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The Moral Psychology of Curiosity

The Moral Psychology of Curiosity

Ilhan Inan | Lani Watson | Dennis Whitcomb | Safiye Yigit

(2018)

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Abstract

Curiosity has taken a winding path through intellectual history, from Early Christian vice to Enlightenment virtue and beyond. This original volume sees contemporary philosophers and psychologists examining the nature and value of curiosity, shedding light on some of its most interesting features and exploring its role in human experience. Authors examine the nature and history of curiosity, the psychology of curiosity and its relationship to interest, understanding, and desire, the impact of language in shaping our curiosity, the cultivation and measurement of curiosity, and the vital part that curiosity can and should play in education. With perspectives on curiosity from all over the world, this diverse, interdisciplinary collection provides an in-depth and multi-faceted examination of the epistemological, psychological, moral, and educative dimensions of curiosity.
The essays collected in this excellent volume make for a timely contribution to the growing literature on curiosity, epistemic value, and intellectual character. The contributors have been judiciously selected to represent a diverse range of disciplines and theoretical approaches, and their contributions provide fertile ground for cross-disciplinary and applied thinking about curiosity. The ideas and arguments articulated here are fresh, important, and worthy of serious study by both philosophers and psychologists interested in curiosity, as well as anyone interested in applied epistemology.
Allan Hazlett, Assistant Professor, Philosophy, Washington University in St. Louis
With this broad and diverse collection, the neglected topic of curiosity emerges as an essential topic for philosophy, psychology, and educational theory. From conceptual, empirical, normative, and historical perspectives, the contributors insightfully relate curiosity to representation, knowledge, motivation, character, virtue and vice, and education. The volume deserves the attention of all who would like to understand curiosity and see it fostered.
Frederick F. Schmitt, Oscar R. Ewing Professor of Philosophy, Indiana University
Ilhan Inan (PhD, UC-Santa Barbara) recently joined the Philosophy Department at Koç University in Istanbul. Prior to that he taught at Boğaziçi University Philosophy Department for twenty years. He is the author of The Philosophy of Curiosity (Routledge, 2012) and his philosophical articles appeared in many respected international and national journals including Philosophical Studies. He works on philosophy of language, broadly construed, to include philosophy of curiosity, evolution of language, creativity, and inostensible reference. He published articles on how curiosity relates to belief, acquaintance and creativity and is currently working on two book manuscripts on the subjects of truth and philosophical curiosity.

Lani Watson (PhD, Edinburgh) is a Leverhulme Early Career Fellow at the University of Edinburgh. Her interdisciplinary research spans the fields of philosophy, educational theory, and experimental psycholinguistics, focusing on the role that questions and questioning play in everyday life, politics, and education. She has recent and forthcoming publications exploring the value of student questioning in education, and the intellectual virtues of curiosity and inquisitiveness. Her research draws on political, social, and virtue epistemology and the epistemology of education. She combines conceptual analysis with experimental methods to demonstrate the significance of questioning, inquisitiveness, and curiosity in education, especially for learning, intellectual character, and political engagement.

Dennis Whitcomb (PhD, Rutgers) is Professor of Philosophy at Western Washington University. His writings cover a range of topics in epistemology broadly construed: knowledge, justification, wisdom, intellectual humility, curiosity, epistemic value, and the ethics of belief. These writings have appeared in Philosophy and Phenomenological Research, Philosophical Studies, Oxford Studies in Philosophy of Religion, Synthese, and Philosophical Quarterly among other venues. He is co-editor of Social Epistemology: Essential Readings (OUP 2011). His most recent work, which focuses on the speech act of question-asking, connects epistemology to the philosophy of language.

Safiye Yigit is a PhD candidate in Philosophy and Education at Columbia University. She has written her Master’s Thesis on ‘Curiosity as an Intellectual and Ethical Virtue’ (2011) at Boğaziçi University, Istanbul, Turkey under the supervision of Ilhan Inan. For three years, she worked as a Researcher at Boğaziçi University in the research project entitled “Curiosity: Epistemics, Semantics, and Ethics” directed by Ilhan Inan. As part of the project, she co-organized an international conference in Istanbul, which gathered several philosophers working on curiosity and she has also given numerous lectures and talks in Turkey, Italy, Netherlands, Slovenia, US, UK, and Poland on curiosity. Her research areas include virtue epistemology, virtue ethics, philosophy of education and especially educating for intellectual virtues and wisdom.

Table of Contents

Section Title Page Action Price
Cover Cover
The Moral Psychology of Curiosity i
Series page ii
The Moral Psychology of Curiosity iii
Copyright page iv
Contents v
List of Figures and Tables vii
Acknowledgments ix
Introduction 1
NATURE OF CURIOSITY 9
Chapter 1 11
Curiosity, Truth, and Knowledge 11
1. Objectual Curiosity 12
2. Propositional Curiosity 15
3. Examples of Propositional Curiosity That Are Not about Truth 21
4. Truth-Curiosity versus Fact-Curiosity 24
5. Two Kinds of Propositional Knowledge: Ostensible and Inostensible 27
Notes 31
References 33
Chapter 2 35
Curiosity, Its Objects and Varieties 35
2. Inan’s Objectualist Account of Curiosity 37
3. The Descriptive-Explanatory and the Normative: Bringing the Two Projects Together 43
4. Varieties of Curiosity 46
Notes 53
References 54
Chapter 3 57
The Passion of Curiosity 57
1. David Hume and the Passion of Curiosity 59
2. Curiosity and the Pleasures of Inquiry 62
3. The Dangers of Unbridled Curiosity 65
4. The Role of Sympathy 68
5. The Situated Character of Humean Curiosity 74
Notes 75
References 75
MORAL DIMENSIONS OF CURIOSITY 77
Chapter 4 79
Premodern Christian Perspectives on Curiosity 79
Notes 93
References 95
Chapter 5 97
Confucianism, Curiosity, and Moral Self-Cultivation 97
1. Confucianism and Curiosity 97
2. Love of Learning 101
3. Questions in the Analects 105
4. Asking the Right Questions 109
Notes 114
References 114
Chapter 6 117
Curiosity as an Intellectual Virtue 117
1. Accounts of Curiosity in the Philosophical Literature 118
2. The Centrality of Truth in Epistemology and Questions about the Truth-Conduciveness of Curiosity 120
3. Curiosity as a “Lesser State” Compared to Knowledge 129
4. Curiosity as a Desire 132
Notes 135
References 138
PSYCHOLOGICAL DIMENSIONS OF CURIOSITY 141
Chapter 7 143
The Duality of Interest and Deprivation 143
1. Curiosity as Motivational/Behavioral Drive 144
2. Situation/Appraisal-Based Approaches to Curiosity 147
3. Curiosity as Personality Trait 149
4. Impact of Curiosity across the Lifespan 150
References 152
Chapter 8 157
Constructing and Validating a Scale of Inquisitive Curiosity 157
1. Extant Curiosity Scales 159
2. Inquisitive Curiosity 162
3. Four Empirical Studies of Inquisitive Curiosity 164
Appendix A 177
Notes 179
References 179
Chapter 9 183
Curiosity and Pleasure 183
1. The Nature of Curiosity 184
2. A Problem for Valuing Curiosity 188
3. The Analogy between Curiosity and Pleasure 191
Notes 195
References 196
EPISTEMOLOGICAL DIMENSIONS OF CURIOSITY 197
Chapter 10 199
Curiosity and Epistemic Achievement 199
1. Basic Aspects of Epistemic Curiosity 202
2. Curiosity and Halting Thresholds 206
3. Curiosity and Virtuous Insensitivity 210
4. Curiosity and Neophilia 211
5. Curiosity-Based Epistemology 214
Notes 215
References 215
Chapter 11 217
Some Epistemic Roles for Curiosity 217
1. Curiosity as the Source of Epistemic Value 218
2. Some Positive Proposals 220
Notes 234
References 236
Chapter 12 239
Interest, Questions, and Knowledge 239
2. Interest(s) versus the Interesting 239
3. Interest’s Neighbors: The Desire or Will to Know, Questions, Curiosity, Surprise, and Attention 244
4. Questions and Epistemic Desires 245
5. The Sources of Interest, the Desire and Will to Know, and Questions 255
Notes 258
References 262
Chapter 13 265
The Epistemic Vice of Curiosity 265
1. The Epistemic Goal 266
2. Virtuous and Vicious Curiosity 269
3. Concupiscentia Oculi 273
4. The Nature of Curiosity 277
5. A Brief Taxonomy of Curiosities 280
6. Conclusion 284
Notes 285
References 287
EDUCATIONAL DIMENSIONS OF CURIOSITY 291
Chapter 14 293
Educating for Curiosity 293
1. What Is Curiosity? 294
2. How Can We Educate for Curiosity? 296
3. Why Should We Educate for Curiosity? 304
Notes 307
References 307
Chapter 15 311
Fostering Curiosity with Caring Socratic Examples 311
1. One Problem with the Socratic Teaching Method 312
2. Socratic Exemplars 313
3. Epistemic Trust between Teachers and Learners Based on Socratic Authority 314
4. Enriching Cognitive Environments 318
5. Solving One Learning Problem with Exemplars 319
Conclusion 321
Notes 321
References 322
Index 323
Notes on Contributors 331