Applied epistemology brings the tools of contemporary epistemology to bear on particular issues of social concern. While the field of social epistemology has flourished in recent years, there has been far less work on how theories of knowledge, justification, and evidence may be applied to concrete questions, especially those of ethical and political significance. This volume fills this gap in the current literature by bringing together leading philosophers in a broad range of areas in applied epistemology. The potential topics in applied epistemology are many and diverse, and this volume focuses on seven central issues, some of which are general while others are far more specific: epistemological perspectives; epistemic and doxastic wrongs; epistemology and injustice; epistemology, race, and the academy; epistemology and feminist perspectives; epistemology and sexual consent; and epistemology and the internet. Some of the chapters in this volume contribute to, and further develop, areas in social epistemology that are already active, while others open up entirely new avenues of research. All of the contributions aim to make clear the relevance and importance of epistemology to some of the most pressing social and political questions facing us as agents in the world.

Applied epistemology brings the tools of contemporary epistemology to bear on particular issues of social concern. While the field of social epistemology has flourished in recent years, there has been far less work on how theories of knowledge, justification, and evidence may be applied to concrete questions, especially those of ethical and political significance. This volume fills this gap in the current literature by bringing together leading philosophers in a broad range of areas in applied epistemology. The potential topics in applied epistemology are many and diverse, and this volume focuses on seven central issues, some of which are general while others are far more specific: epistemological perspectives; epistemic and doxastic wrongs; epistemology and injustice; epistemology, race, and the academy; epistemology and feminist perspectives; epistemology and sexual consent; and epistemology and the internet. Some of the chapters in this volume contribute to, and further develop, areas in social epistemology that are already active, while others open up entirely new avenues of research. All of the contributions aim to make clear the relevance and importance of epistemology to some of the most pressing social and political questions facing us as agents in the world.

What can we know and what should we believe about today's world? What to Believe Now: Applying Epistemology to Contemporary Issues applies the concerns and techniques of epistemology to a wide variety of contemporary issues. Questions about what we can know-and what we should believe-are first addressed through an explicit consideration of the practicalities of working these issues out at the dawn of the twenty-first century. Coady calls for an 'applied turn' in epistemology, a process he likens to the applied turn that transformed the study of ethics in the early 1970s. Subjects dealt with include: Experts-how can we recognize them? And when should we trust them? Rumors-should they ever be believed? And can they, in fact, be a source of knowledge? Conspiracy theories-when, if ever, should they be believed, and can they be known to be true? The blogosphere-how does it compare with traditional media as a source of knowledge and justified belief? Timely, thought provoking, and controversial, What to Believe Now offers a wealth of insights into a branch of philosophy of growing importance-and increasing relevance-in the twenty-first century.

While applied epistemology has been neglected for much of the twentieth century, it has seen emerging interest in recent years, with key thinkers in the field helping to put it on the philosophical map. Although it is an old tradition, current technological and social developments have dramatically changed both the questions it faces and the methodology required to answer those questions. Recent developments also make it a particularly important and exciting area for research and teaching in the twenty-first century. The Routledge Handbook of Applied Epistemology is an outstanding reference source to this exciting subject and the first collection of its kind. Comprising entries by a team of international contributors, the Handbook is divided into six main parts: The Internet Politics Science Epistemic institutions Individual investigators Theory and practice in philosophy. Within these sections, the core topics and debates are presented, analyzed, and set into broader historical and disciplinary contexts. The central topics covered include: the prehistory of applied epistemology, expertise and scientific authority, epistemic aspects of political and social philosophy, epistemology and the law, and epistemology and medicine. Essential reading for students and researchers in epistemology, political philosophy, and applied ethics the Handbook will also be very useful for those in related fields, such as law, sociology, and politics.

Applied philosophy has been a growing area of research for the last 40 years. Until now, however, almost all of this research has been centered around the field of ethics. A Companion to Applied Philosophy breaks new ground, demonstrating that all areasof philosophy, including epistemology, metaphysics, philosophy of science, and philosophy of mind, can be applied, and are relevant to questions of everyday life. This perennial topic in philosophy provides an overview of these various applied philosophy developments, highlighting similarities and differences between various areas of applied philosophy, and examining the very nature of this topic. It is an area to which many of the towering figures in the history of philosophy have contributed, and this timely Companion demonstrates how various historical contributions are actually contributions within applied philosophy, even if they are not traditionally seen as such. The Companion contains 42 essays covering major areas of philosophy; the articles themselves are all original contributions to the literature and represent the state of the art on this topic, as well as offering a map to the current debates.

Philosophy in Reality offers a new vision of the relation between science and philosophy in the framework of a non-propositional logic of real processes, grounded in the physics of the real world. This logical system is based on the work of the Franco-Romanian thinker Stéphane Lupasco (1900-1988), previously presented by Joseph Brenner in the book Logic in Reality (Springer, 2008). The present book was inspired in part by the ancient Chinese Book of Changes (I Ching) and its scientific-philosophical discussion of change. The emphasis in Philosophy in Reality is on the recovery of dialectics and semantics from reductionist applications and their incorporation into a new synthetic paradigm for knowledge. Through an original re-interpretation of both classical and modern Western thought, this book addresses philosophical issues in scientific fields as well as long-standing conceptual problems such as the origin, nature and role of meaning, the unity of knowledge and the origin of morality. In a rigorous transdisciplinary manner, it discusses foundational and current issues in the physical sciences - mathematics, information, communication and systems theory and their implications for philosophy. The same framework is applied to problems of the origins of society, the transformation of reality by human subjects, and the emergence of a global, sustainable information society. In summary, Philosophy in Reality provides a wealth of new perspectives and references, supporting research by both philosophers and physical and social scientists concerned with the many facets of reality.

With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This volume is devoted to exploring the intersection between virtue epistemology and education. It assembles leading virtue epistemologists and philosophers of education to address such questions as: Which virtues are most essential to education? How exactly should these virtues be understood? How is the goal of intellectual character growth related to other educational goals, for example, to critical thinking and knowledge-acquisition? What are the "best practices" for achieving this goal? Can growth in intellectual virtues be measured? The chapters are a prime example of "applied epistemology" and promise to be a seminal contribution to an area of research that is rapidly gaining attention within epistemology and beyond.

Martin Kusch puts forth two controversial ideas: that knowledge is a social status (like money or marriage) and that knowledge is primarily the possession of groups rather than individuals. He defends the radical implications of his views: that knowledge is political, and that it varies with communities. This bold approach to epistemology is a challenge to philosophy and the wider academic world.

This book has been written primarily for the applied and social scientist and student who longs for an integrated picture of the foundations on which his research must ultimately rest; but hopefully the book may also serve philosophers interested in applied disciplines and in systems methodology. If integration was the major motto, the need for a method ology, appropriate to the teleological peculiarities of all applied sciences, was the main impetus behind the conception of the present work. This need I felt a long time ago in my own area of analytical and empirical research in accounting theory and management science; later I had the opportunity to teach, for almost a decade, graduate seminars in Methodology which offered particular insight into the methodological needs of students of such applied disciplines as business administration, education, engineering, infor matics, etc. Out of this effort grew the present book which among other things tries, on one side, to illuminate the difference and relationship between methods of cognition and methods of decision and on the other, to sketch a framework suitable for depicting means-end relationships in a holistic setting. I believe that a systems methodology which incorporates recent endeavours of deontic logic, decision theory, information economics and related areas would be eminently suited to break the ground for such a future framework. Yet systems theory has two major shortcomings which might prevent it from evolving into the desired methodology of applied science.

Epistemology poses particular problems for anthropologists whose task it is to understand manifold ways of being human. Through their work, anthropologists often encounter people whose ideas concerning the nature and foundations of knowledge are at odds with their own. Going right to the heart of anthropological theory and method, this volume discusses issues that have vexed practicing anthropologists for a long time. The authors are by no means in agreement with one another as to where the answers might lie. Some are primarily concerned with the clarity and theoretical utility of analytical categories across disciplines; others are more inclined to push ethnographic analysis to its limits in an effort to demonstrate what kind of sense it can make. All are aware of the much-wanted differences that good ethnography can make in explaining the human sciences and philosophy. The contributors show a continued commitment to ethnography as a profoundly radical intellectual endeavor that goes to the very roots of inquiry into what it is to be human, and, to anthropology as a comparative project that should be central to any attempt to understand who we are.