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VERSION:2.0
CALSCALE:GREGORIAN
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BEGIN:VEVENT
DTSTAMP:20260430T015505Z
DTSTART;TZID=America/New_York:20240830T090000
DTEND;TZID=America/New_York:20240831T170000
SUMMARY:The Epistemology of Expertise: New Directions
UID:20260501T200827Z-iCalPlugin-Grails@philevents-web-6b96c54f56-bljdq
TZID:America/New_York
LOCATION:Hyde Hall\, Chapel Hill\, United States
DESCRIPTION:<p>It&rsquo\;s a truism of the moment among the intellectual classes both that people should heed the testimony of experts and that they generally don&rsquo\;t do so enough. Nevertheless\, the last couple of decades have seen significant controversies about expertise and deference to experts emerge in both the philosophical and social-scientific literature. Questions that have been explored include: is deference to experts &nbsp\;sometimes problematically in tension with intellectual autonomy? Should the testimony of experts &ldquo\;screen off&rdquo\; or &ldquo\;preempt&rdquo\; our other reasons for belief\, or not? Can ordinary people form justifiably identify experts so as to defer to them? Are there experts about&nbsp\;<em>moral</em>&nbsp\;matters\, and if so\, is there nevertheless something problematic about deference to them? &nbsp\;</p>\n<p>This workshop will bring together philosophy and social scientists to both push forward work on these established questions and also examine some other\, somewhat less well-explored questions about expertise\, for example:&nbsp\;</p>\n<ul>\n<li>How should we understand the notion of an &lsquo\;expert&rsquo\; in the first place?&nbsp\;</li>\n<li>What are the potential pathologies of experts\, and how does the possibility of such pathologies affect the rationality of deference to experts?&nbsp\;</li>\n<li>Could deference to experts perpetuate epistemic injustice\, when the experts disproportionately come from privileged groups?&nbsp\;</li>\n<li>Does deference to experts conflict in any way with democratic ideals?&nbsp\;</li>\n<li>What practical measures can we take to encourage ordinary people to defer to experts more appropriately? What works and what doesn&rsquo\;t?&nbsp\;</li>\n<li>What should we teach students about how to handle expert testimony in educational settings\, including K-12 education?&nbsp\;</li>\n</ul>
ORGANIZER;CN=Alex Worsnip:
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