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"Schulz, Moritz"
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So What’s My Part? Collective Duties, Individual Contributions, and Distributive Justice
Problems in normative ethics paradigmatically concern what it is obligatory or permissible for an individual to do. Yet sometimes, each of us ought to do something individually in virtue of what we ought to do together. Unfortunately, traversing these two different levels at which a moral obligation can arise – individual and collective – is fraught with difficulties that easily lure us into conclusions muddying our understanding of collective obligations. This paper seeks to clearly lay out a systematic problem central to the relation between collective and individual duties in view of alleviating some such confusion and facilitating more concerted attempts at resolving it: collective duties require individuals to act in order for the collective duty to be fulfilled. Yet typically, a collective duty does not entail any one set of individual duties that would prescribe such contributory actions: the work we need to do in order to fulfil a duty can be allocated differently to the individuals collectively bearing it. Much like in matters of distributive justice, then, deriving individual duties from a collective one requires us to employ a distributive scheme, which raises separate normative concerns that have rarely taken centre stage in the debate so far.
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Practical reasoning and degrees of outright belief
According to a suggestion by Williamson (Knowledge and its limits, Oxford University Press, 2000, p. 99), outright belief comes in degrees: one has a high/low degree of belief iff one is willing to rely on the content of one’s belief in high/low-stakes practical reasoning. This paper develops an epistemic norm for degrees of outright belief so construed. Starting from the assumption that outright belief aims at knowledge, it is argued that degrees of belief aim at various levels of strong knowledge, that is, knowledge which satisfies particularly high epistemic standards. This account is contrasted with and shown to be superior to an alternative proposal according to which higher degrees of outright belief aim at higher-order knowledge. In an “Appendix”, it is indicated that the logic of degrees of outright belief is closely linked to ranking theory.
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Strong knowledge, weak belief?
According to the knowledge norm of belief (Williamson in Knowledge and its limits, Oxford University Press, Oxford, p. 47, 2000), one should believe p only if one knows p. However, it can easily seem that the ordinary notion of belief is much weaker than the knowledge norm would have it. It is possible to rationally believe things one knows to be unknown (Hawthorne et al. in Philos Stud 173:1393–1404, 2016; McGlynn in Noûs 47:385–407, 2013, Whiting in Chan (ed) The aim of belief, Oxford University Press, Oxford, 2013). One response to this observation is to develop a technical notion of ‘outright’ belief. A challenge for this line of response is to find a way of getting a grip on the targeted notion of belief. In order to meet this challenge, I characterize ‘outright’ belief in this paper as the strongest belief state implied by knowledge. I show that outright belief so construed allows this notion to play important theoretical roles in connection with knowledge, assertion and action.
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Degrees of Doxastic Justification
This paper studies degrees of doxastic justification. Dependency relations among different beliefs are represented in terms of causal models. Doxastic justification, on this picture, is taken to run causally downstream along appropriate causal chains. A theory is offered which accounts for the strength of a derivative belief in terms of (i) the strength of the beliefs on which it is based, and (ii) the epistemic quality of the belief-forming mechanisms involved. It is shown that the structure of degrees of justification converges to ranking theory under ideal conditions.
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Decisions and Higher-Order Knowledge
A knowledge‐based decision theory faces what has been called the prodigality problem (Greco, 2013): given that many propositions are assigned probability 1, agents will be inclined to risk everything when betting on propositions which are known. In order to undo probability 1 assignments in high risk situations, the paper develops a theory which systematically connects higher level goods with higher‐order knowledge.
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Finding Closure for Safety
There are two plausible constraints on knowledge: (i) knowledge is closed under competent deduction; and (ii) knowledge answers to a safety condition. However, various authors, including Kvanvig (2004), Murphy (2005, 2006) and Alspector-Kelly (2011), argue that beliefs competently deduced from knowledge can sometimes fail to be safe. This paper responds that one can uphold (i) and (ii) by relativizing safety to methods and argues further that in order to do so, methods should be individuated externally.
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Partial Reliance
According to a prominent thought, in one’s practical reasoning one should rely only on what one knows (Fantl and McGrath 2002; Hawthorne and Stanley 2008; Williamson 2000, 2005a, 2017). Yet for many choices, the relevant information is uncertain. This has led Schiffer (2007, 189) to the following objection: oftentimes, we are fully rational in reasoning from uncertain premises which we do not know. For example, we may decide to take an umbrella based on a 0.4 credence that it will rain. There are various ways proponents of a knowledge norm for practical reasoning can respond. One option is to say that the right way of dealing with uncertain information requires knowledge of probabilities (Hawthorne and Stanley 2008, 581–85). Another option is to say that credences can be knowledge because they really are beliefs with an unusual kind of content that consists of a set of probability spaces (Moss 2018, chap. 9). Mixed accounts are possible as well (Weisberg 2013). On neither of the accounts in the literature, however, can reasoning from uncertain premises be taken as reasoning based on a graded attitude, a credence, toward an ordinary proposition. To make room for this possibility, I argue that reliance comes in degrees. The knowledge norm is only plausible when taken to be concerned with full reliance. Partial reliance , on the other hand, goes hand in hand with credence.
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Modus Ponens Under the Restrictor View
There is a renewed debate about modus ponens. Strikingly, the recent counterexamples in Cantwell (Theoria, 74, 331–351 2008), Dreier (2009) and Mac-Farlane and Kolodny (The Journal of Philosophy, 107, 115–143 2010) are generated by restricted readings of the 'if'-clause. Moreover, it can be argued on general grounds that the restrictor view of conditionals developed in Kratzer (1986) and Lewis (1975) leads to counterexamples to modus ponens (cp. Charlow Synthese, 190, 2291–2323 2013; Khoo Philosophical Studies, 166, 153-64 2013). This paper provides a careful analysis of modus ponens within the framework of the restrictor view. Despite appearances to the contrary, there is a robust sense in which modus ponens is valid, owing to the fact that conditionals do not only allow for restricted readings but have bare interpretations, too.
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Grounding mental causation
This paper argues that the exclusion problem for mental causation can be solved by a variant of non-reductive physicalism that takes the mental not merely to supervene on, but to be grounded in, the physical. A grounding relation between events can be used to establish a principle that links the causal relations of grounded events to those of grounding events. Given this principle, mental events and their physical grounds either do not count as overdetermining physical effects, or they do so in a way that is not objectionable.
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