Virtue Epistemology, Extended Cognition, and the Epistemology of Education

德性知識論、延展認知，與教育知識論

Duncan Pritchard

《哲學與文化》 41卷3期 (2014/03) Pp. 47-66

摘要

從一個知識論的觀點，我們應該如何瞭解科技在教育中的角色？在一個有關教育知態目摽非常自然的想法，這種科技最多只能扮演一種促進的角色，因為終極來說教育的工作走來強化主體獨自的認知能力。這種確認教育知態目標的方式是可以被加以調和的，只要我們注意到德性知識論為理解教育的知識論提供了一個非常自然的架構。這是因為德性知識論經常在無意間帶入了知態個體論的立場，以致於一個人的認知能力完全被理解為人所「具有的」，「內在的」認知過程。因此當德性知識論被應用到教育的知識論，這似乎更確認了「科技最多只能扮演支持性的角色」這個想法。然而這篇文章要論證的是，德性知識論論的架構與知態地反個體論是可以相容的，如此一來，科技（這個處於主體皮膚之外的東西）將也可以成為主體認知過程的一個構成部分。本文將主張，這種延展的德性知識論具有一些吸引人的特性，另外本文也將進一步探索這個觀點對於教育知識論所產生的一些影響。

關鍵字

延展認知 ； 德性知識論 ； 知態個別主義 ； 教育知識論

並列摘要

How should we, from an epistemological point of view, understand the role of technology in education? On one very natural conception of the epistemic goals of education, such technology can only at best play an enabling role, since ultimately the task of education is to enhance the unaided cognitive abilities of the subject. This way of conceiving of the epistemic goals of education can be compounded once one notices that virtue epistemology offers a very natural framework for understanding the epistemology of education. This is because virtue epistemology often tacitly incorporates a commitment to epistemic individualism, such that one's cognitive abilities are to be understood exclusively in terms of one's 'on board', and thus in this sense 'internal', cognitive processes. Hence, when virtue epistemology is applied to the epistemology of education, this seems to confirm the idea that technology can at best only play a supporting role. It is argued, however, that the virtue epistemology framework is in fact entirely compatible with an epistemic anti-individualism which allows technology which is outwith the skin of the subject to nonetheless form a constitutive part of the subject's cognitive processes. It is claimed that such an extended virtue epistemology has a number of attractive features, and some of its implications for the epistemology of education are explored.

並列關鍵字

Extended Cognition ； Virtue Epistemology ； Epistemic lndividualism ； Epistemology of Education