Michel Croce
Biographic Data
| ID | 3602123 |
|---|---|
| NAME | Michel Croce |
| GIVEN NAMES | Michel |
| FAMILY NAME | Croce |
| SIGNATURE | CROCE M |
| AFFILIATIONS | University of Genoa |
| ORCID | 0000-0001-7686-7039 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Epistemic Role Models
A liberal account of epistemic exemplarity for education is developed. Building on recent work in virtue epistemology, it is argued that the standard view of epistemic role models as exceptionally virtuous and imitable agents faces significant pedagogical limitations. We propose expanding this conception in two directions: by including enkratic exemplars, who demonstrate virtuous conduct despite inner conflict and thus qualify as exemplars despit…
Expert Interviews, Good Questioning, and the Epistemic Duties of Journalism
This paper examines mediators’ epistemic obligations during expert interviews. Drawing on science communication, journalism ethics, and social epistemology, I argue that mediators have an epistemic duty to ask good questions of experts. After outlining how expert testimony can harm audiences epistemically and providing a normative framework for mediators’ duty to inform, I examine three strategies to discharge this duty. The credentials monitorin…
Misplaced Trust in Expertise: Pseudo-Experts and Unreliable Experts
The persistence of scientific misconceptions is often attributed to a decline in trust in experts. Against this simplistic picture, we emphasise that misplaced trust in expertise plays a crucial role in sustaining such misconceptions: even laypeople actively seeking expert guidance may nonetheless place their trust in unreliable sources. This paper identifies two main kinds of ’epistemic traps’ that are relevant to this phenomenon. In addition to…
Experts-Part II: The Sources of Epistemic Authority
This paper investigates the topic of epistemic authority from the perspective of the ordinary people facing expert testimony. In particular, two central questions are discussed: how one should respond to expert testimony; and what should one do before expert disagreement
Experts - Part I: What They Are and How to Identify Them
This paper investigates the topic of expertise in cognitive domains from a socio-epistemological perspective. In particular, two central questions in the epistemology of expertise are discussed: what an expert is according to extant theories on the market; and how ordinary people can identify an expert in domains in which they have no competence of their own
Civil Deliberation Unpacked: An Empirical Investigation
In recent decades, the digital age and the Third Industrial Revolution have attracted significant attention in terms of their benefits and risks. Scholars have explored the impact of these changes on autonomy, freedom, human interactions, cognition, and knowledge sharing. However, the influence of the digital communicative environment on civic interactions and public deliberation processes has received limited attention from virtue theorists. Thi…
Consuming Fake News: Can We Do Any Better
This paper focuses on extant approaches to counteract the consumption of fake news online. Proponents of structural approaches suggest that our proneness to consuming fake news could only be reduced by reshaping the architecture of online environments. Proponents of educational approaches suggest that fake news consumers should be empowered to improve their epistemic agency. In this paper, we address a question that is relevant to this debate: na…
On testimonial knowledge and its functions
The problem of explaining how we acquire knowledge via testimony gives rise to a dilemma, according to which any theory must make testimonial knowledge either too hard or too easy, and therefore no adequate account of testimonial knowledge is possible. In recent work (2020), John Greco offers a solution to the dilemma on behalf of anti-reductionism that appeals to Edward Craig’s functionalist epistemology. It is argued that Greco’s solution is fl…
Moral exemplars in education: A liberal account
This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory, namely that moral exemplars are exceptionally virtuous agents and that …
On What it Takes to be an Expert
This paper tackles the problem of defining what a cognitive expert is. Starting from a shared intuition that the definition of an expert depends upon the conceptual function of expertise, I shed light on two main approaches to the notion of an expert: according to novice-oriented accounts of expertise, experts need to provide laypeople with information they lack in some domain; whereas, according to research-oriented accounts, experts need to con…
On What it Takes to be an Expert
This paper tackles the problem of defining what a cognitive expert is. Starting from a shared intuition that the definition of an expert depends upon the conceptual function of expertise, I shed light on two main approaches to the notion of an expert: according to novice-oriented accounts of expertise, experts need to provide laypeople with information they lack in some domain; whereas, according to research-oriented accounts, experts need to con…
Misplaced Trust in Expertise: Pseudo-Experts and Unreliable Experts
The persistence of scientific misconceptions is often attributed to a decline in trust in experts. Against this simplistic picture, we emphasise that misplaced trust in expertise plays a crucial role in sustaining such misconceptions: even laypeople actively seeking expert guidance may nonetheless place their trust in unreliable sources. This paper identifies two main kinds of ’epistemic traps’ that are relevant to this phenomenon. In addition to…
Experts - Part I: What They Are and How to Identify Them
This paper investigates the topic of expertise in cognitive domains from a socio-epistemological perspective. In particular, two central questions in the epistemology of expertise are discussed: what an expert is according to extant theories on the market; and how ordinary people can identify an expert in domains in which they have no competence of their own
On What it Takes to be an Expert
This paper tackles the problem of defining what a cognitive expert is. Starting from a shared intuition that the definition of an expert depends upon the conceptual function of expertise, I shed light on two main approaches to the notion of an expert: according to novice-oriented accounts of expertise, experts need to provide laypeople with information they lack in some domain; whereas, according to research-oriented accounts, experts need to con…
Moral exemplars in education: A liberal account
This paper takes issue with the exemplarist strategy of fostering virtue development with the specific goal of improving its applicability in the context of education. I argue that, for what matters educationally, we have good reasons to endorse a liberal account of moral exemplarity. Specifically, I challenge two key assumptions of Linda Zagzebski’s Exemplarist Moral Theory, namely that moral exemplars are exceptionally virtuous agents and that …
On testimonial knowledge and its functions
The problem of explaining how we acquire knowledge via testimony gives rise to a dilemma, according to which any theory must make testimonial knowledge either too hard or too easy, and therefore no adequate account of testimonial knowledge is possible. In recent work (2020), John Greco offers a solution to the dilemma on behalf of anti-reductionism that appeals to Edward Craig’s functionalist epistemology. It is argued that Greco’s solution is fl…
Civil Deliberation Unpacked: An Empirical Investigation
In recent decades, the digital age and the Third Industrial Revolution have attracted significant attention in terms of their benefits and risks. Scholars have explored the impact of these changes on autonomy, freedom, human interactions, cognition, and knowledge sharing. However, the influence of the digital communicative environment on civic interactions and public deliberation processes has received limited attention from virtue theorists. Thi…
Consuming Fake News: Can We Do Any Better
This paper focuses on extant approaches to counteract the consumption of fake news online. Proponents of structural approaches suggest that our proneness to consuming fake news could only be reduced by reshaping the architecture of online environments. Proponents of educational approaches suggest that fake news consumers should be empowered to improve their epistemic agency. In this paper, we address a question that is relevant to this debate: na…
Experts-Part II: The Sources of Epistemic Authority
This paper investigates the topic of epistemic authority from the perspective of the ordinary people facing expert testimony. In particular, two central questions are discussed: how one should respond to expert testimony; and what should one do before expert disagreement
Experts - Part I: What They Are and How to Identify Them
This paper investigates the topic of expertise in cognitive domains from a socio-epistemological perspective. In particular, two central questions in the epistemology of expertise are discussed: what an expert is according to extant theories on the market; and how ordinary people can identify an expert in domains in which they have no competence of their own
Epistemic Role Models
A liberal account of epistemic exemplarity for education is developed. Building on recent work in virtue epistemology, it is argued that the standard view of epistemic role models as exceptionally virtuous and imitable agents faces significant pedagogical limitations. We propose expanding this conception in two directions: by including enkratic exemplars, who demonstrate virtuous conduct despite inner conflict and thus qualify as exemplars despit…
Expert Interviews, Good Questioning, and the Epistemic Duties of Journalism
This paper examines mediators’ epistemic obligations during expert interviews. Drawing on science communication, journalism ethics, and social epistemology, I argue that mediators have an epistemic duty to ask good questions of experts. After outlining how expert testimony can harm audiences epistemically and providing a normative framework for mediators’ duty to inform, I examine three strategies to discharge this duty. The credentials monitorin…
Misplaced Trust in Expertise: Pseudo-Experts and Unreliable Experts
The persistence of scientific misconceptions is often attributed to a decline in trust in experts. Against this simplistic picture, we emphasise that misplaced trust in expertise plays a crucial role in sustaining such misconceptions: even laypeople actively seeking expert guidance may nonetheless place their trust in unreliable sources. This paper identifies two main kinds of ’epistemic traps’ that are relevant to this phenomenon. In addition to…
Epistemology (8 works) · Philosophy (7 works) · Epistemology, Ethics, and Metaphysics (6 works) · Computer Science (5 works) · Political science (5 works) · Sociology (5 works) · Misinformation and Its Impacts (4 works) · Psychology (4 works) · Law (3 works) · Philosophy (3 works)