Virtue Epistemology: Motivation and Knowledge - Continuum Studies in Philosophy (Hardback)
  • Virtue Epistemology: Motivation and Knowledge - Continuum Studies in Philosophy (Hardback)
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Virtue Epistemology: Motivation and Knowledge - Continuum Studies in Philosophy (Hardback)

(author)
£110.00
Hardback 176 Pages / Published: 01/09/2008
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Combining conceptual analysis with well established empirical evidence, this is an important new book in analytical epistemology.Contemporary epistemology debates have largely been occupied with formulating a definition of knowledge that is immune to any counterexample. To date, no definition has been able to escape unscathed.Moving away from debates about definitions, "Virtue Epistemology" shows what conditions are essential for knowledge and applies this account to different domains. It proposes that agents must be motivated correctly to acquire knowledge, even in the case of perception.Stephen Napier examines closely the empirical research in cognitive science and moral psychology to build an account of knowledge wherein an agent must perform acts of virtue in order to get knowledge. In so doing, Napier provides answers to two key questions: 'what is knowledge?' and 'how do we get it?'

Publisher: Bloomsbury Publishing PLC
ISBN: 9780826497949
Number of pages: 176
Weight: 435 g
Dimensions: 234 x 156 x 13 mm


MEDIA REVIEWS
Mention -Book News, February 2009
"[Napier's book] not only brings conceptual clarity to the question of what knowledge is, but also promises practical guidance for one's cognitive life ... It should be of keen interest not only to those doing research in the area, but also in the classroom as a clear, well-written text that brings the important differences between divergent strands of contemporary virtue epistemology into critical focus." - Notre Dame Philosophical Reviews
Mention -Chronicle of Higher Education, February 13, 2009
Mention --Book News, February 2009
Mention --Chronicle of Higher Education, February 13, 2009
Mention Book News, February 2009
Mention Chronicle of Higher Education, February 13, 2009

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