Trust

What do humility, intellectual humility, and open-mindedness mean in the context of inter-group conflict? We spend most of our time with ingroup members, such as family, friends, and colleagues. Yet our biggest disagreements —— about practical, moral, and epistemic matters —— are likely to be with those who do not belong to our ingroup. An attitude of humility towards the former might be difficult to integrate with a corresponding attitude of humility towards the latter, leading to smug tribalism that masquerades (...) as genuine virtue. These potentially conflicting priorities have recently come to the fore because “tribal epistemology” has so thoroughly infected political and social discourse. Most research on these dispositions focuses on individual traits and dyadic peer-disagreement, with little attention to group membership or inter-group conflict. In this chapter, we dilate the social scale to address this pressing philosophical and social problem. (shrink)

Trust is so intimately linked with faith that sometimes trust needs faith to unfold in a relationship. I argue that the role of this faith element in trust is to elevate the status of the one in which we trust so as to emphasize the equal dignity of all the participants in the relationship of trust. Against views that focus on a «rational» trust based on an exaggerated emphasis on the capacity of self-trust as a point of departure for the (...) trust in others, the essay develops toward the depiction of a kind of trust that is rooted in faith and still maintains a «reasonable» character. By way of discussing the implications of Thomas Hobbes’s reflections on covenants and contracts, and Annette Baier’s critique of what she sees as the Hobbesian «fixation» on contracts, I argue toward the identification of what I call a «covenantal trust» in contemporary political ontology. (shrink)

Most theories of trust presume that trust is a conscious attitude that can be directed at only other agents. I sketch a different form of trust: the unquestioning attitude. What it is to trust, in this sense, is not simply to rely on something, but to rely on it unquestioningly. It is to rely on a resource while suspending deliberation over its reliability. To trust, then, is to set up open pipelines between yourself and parts of the external world — (...) to permit external resources to have a similar relationship to one as one’s internal cognitive faculties. This creates efficiency, but at the price of exquisite vulnerability. We must trust in this way because we are cognitively limited beings in a cognitively overwhelming world. Crucially, we can hold the unquestioning attitude towards objects. When I trust my climbing rope, I climb while putting questions of its reliability out of mind. Many people now trust, in this sense, complex technologies such as search algorithms and online calendars. But, one might worry, how could one ever hold such a normatively loaded attitude as trust towards mere objects? How could it ever make sense to feel betrayed by an object? Such betrayal is grounded, not in considerations of inter-agential cooperation, but in considerations of functional integration. Trust is our engine for expanding and outsourcing our agency — for binding external processes into our practical selves. Thus, we can be betrayed by our smartphones in the same way that we can be betrayed by our memory. When we trust, we try to make something a part of our agency, and we are betrayed when our part lets us down. This suggests a new form of gullibility: agential gullibility, which occurs when agents too hastily and carelessly integrate external resources into their own agency. (shrink)

This chapter explores two kinds of testimonial trust, what we call ‘evidential trust’ and ‘non-evidential trust’ with the aim of asking how testimonial trust could provide epistemic reasons for belief. We argue that neither evidential nor non-evidential trust can play a distinctive role in providing evidential reasons for belief, but we tentatively propose that non-evidential trust can in some circumstances provide a novel kind of epistemic reason for belief, a reason of epistemic facilitation. The chapter begins with an extensive discussion (...) of standard accounts of both kinds of trust and criticises especially the standard accounts of non-evidential trust. A new account of non-evidential trust is offered that avoids a number of difficulties that plague the standard accounts by rejecting what we call ‘attitude-liability assumptions’. (shrink)

Where there is trust, there is also vulnerability, and vulnerability can be exploited. Epistemic trust is no exception. This chapter maps the phenomenon of the exploitation of epistemic trust. I start with a discussion of how trust in general can be exploited; a key observation is that trust incurs vulnerabilities not just for the party doing the trusting, but also for the trustee (after all, trust can be burdensome), so either party can exploit the other. I apply these considerations to (...) epistemic trust, specifically in testimonial relationships. There, we standardly think of a hearer trusting a speaker. But we miss an important aspect of this relationship unless we consider too that the speaker standardly trusts the hearer. Given this mutual trust, and given that both trustees and trusters can exploit each other, we have four possibilities for exploitation in epistemic-trust relationships: a speaker exploiting a hearer (a) by accepting his trust or (b) by imposing her trust on him, and a hearer exploiting a speaker (c) by accepting her trust or (d) by imposing his trust on her. One result is that you do not need to betray someone to exploit him – you can exploit him just as easily by doing what he trusts you for. (shrink)

I give an overview of the trust literature and then of six central issues concerning epistemic trust. The survey of trust zeroes in on the kinds of expectations that trust involves, trust’s characteristic psychology, and what makes trust rational. The discussion of epistemic trust focuses on its role in testimony, the epistemic goods that we trust for, the significance of epistemic trust in contrast to reliance, what makes epistemic trust rational, and epistemic self-trust.

This paper raises questions about who counts as a knower with regard to his or her own memories, what gets counted as a genuine memory, and who will affirm those memories within an epistemic community. I argue for a democratic epistemology informed by an understanding of relations of power. I investigate implications of the claim that knowledge is both social and political and suggest ways it is related to trust. Given the tendency of epistemology to draw lines that discriminate unfairly (...) against some, it is vital that efforts to create democratic epistemologies be sensitive to the potential for exploitation. Standards of credibility often favor members of dominant groups, and our ontological commitments may intersect with patterns of domination. While acknowledging difficulties in evaluating what counts as credible claims to memories, I argue that one’s engagement with clients must be mapped onto the larger moral and political domain. (shrink)

What must laypersons understand about science to allow them to make sound decisions on science-related issues? Relying on recent developments in social epistemology, this paper argues that scientific education should have the goal not of bringing laypersons' understanding of science closer to that of expert insiders, but rather of cultivating the kind of competence characteristic of “competent outsiders” (Feinstein 2011). Moreover, it argues that philosophers of science have an important role to play in attempts to promote this kind of understanding, (...) but that to successfully fulfill this role, they will have to approach central questions in the field differently. (shrink)

This chapter gives an account of epistemic trust. It argues that trust in general is a matter of declining to take precautions against the trustee’s failing to come through, and that this amounts in the epistemic case to declining to rely on evidence for the testified proposition, instead relying solely on the testifier. But if this is so, how can trust play a positive role in securing knowledge? The key, it is argued, lies in recognizing that trust is preemptive: Trusting (...) someone entails believing that she is trustworthy, and this belief preempts other evidence about whether she will come through. In other words, this belief gives the truster himself a good reason to desist from relying on evidence other than the trustee’s word. But if trust is preemptive, how is it compatible with epistemic responsibility, which seems to involve relying on your own evidence? Because, it is claimed, preempting your own evidence in favor of the testifier’s say-so enables your belief to be supported by her evidence – which, we may assume, is superior to your own. Far from forfeiting epistemic responsibility, then, epistemic trust on the preemptive account gives you justificatory access to a swathe of evidence that you would not otherwise have had. (shrink)

Some accounts of the fiduciary relationship place trust and autonomy at odds with one another, so that trusting a fiduciary to act on one’s behalf reduces one’s ability to be autonomous. In this chapter, we critique this view of the fiduciary relationship (particularly bilateral instances of this relationship) using contemporary work on autonomy and ‘relational autonomy’. Theories of relational autonomy emphasize the role that interpersonal trust and social relationships play in supporting or hampering one’s ability to act autonomously. We argue (...) that fiduciary relationships, understood through the lens of relational autonomy, can provide a means of enhancing, rather than diminishing, beneficiaries’ autonomy. (shrink)

This paper engages two debates about trust, deriving from two distinct questions about the nature of trust. The first asks how to define trust. Does trusting B to φ involve anything more than relying on B to φ? The second asks about the normative structure of trust. Does trust most fundamentally embody a two-place or a three-place relation? I’ll defend a new position in the second debate that yields an equally new position in the first. -/- The standard three-place model (...) highlights ‘A trusts B to φ.’ The two-place model prefers ‘A trusts B.’ On my new three-place model, both are less fundamental than ‘A φs through trust in B.’ We do, of course, trust people to do things. But the most fundamental form of trust lies in doing something through trust in a person. I call this the Assurance View of trust because I’ll argue that trusting involves accepting another’s invitation to trust – an assurance, in effect, that the other is relevantly trustworthy. -/- Trust thereby differs from mere reliance by how it makes available a reason to rely on the trusted. In mere reliance, your reason to rely on B is exogenous to the reliance relation, emerging, for example, from B’s track record of relevant reliability. When you trust B, by contrast, you take yourself to have a reason to rely on B that is endogenous to your trust, a reason grounded not merely in B’s reliability, exogenously considered, but in B’s ongoing responsiveness to your relevant needs. -/- The Assurance View’s key insight emerges, I’ll argue, from cases wherein trust is disappointed – the trusted does not do what you trusted her to do – yet not thereby betrayed. (shrink)

Over the past decades, public trust in medical professionals has steadily declined. This decline of trust and its replacement by ever tighter regulations is increasingly frustrating physicians. However, most discussions of trust are either abstract philosophical discussions or social science investigations not easily accessible to clinicians. The authors, one a surgeon-turned-philosopher, the other an analytical philosopher working in medical ethics, joined their expertise to write a book which straddles the gap between the practical and theoretical. Using an approach grounded in (...) the methods of conceptual analysis found in analytical philosophy which also draws from approaches to medical diagnosis, the authors have conceived an internally coherent and comprehensive definition of trust to help elucidate the concept and explain its decline in the medical context. This book should appeal to all interested in the ongoing debate about the decline of trust - be it as medical professionals, medical ethicists, medical lawyers, or philosophers. (shrink)

Among the various methods of deceit, lying is often thought to be a special affront on the grounds that it invites the victim’s trust. Such an explanation is incomplete without an account of the moral significance of trust. This article distinguishes two morally problematic relations to trust, betrayals and abuses, and, appealing to the idea that we should be grateful to be trusted, attempts to explain these wrongs as violations of distinct demands of gratitude for trust. Only the wrong of (...) abuse, not betrayal, is useful for distinguishing methods of deceit. Although lying commits an abuse of trust, it turns out that it is really the broader category of deceit by means of communication that is special in this way. -/- . (shrink)

Trust not only disposes us to feel betrayed, trust can be betrayed. Understanding what a betrayal of trust is requires understanding how trust can ground an obligation on the part of the trusted person to act specifically as trusted. This essay argues that, since trust cannot ground an appropriate obligation where there is no prior obligation, a betrayal of trust should instead be conceived as the violation of a trust-based obligation to respect an already existing obligation. Two forms of trust (...) are evaluated for their potential to ground such a second-order obligation. One form counts as a gift to the trusted person only because it does not involve an expectation of trustworthiness; the other form cannot count as a gift but confers an honor because it does include an expectation of trustworthiness. Only trust that confers an honor generates a second-order obligation whose violation would be a betrayal of trust. -/- . (shrink)

What makes science trustworthy to the public? This chapter examines one proposed answer: the trustworthiness of science is based at least in part on its independence from the idiosyncratic values, interests, and ideas of individual scientists. That is, science is trustworthy to the extent that following the scientific process would result in the same conclusions, regardless of the particular scientists involved. We analyze this "idiosyncrasy-free ideal" for science by looking at philosophical debates about inductive risk, focusing on two recent proposals (...) which offer different methods of avoiding idiosyncrasy: the high epistemic standards proposal and the democratic values proposal. (shrink)

There is a growing consensus among philosophers of science that core parts of the scientific process involve non-epistemic values. This undermines the traditional foundation for public trust in science. In this article I consider two proposals for justifying public trust in value-laden science. According to the first, scientists can promote trust by being transparent about their value choices. On the second, trust requires that the values of a scientist align with the values of an individual member of the public. I (...) argue that neither of these proposals work and suggest an alternative that does better. When scientists must appeal to values in the course of their research, they should appeal to democratic values: the values of the public or its representatives. (shrink)

I explore the possibility and rationality of interpersonal mechanisms of doxastic self-control, that is, ways in which individuals can make use of other people in order to get themselves to stick to their beliefs. I look, in particular, at two ways in which people can make interpersonal epistemic commitments, and thereby willingly undertake accountability to others, in order to get themselves to maintain their beliefs in the face of anticipated “epistemic temptations”. The first way is through the avowal of belief, (...) and the second is through the establishment of collective belief. I argue that both of these forms of interpersonal epistemic commitment can function as effective tools for doxastic self-control, and, moreover, that the control they facilitate should not be dismissed as irrational from an epistemic perspective. (shrink)

Merleau-Ponty identifies an intertwined affective state of anxiety and courage, claiming that these are one and the same thing, as a fundamental characteristic of human existence. I argue that trust, understood as phenomenologically basic, is the unity, or the something beyond, the singularly conceived states of anxiety and courage, and that trust itself cannot be conceived apart from these states. Merleau-Ponty says little, directly, about trust in his work, yet his focus on the fundamental precariousness of existence demands such an (...) exploration. I explore how our ordinary day-to-day experience of existence is related to an intertwined affective state of anxiety and courage and how trust is operative in affective depth, in order to understand how it is we come to speak of trust not only in terms of proximity and distance, emotional depth and extension across time, but most markedly, in terms of how we see someone and what it is like to be in relation to them. (shrink)

This is an inquiry into the economic psychology of trust: that is, what model of the political economy of complex liberal democracies is conducive to attitudes that allow difference to be perceived in the terms of ‘significant other’, rather than as a menacing or an irrelevant stranger. As a test case of prevailing perceptions of otherness in European societies, I examine attitudes towards Turkey’s accession to the European Union.

The recent accounting scandals have raised concerns regarding the closeness of auditor–client relationships. Critics argue that as the relationship lengthens a bond develops and auditors’ professional skepticism may be replaced with trust. However, Statement on Auditing Standards No. 99 states that auditors “should conduct the engagement with a mindset that recognizes the possibility that a material misstatement due to fraud could be present, regardless of any past experience with the entity and regardless of the auditor’s belief about management’s honesty and (...) integrity” (AICPA 2002, Statement on Auditing Standards No. 99, paragraph 13, p. 10). The purpose of this study is to investigate whether auditors develop trust in a client’s management and whether this trust affects auditors’ decisions. Specifically, this study examines whether auditors’ satisfaction with a client’s management during a prior audit engagement affects auditors’ self-reported trust in that client’s management and whether that trust affects their fraud risk assessment. The decision to trust a client’s management should be an ethical decision because excessive trust may impair auditors’ skepticism, which auditors are required to maintain by their professional responsibilities. We therefore also investigate whether auditors’ trust is affected by their moral reasoning. An experimental case was completed by 89 professional auditors, all with experience assessing the risk of fraud. The results suggest auditors’ satisfaction with the client affects their trust in the client (higher satisfaction associated with higher trust and lower satisfaction associated with lower trust). Further, after an overall unsatisfying experience, auditors’ trust affects their fraud risk assessments. However, after an overall satisfying experience, their trust does not affect their fraud risk assessments. The results indicate auditors are able to maintain their professional skepticism after satisfying past experiences with the client regardless of their beliefs about the honesty and trustworthiness of the client’s management. Lastly, auditors’ moral reasoning was not related to their trust in the client’s management. (shrink)

The paper begins with the account of a focus group discussion of Hungarian female managers who demonstrated high level of trust. Drawing on the discussion the author explores the nature of trust and looks at works and research findings in different disciplines. In psychology Erikson’s findings on human growth and development are discussed. Representatives of Eastern and Western philosophy are quoted to highlight the underlying differences of thinking in relation to trust. The impact of cultural heritage and the influence of (...) the environment on trust add further dimensions to the argument. In conclusion it is suggested that management education could be a platform for further research and exploration of trust in individuals and organisations. (shrink)

In this paper I propose that the special duty of care present in the doctor-patient relationship is passed along the chain of professionals involved in modern healthcare. A chain of duty arises from knowledge of intended use and requires a system of trust between patient, doctor and non-clinical professionals. The first part of the paper introduces the concepts of duty of care and the requirement for trustworthiness in medical ethics, and extends these, via chains of duty and chains of trust, (...) to non-clinical professions. The second part demonstrates the application of this in one field of information management in healthcare: decision support systems. (shrink)

Miranda Fricker characterizes the most basic or primary form of epistemic, testimonial injustice by way of a set of negative delimitations. In this paper I raise some doubts about how these delimitations are drawn, about the wrongful harms and disadvantages the testimonial injustice is supposed to entail and produce,and about the way Miranda Fricker clarifies the perfectionist character of the corrective virtue on the part of hearers, the ethical and intellectual virtue of testimonial justice.

Great leaders are ethical stewards who generate high levels of commitment from followers. In this paper, we propose that perceptions about the trustworthiness of leader behaviors enable those leaders to be perceived as ethical stewards. We define ethical stewardship as the honoring of duties owed to employees, stakeholders, and society in the pursuit of long-term wealth creation. Our model of relationship between leadership behaviors, perceptions of trustworthiness, and the nature of ethical stewardship reinforces the importance of ethical governance in dealing (...) with employees and in creating organizational systems that are congruent with espoused organizational values. (shrink)

Most Americans would say the most significant threat the world faces today is terrorism. For citizens of developing countries who live in conflict and poverty, the concerns are more about peace, and about addressing poverty, HIV/AIDS, and the burden of sovereign debt.

In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that critical thinking is a fundamental end of (...) education, independently of its instrumental tie to truth, and it is critical thinking, rather than testimony and trust,that is educationally basic. (shrink)

This paper addresses whether we have transparent accurate access to our own conscious experience. It first sketches the origin and social history of this issue in the seventeenth century, when the trust one can have in self- knowledge was disputed in the religious, social and scientific domains. It then reviews evidence that our conscious experience is disunified in several ways and has two levels, can be opaque to us, and contains much that is non-explicit; and that attending to one's experience (...) not only affects and changes it, but may also bring about specific content and phenomenal experience. Quite apart from trusting other people's introspective reports, we cannot trust ourselves even in knowing our own consciousness. Finally, several ways of coping with the problems produced by these characteristics are suggested. (shrink)

It is a great pleasure to introduce this collection of papers on the use of introspective evidence in cognitive science. Our task as guest editors has been tremendously stimulating. We have received an outstanding number of contributions, in terms of quantity and quality, from academics across a wide disciplinary span, both from younger researchers and from the most experienced scholars in the field. We therefore had to redraw the plans for this project a number of times. It quickly became clear (...) to us that the collection would expand beyond the scheduled double issue of the Journal of Consciousness Studies. A triple issue was then drafted, but the number of excellent contributions continued to grow. We therefore had to reconsider the publication plans again, and the decision was made to publish an extended collection of papers in discrete instalments. At present substantial progress has been made towards determining the content of a second double issue of the Journal of Consciousness Studies, due summer 2004. A third instalment now appears to be a real possibility. We welcome enquiries from authors interested in submitting to later instalments, especially those offering a novel perspective that is not otherwise represented. However, we do not intend continue this collection indefinitely. In putting together the first major interdisciplinary collection on this topic, we view our task as that of providing a starting point. Sufficient outlets exist to support ongoing debate. (shrink)

Developmental psychologists have often portrayed young children as stubborn autodidacts who ignore the testimony of others. Yet the basic design of the human cognitive system indicates an early ability to co-ordinate information derived from first-hand observation with information derived from testimony. There is no obvious tendency to favour the former over the latter. Indeed, young children are relatively poor at monitoring whether they learned something from observation or from testimony. Moreover, the processes by which children and adults understand and remember (...) a sequence of events appear to be similar, whether they witness that sequence or are told about it. Children’s early receptivity to testimony raises the question of whether and how children discern what testimony is reliable. Arguably, before the emergence of reflective judgement, children are equipped with a tacit filtering device. To be understood, any new piece of testimony typically needs to be consistent with, and integrated into, what is already known about the topic in question. Children’s impoverished knowledge base will make that integrative process relatively slow. Thus, children’s early ignorance may often save them from misplaced credulity.Author Keywords: Trust; Testimony; Sources ; Cognitive development; Situation model. (shrink)

In response to the critique of his work by William Sweet, Hendrik Hart first offers some terminological clarifications. The important difference between ‘faith’ and ‘belief’ is emphasized and his use of terms such as ‘religion,’ ‘knowledge,’ and ‘truth’ are explained. Hart then clarifies his approach to the Western philosophical tradition. He argues that Christian accommodation to philosophy and its idea of ‘reason’ as ultimate arbiter have hindered proper understanding of biblical faith. He finds support for his critique within the philosophical (...) tradition itself, particularly in the form of feminist and postmodern thought. In the end, he offers a vision of religious truth, encapsulated in Jesus’ proclamation, “I am the truth,” that is based upon the embodiment of God’s will and intent. (shrink)

In 1987 Uppingham School celebrates the centenary of the death of its best known headmaster, Edward Thring. When Thring arrived at the Rutland market town in 1853 he inherited a small country grammar school of purely local renown, but by the time of his death in 1887 Uppingham was a thriving public school of national reputation. As the school flourished, so too did the headmaster's standing, and in the decade before his death he was a much consulted authority on educational (...) matters. Thring's contributions to educational theory and practice are numerous, but it is in the field of moral education that his influence has lasted longest. This paper examines that contribution. (shrink)

As social and political beings, we are able to flourish only if we collaborate with others. Trust, understood as a virtue, incorporates appropriate rational emotional dispositions such as compassion as well as action that is contextual, situated in a time and place. We judge responses as appropriate and characters as trustworthy or untrustworthy based on these factors. To be considered worthy of trust, as an individual or an institution, one must do the right thing at the right time for the (...) right reasons, and the action should have its intended effect. By focussing on character, including a moral agent’s emotional disposition, virtue ethicists offer a more holistic account of trust than that explained by a deontic adherence to one’s duty as governed by a social contract. I will apply this understanding to educational institutions, particularly primary and secondary schools that serve a vital role in society. One of the main roles schools perform is to assist in character formation so that students, through practice, learn to be trusting and trusted citizens of society. I offer the philosophy in schools’ methodology of the community of inquiry as one example of how such practice may be facilitated in the classroom. (shrink)