Jason Baehr
Biographic Data
| ID | 443971 |
|---|---|
| NAME | Jason Baehr |
| GIVEN NAMES | Jason |
| FAMILY NAME | Baehr |
| SIGNATURE | BAEHR J |
| AFFILIATIONS | Loyola Marymount University |
| ORCID | 0000-0001-8757-7715 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 90 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Developing intellectual humility
This article presents an overview and critique of current interdisciplinary research on the nature and development of intellectual humility (IH), with the aim of systematically outlining currently debated open questions. We focus on four specific areas of research: (1) theoretical questions regarding the nature of IH, (2) issues with the measurement of IH in development, (3) existing research on the development of IH and related socio-cognitive a…
Limitations-Owning and the Interpersonal Dimensions of Intellectual Humility
According to one prominent account of intellectual humility, it consists primarily of a disposition to “own” one’s intellectual limitations. This account has been criticized for neglecting the interpersonal dimensions of intellectual humility. We expect intellectually humble persons to be respectful and generous with their interlocutors and to avoid being haughty or domineering. I defend the limitations-owning account against this objection. I do…
Flannery O'Connor and religious epistemology
What are the demands of religious inquiry? It can be tempting to think of these demands in strictly epistemic terms, e.g. as a function of the inquirer's background beliefs, cognitive faculties, natural cognitive ability, intellectual skills, and intellectual character. In this article, I extrapolate an alternative model of religious inquiry from three stories by the Southern Gothic writer Flannery O'Connor (1925–1964). According to the model, a …
Wisdom Through Adversity
Wisdom, Suffering, and Humility
The Varieties of Character and Some Implications for Character Education
Intellectual Humility
Educating for Intellectual Virtues
After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues ’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim. My concern in this article is with two perennial questions in the philosophy of education and educational theo…
Credit Theories and the Value of Knowledge
One alleged advantage of credit theories of knowledge is that they are capable of explaining why knowledge is essentially more valuable than mere true belief. I argue that credit theories in fact provide grounds for denying this claim and therefore are incapable of overcoming the ‘value problem’ in epistemology. Much of the discussion revolves around the question of whether true belief is always epistemically valuable. I also consider to what ext…
The Inquiring Mind
This book is a contribution to “responsibilist” or character‐based virtue‐epistemology, which is an approach to epistemology that gives a primary role to reflection on intellectual character virtues like inquisitiveness, open‐mindedness, carefulness and thoroughness in inquiry, and intellectual courage, rigor, and generosity. Beyond providing an accessible introduction to virtue epistemology and intellectual virtues, the book has two main goals. …
The inquiring mind
"This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual character virtues like open-mindedness, fair-mindedness, inquisitiveness, and intellectual courage, rigor, and carefulness. Baehr distinguishes four main varieties of character-based virtue epistemology and develops a comprehensive assessment of each. For students and professional philos…
Intellectual Virtues
The introduction to intellectual virtues begun in Chapter 1 is extended in the present chapter. The chapter begins with a classification of intellectual virtues based on ways in which these traits are useful for overcoming various challenges or obstacles internal to the process of inquiry, or an attempt to discover the truth about some matter. It then explores the distinction between intellectual virtues, on the one hand, and intellectual faculti…
Evidentialism, Vice, and Virtue
Character, Reliability and Virtue Epistemology
Journal Article Character, Reliability and Virtue Epistemology Get access Jason Baehr Jason Baehr Loyola Marymount University, Los Angeles Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 56, Issue 223, April 2006, Pages 193–212, https://doi.org/10.1111/j.1467-9213.2006.00437.x Published: 14 March 2006
Intellectual Humility
Educating for Intellectual Virtues
After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues ’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim. My concern in this article is with two perennial questions in the philosophy of education and educational theo…
The Inquiring Mind
This book is a contribution to “responsibilist” or character‐based virtue‐epistemology, which is an approach to epistemology that gives a primary role to reflection on intellectual character virtues like inquisitiveness, open‐mindedness, carefulness and thoroughness in inquiry, and intellectual courage, rigor, and generosity. Beyond providing an accessible introduction to virtue epistemology and intellectual virtues, the book has two main goals. …
Character, Reliability and Virtue Epistemology
Journal Article Character, Reliability and Virtue Epistemology Get access Jason Baehr Jason Baehr Loyola Marymount University, Los Angeles Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 56, Issue 223, April 2006, Pages 193–212, https://doi.org/10.1111/j.1467-9213.2006.00437.x Published: 14 March 2006
Evidentialism, Vice, and Virtue
The Varieties of Character and Some Implications for Character Education
Credit Theories and the Value of Knowledge
One alleged advantage of credit theories of knowledge is that they are capable of explaining why knowledge is essentially more valuable than mere true belief. I argue that credit theories in fact provide grounds for denying this claim and therefore are incapable of overcoming the ‘value problem’ in epistemology. Much of the discussion revolves around the question of whether true belief is always epistemically valuable. I also consider to what ext…
Character, Reliability and Virtue Epistemology
Journal Article Character, Reliability and Virtue Epistemology Get access Jason Baehr Jason Baehr Loyola Marymount University, Los Angeles Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 56, Issue 223, April 2006, Pages 193–212, https://doi.org/10.1111/j.1467-9213.2006.00437.x Published: 14 March 2006
Evidentialism, Vice, and Virtue
The Inquiring Mind
This book is a contribution to “responsibilist” or character‐based virtue‐epistemology, which is an approach to epistemology that gives a primary role to reflection on intellectual character virtues like inquisitiveness, open‐mindedness, carefulness and thoroughness in inquiry, and intellectual courage, rigor, and generosity. Beyond providing an accessible introduction to virtue epistemology and intellectual virtues, the book has two main goals. …
The inquiring mind
"This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual character virtues like open-mindedness, fair-mindedness, inquisitiveness, and intellectual courage, rigor, and carefulness. Baehr distinguishes four main varieties of character-based virtue epistemology and develops a comprehensive assessment of each. For students and professional philos…
Intellectual Virtues
The introduction to intellectual virtues begun in Chapter 1 is extended in the present chapter. The chapter begins with a classification of intellectual virtues based on ways in which these traits are useful for overcoming various challenges or obstacles internal to the process of inquiry, or an attempt to discover the truth about some matter. It then explores the distinction between intellectual virtues, on the one hand, and intellectual faculti…
Credit Theories and the Value of Knowledge
One alleged advantage of credit theories of knowledge is that they are capable of explaining why knowledge is essentially more valuable than mere true belief. I argue that credit theories in fact provide grounds for denying this claim and therefore are incapable of overcoming the ‘value problem’ in epistemology. Much of the discussion revolves around the question of whether true belief is always epistemically valuable. I also consider to what ext…
Educating for Intellectual Virtues
After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues ’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim. My concern in this article is with two perennial questions in the philosophy of education and educational theo…
Intellectual Humility
The Varieties of Character and Some Implications for Character Education
Wisdom, Suffering, and Humility
Wisdom Through Adversity
Flannery O'Connor and religious epistemology
What are the demands of religious inquiry? It can be tempting to think of these demands in strictly epistemic terms, e.g. as a function of the inquirer's background beliefs, cognitive faculties, natural cognitive ability, intellectual skills, and intellectual character. In this article, I extrapolate an alternative model of religious inquiry from three stories by the Southern Gothic writer Flannery O'Connor (1925–1964). According to the model, a …
Limitations-Owning and the Interpersonal Dimensions of Intellectual Humility
According to one prominent account of intellectual humility, it consists primarily of a disposition to “own” one’s intellectual limitations. This account has been criticized for neglecting the interpersonal dimensions of intellectual humility. We expect intellectually humble persons to be respectful and generous with their interlocutors and to avoid being haughty or domineering. I defend the limitations-owning account against this objection. I do…
Developing intellectual humility
This article presents an overview and critique of current interdisciplinary research on the nature and development of intellectual humility (IH), with the aim of systematically outlining currently debated open questions. We focus on four specific areas of research: (1) theoretical questions regarding the nature of IH, (2) issues with the measurement of IH in development, (3) existing research on the development of IH and related socio-cognitive a…
Philosophy (11 works) · Epistemology (10 works) · Psychology (7 works) · Epistemology, Ethics, and Metaphysics (6 works) · Humility (6 works) · Sociology (6 works) · Philosophy (5 works) · Political science (5 works) · Virtue (5 works) · Law (4 works)