
© 2016 John Turri
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND 4.0). This license allows you to share, copy, distribute and transmit the work for non-commercial purposes, providing attribution is made to the author (but not in any way that suggests that he endorses you or your use of the work). Attribution should include the following information:
John Turri, Knowledge and the Norm of Assertion: An Essay in Philosophical Science. Cambridge, UK: Open Book Publishers, 2016. http://dx.doi.org/10.11647/OBP.0083
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ISBN Paperback: 978-1-78374-183-0
ISBN Hardback: 978-1-78374-184-7
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ISBN Digital ebook (epub): 978-1-78374-186-1
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DOI: 10.11647/OBP.0083
Cover image: Rose-Aimée Bélanger, Les chuchoteuses (The Gossipers, 2002), Montreal. Photo by Dan Mason. CC BY 4.0, https://www.flickr.com/photos/masondan/3681873678
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Printed in the United Kingdom, United States, and Australia by Lightning Source for Open Book Publishers (Cambridge, UK).
For Sarah,in all her intelligence, strength, and beauty.
Love.
Contents
Acknowledgments
ix
Introduction
1
1.
Evidence and Argument
7
Observational Data
7
Experimental Data
11
The Argument
16
The Explanation
16
Prefatory Remarks
18
More Challenging
20
2.
Extensions and Connections
21
Know How
21
Guaranteed Knowledge
25
Knowledge Valued
29
Outstanding Questions
30
Reaching Understanding
30
Liar’s Knowledge
34
3.
Objections and Replies
39
Ignorant Assertions
39
Unlucky Falsehoods
39
Lucky Truths
41
Excuses, Excuses
44
Irrelevant Assessments
47
Weak Challenges
49
Pre-Theoretic Data
49
Apocryphal Paradox
50
Unbelievable Objections
52
Certain Competition
56
No Contest
59
4.
Prospects and Horizons
61
What “Should”?
62
Good Enough?
65
Super Norm?
68
Requisite Truth
68
Requisite Knowledge
71
Inside and Out
72
Intuitive Connections
75
A Coincidence?
75
Why Knowledge?
77
Coda
87
References
89
Index
107
Acknowledgments
For helpful feedback on the manuscript and intellectual comradery, I thank Matthew Benton, Peter Blouw, Wesley Buckwalter, Ori Friedman, Ashley Keefner, and David Rose. Special thanks go to Angelo Turri, who commented generously and insightfully on multiple versions. Thanks to Peter Blouw for work on the index too.
My work on this book was supported by the National Endowment for the Humanities, the Social Sciences and Humanities Research Council of Canada, and an Early Researcher Award from the Ontario Ministry of Economic Development and Innovation.
I am grateful for permission to reuse material from the following publications:
Turri, J. 2012. ‘Preempting Paradox’, Logos & Episteme, 3(4): 659–62.
Turri, J. 2014. ‘Knowledge and Suberogatory Assertion’, Philosophical Studies, 167(3): 557–67.
Buckwalter, W., & Turri, J. 2014. ‘Telling, Showing and Knowing: A Unified Theory of Pedagogical Norms’, Analysis, 74(1): 16–20.
Turri, J. 2015. ‘Evidence of Factive Norms of Belief and Decision’, Synthese, 192(12): 4009–30.
Turri, A., & Turri, J. 2015. ‘The Truth about Lying’, Cognition, 138(C): 161–68.
Turri, J. 2015. ‘Selfless Assertions: Some Empirical Evidence’, Synthese, 192(4): 1221–33.
Turri, J. 2015. ‘Understanding and the Norm of Explanation’, Philosophia 43(4): 1171–75.
I dedicate this book to my daughter Sarah, whose precocious conversational acumen inspired my work on the topic. This is but one of the many ways she has inspired me and those around her. If she chooses, she will one day be a better scientist and writer than I was ever capable of.
Introduction
© John Turri, CC BY-NC-ND http://dx.doi.org/10.11647/OBP.0083.06
One road closure followed by unusually heavy traffic on the alternate route meant that we were cutting it close. Squeezing the armrest so hard that her fingernails turned white, she grimaced, “How long before we’re there?” “Ten minutes,” I answered, vexed that the upcoming light turned yellow. A few silent moments ensued. The uneasy thought hung over our heads like a menacing storm cloud — we might not make it to the hospital in time. Then our two year old daughter, Sarah, peeped from the back, “Daddy, how you know that?” “Know what?” “That we be there in ten minutes.” “I . . . well . . . ,” I faltered, blinking at the seemingly interminable red light, before continuing confidently in an attempt to reassure her, “. . . we’ll get there in time for Mommy and the baby, honey, don’t worry.” Judging by the look on her face, my reassurance helped. But it would have helped more if I had directly answered her question in the course of reassuring her.
We did get there in time and everything went very well for both mom and baby. A few days later, as our household settled in to its new routine, I thought about the exchange with my daughter on the car ride. As our family experienced a serious and emotional situation, in the midst of all the action, excitement and concern, this wonderful little two year old, in the most natural and unselfconscious way, challenged my statement. And it worked! She asked me how I knew and, with that one innocent little question, stopped me in my conversational tracks.