Inquiry: The Good, the Bad, and the Ugly 3800-NZ-Sang2-26
This seminar offers a systematic investigation of inquiry as one of the central phenomena in philosophy of language and epistemology. Taking as its point of departure our linguistic practice of asking questions, the course examines what it means to pose a question, that is, how questions differ from assertions and other illocutionary acts, and what kind of commitments one undertakes in asking them. We then turn to the norms governing inquiry, investigating what makes a question appropriate or epistemically apt, and under what conditions questions are considered improper. We also examine what mental states are expressed in asking questions (curiosity, wonder, desire, uncertainty, and suspicion) and their relation to the epistemic norms and goals of inquiry. Next, we address the rationality and irrationality of asking questions, analysing cases such as double-checking and redundant questioning. Finally, the course addresses the dark side of inquiry: loaded and coercive questions, and the use of questions as instruments of deception and bullshit. We conclude by discussing whether there are not only epistemic but also moral constraints on asking questions and, as a result, whether there are questions that should not be asked.
The seminar draws on recent work in pragmatics, speech act theory, epistemic normativity, and the philosophy of deception. It is designed for students with a background in philosophy of language and epistemology who wish to engage with an increasingly prominent area of philosophical research.
Koordynatorzy przedmiotu
Rodzaj przedmiotu
Efekty uczenia się
Knowledge Gained
Students will acquire a thorough knowledge of central topics in the contemporary discussion on inquiry.
Students will deepen their knowledge of classical topics in philosophy of language and epistemology, in particular those concerning speech acts, presupposition, epistemic norms and aims, as well as lying, deception, and bullshit.
Students will become acquainted with the current state of research on the norms, aims, and limits of inquiry.
Skills Gained
Students will develop the ability to work with philosophical texts written in the analytic tradition. This will include the capacity to reconstruct complex problems and arguments, to critically evaluate those arguments, and to formulate well-grounded objections.
Social Competences Gained
Students will develop the ability to analyse various types of questions as well as distinguish proper questions from improper ones.
Students will also practice articulating their positions clearly, responding to counterarguments charitably, and engaging constructively with views they may find mistaken.
Kryteria oceniania
Student performance will be assessed on the basis of three components:
1. Open-book reading tests (40%): at the beginning of each class, students will answer two short questions (10 minutes) testing their familiarity with the assigned texts.
2. Discussion introductions (30%): each student will be required to present at least one article and pose critical questions for group discussion.
3. Active participation (30%): students are expected to contribute regularly to seminar discussions throughout the semester.
Number of absences: 2
Literatura
Beddor, B., & Dellsén, F. (2025). Inclusive inquiry. Philosophy and Phenomenological Research, 111(3), 796–821. https://doi.org/10.1111/phpr.70032
Berstler, S. (2023). Bad Question! Philosophy & Public Affairs, 51(4), 413–449. https://doi.org/10.1111/papa.12249
Falbo, A. (2024). Inquiry for the Mistaken and Confused. Philosophy and Phenomenological Research, 109(3), 962–985. https://doi.org/10.1111/phpr.13089
Friedman, J. (2013). Question-Directed Attitudes. Philosophical Perspectives, 27(1), 145–174. https://doi.org/10.1111/phpe.12026
Friedman, J. (2020). The Epistemic and the Zetetic. The Philosophical Review, 129(4), 501–536. https://doi.org/10.1215/00318108-8540918
González de Prado, J. (2026). The rules and aims of inquiry. The Philosophical Quarterly, 76(3), 960–981. https://doi.org/10.1093/pq/pqae100
Haziza, E. (2023a). Norms of Inquiry. Philosophy Compass, 18(12), e12952. https://doi.org/10.1111/phc3.12952
Haziza, E. (2023b). Questioning and Addressee Knowledge. Synthese, 201(4), 1–23. https://doi.org/10.1007/s11229-023-04113-6
Mallory, F. (2025). Inquisitive Injustice. Philosophical Studies. https://philarchive.org/rec/MALIIX
van Elswyk, P. (2025). Asking Expresses a Desire to Know. Philosophical Quarterly, 75(1), 254–267. https://doi.org/10.1093/pq/pqad119
van Elswyk, P., & Sapir, Y. (2021). Hedging and the ignorance norm on inquiry. Synthese, 199(3), 5837–5859. https://doi.org/10.1007/s11229-021-03048-0
Watson, L. (2015). What is Inquisitiveness. American Philosophical Quarterly, 52(3), 273–287.
Whitcomb, D. (2017). One Kind of Asking. The Philosophical Quarterly, 67(266), 148–168. https://doi.org/10.1093/pq/pqw027
Whitcomb, D. (2023). Bullshit Questions. Analysis, 83(2), 299–304. https://doi.org/10.1093/analys/anad002
Willard-Kyle, C. (2023). The Knowledge Norm for Inquiry. Journal of Philosophy, 120(11), 615–640. https://doi.org/10.5840/jphil20231201134
Woodard, E. (2024). Why Double-Check? Episteme, 21(2), 644–667. https://doi.org/10.1017/epi.2022.22