Knowledge, Theory of
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In this dissertation, I defend a unified account of knowledge and use it to articulate and resolve a number of problems in social epistemology. I argue that to know how to Φ is to have a self-regulated ability to live up to the norms that govern Φ-ing, and I argue that propositional knowledge is success through cognitive know how. I next address the kinds of social relations that sustain or undermine good epistemic practice. First, I focus on the problem of hermeneutical injustice, which occurs when members of a social group are unjustly prevented from developing or spreading new conceptual skills for making sense of the world. Second, I explore the empirical literature on what’s known as the Dunning-Kruger effect, which explains the tendency of unskilled individuals to over-estimate their abilities, to describe a novel form of skepticism. If you lack the conceptual skills to make sense of some feature of the world, that very lack can, to some extent, prevent you from recognizing your ignorance. In response to both problems, I develop a theory of educational practices. I argue that we develop new conceptual skills and come to recognize gaps in our epistemic resources by coming together in joint practices of self-regulation.