Because of the importance of knowledge in human life, epistemology (the study of knowledge) ought to be a core-curriculum subject; but it isn't. The reason is because it has been preoccupied with scepticism and with arcane efforts to define knowledge. The recent turn to the virtues in epistemology has so far yielded only unsuccessful efforts to supply the logically necessary and sufficient conditions for anything being a case of knowledge. Greco's and Zagzebski's definitions are examined. Wolterstorff has distinguished analytic from regulative epistemology and attributed the latter project to John Locke. This chapter proposes a regulative virtues epistemology — an epistemology that does not aim to define justification, warrant, or knowledge except roughly and for present purposes, but instead aspires to deepen our understanding of intellectual character traits, and thus provide a guide for intellectual life.
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