Since at least the mid-2000s, political commentators, environmental advocates, and scientists have raised concerns about an “anti-science” approach to policymaking in conservative governments US Canada. This paper explores resolves a paradox surrounding some uses of epithet. I examine two cases such policy, both which involve appeals epistemic values that are widely endorsed by philosophers sci...

A body of work in ethics and epistemology has advanced a collectivist view of virtues. Collectivism holds that some social groups can be subjects in themselves which can possess attributes such as agency or responsibility. Collectivism about virtues holds that virtues (and vices) are among those attributes. By focusing on two different accounts, I argue that the collectivist virtue project has ...

This paper aims at illustrating the virtues and vices of biased rationality. Starting with the virtues of biased rationality, we will illustrate the idea of Homo Heuristicus along with its fallacious dimension. We will claim that the rationale of biased rationality consists in turning ignorance into a cognitive virtue. More precisely, we will argue that biases provide us with premissory startin...

Many environmental problems are longitudinal collective action problems. They arise from the cumulative unintended effects of a vast amount of seemingly insignificant decisions and actions by individuals who are unknown to each other and distant from each other. Such problems are likely to be effectively addressed only by an enormous number of individuals each making a nearly insignificant cont...

Over the last 30 years, Silvana Patriarca, a professor of Contemporary History at Fordham University, New York, has deeply and consistently investigated construction Italian national narrative: its ‘long term’ genealogy, characteristics, tensions. Her first book, Numbers Nationhood (Patriarca 1996), focused on co-production statistical knowledge image Italy during Restoration Risorgimento, rere...

Abstract Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and external derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than differing attitudes towards alienation. Looked at outside pedagogical context, alienation appears only negative, deserving nothing but contempt r...

Socialand virtue-epistemologies connect intellectual and moral concerns in ways significant for education and its theory. For most educationists, epistemic and ethical virtues are no longer dissociated. However, many political framings or operations of epistemic virtues and vices remain neglected in educational discourses. This article illustrates why a politicization of epistemic issues is rel...