This book is the first systematic treatment of 'responsibilist' or character-based virtue epistemology, an approach to epistemology that focuses on intellectual character virtues like open-mindedness, fair-mindedness, inquisitiveness, and intellectual courage, rigor, and carefulness. Baehr distinguishes four main varieties of character-based virtue epistemology and develops a comprehensive assessment of each. For students and professional philosophers looking for an introduction to this important and exciting new field, Baehr provides a brief history of virtue epistemology, an overview of contemporary research in the field, and an introduction to the intellectual virtues that distinguishes them from intellectual talents, temperaments, faculties, and skills. For specialists in epistemology, the book offers the most in depth examination to date of the role that the concept of intellectual virtue should play in a philosophical account of knowledge. Baehr also argues for expanding the borders of epistemology proper to include a more immediate concern with intellectual virtues and their role in a good intellectual life. For virtue theorists and moral psychologists, Baehr defends a 'personal worth' account of the nature and structure of an intellectual virtue, situating this account vis-a-vis several related accounts of moral and intellectual virtue in the literature. The book also contains chapter-length analyses of two individual character virtues (open-mindedness and intellectual courage) and an appendix on the relation between intellectual virtues and moral virtues. Overall, the book is a comprehensive and groundbreaking treatment of an important topic in philosophy.

With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This volume is devoted to exploring the intersection between virtue epistemology and education. It assembles leading virtue epistemologists and philosophers of education to address such questions as: Which virtues are most essential to education? How exactly should these virtues be understood? How is the goal of intellectual character growth related to other educational goals, for example, to critical thinking and knowledge-acquisition? What are the "best practices" for achieving this goal? Can growth in intellectual virtues be measured? The chapters are a prime example of "applied epistemology" and promise to be a seminal contribution to an area of research that is rapidly gaining attention within epistemology and beyond.

With its focus on intellectual virtues and their role in the acquisition and transmission of knowledge and related epistemic goods, virtue epistemology provides a rich set of tools for educational theory and practice. In particular, characteristics under the rubric of "responsibilist" virtue epistemology, like curiosity, open-mindedness, attentiveness, intellectual courage, and intellectual tenacity, can help educators and students define and attain certain worthy but nebulous educational goals like a love of learning, lifelong learning, and critical thinking. This volume is devoted to exploring the intersection between virtue epistemology and education. It assembles leading virtue epistemologists and philosophers of education to address such questions as: Which virtues are most essential to education? How exactly should these virtues be understood? How is the goal of intellectual character growth related to other educational goals, for example, to critical thinking and knowledge-acquisition? What are the "best practices" for achieving this goal? Can growth in intellectual virtues be measured? The chapters are a prime example of "applied epistemology" and promise to be a seminal contribution to an area of research that is rapidly gaining attention within epistemology and beyond.

A collection of essential readings that chart the development of a diverse and flourishing field. Virtue epistemology is a diverse and flourishing field, one of the most exciting developments in epistemology to emerge over the last three decades. Virtue epistemology begins with the premise that epistemology is a normative discipline and, accordingly, a central task of epistemology is to explain the sort of normativity that knowledge, justified belief, and the like involve. A second premise is that a focus on the intellectual virtues (individual intellectual excellences) is essential to carrying out this central task. This collection offers some of the most influential and agenda-setting work at the heart of virtue epistemology's research program. Taken together, they will equip the reader to enter the ongoing discussion and debate in the field. The selections range from seminal contributions by Ernest Sosa, who introduced the notion of intellectual virtue into the contemporary literature, to a study of "epistemic justice" that draws on To Kill a Mockingbird and The Talented Mr. Ripley. The readings include overviews of the field that also serve to advance the discussion; investigations of the nature of knowledge; reflections on the value of knowledge; examinations of credit and luck; and explorations of future directions for research.

Deep in Thought provides an introduction to intellectual virtues—the personal qualities and character strengths of good thinkers and learners—and outlines a pragmatic approach for teachers to reinforce them in the classroom. With a combination of theoretical expertise and practical experience, philosopher Jason Baehr endorses intellectual virtues as a rich, meaningful way to think about and understand the purpose of education. He makes a persuasive case for prioritizing intellectual virtues in the classroom to facilitate deeper learning, encourage lifelong learning, and enrich teacher practice. Baehr profiles nine key virtues that enable learners to initiate the process of learning, maintain forward momentum, and overcome common obstacles. With engaging anecdotes and concrete examples, he presents a wealth of principles, postures, and practices that educators can employ in promoting essential habits of mind such as critical thinking and problem solving. Baehr illustrates how opportunities to practice these intellectual habits can be integrated into the classroom in ways that align with current teaching practices. In addition, he shows how educators can adapt these practices to accommodate students’ identities, developmental abilities, and interests. This thought-provoking book supports all educators, especially middle and high school teachers, in teaching for intellectual virtues. Deep in Thought is a philosophical and yet practical guide to one of the most important aims of education: helping students become skilled thinkers and learners.

The Inquiring Mind is a new contribution to "responsibilist" or character-based virtue-epistemology--an approach to epistemology in which intellectual character traits like open-mindedness, fair-mindedness, inquisitiveness, and intellectual courage, rigor, and generosity are given a central and fundamental role. Jason Baehr provides an accessible introduction to virtue epistemology and intellectual virtues, and establishes two main goals. The first is to shed light on the nature and structure of intellectual virtues and their role in the cognitive economy. To this end, he examines the difference between intellectual virtues and intellectual faculties, talents, temperaments, and skills, develops a "personal worth" account of the nature of an intellectual virtue, contrasts this account with several others, and provides analyses of two individual virtues: namely, open-mindedness and intellectual courage. The second main goal is to account for the role that reflection on intellectual character virtues should play within epistemology at large. Here Baehr defends three main claims. The first is that the concept of intellectual virtue does not merit a central or fundamental role within traditional epistemology. The second is that it does, nonetheless, merit a secondary or background role in this context. The third is that intellectual character virtues and their role in intellectual life can form the basis of an approach to epistemology that is distinct from but complementary to traditional epistemology. Finally, Baehr examines the relation between intellectual and moral virtues.

SEASON 1
"I'm Liz Parker and five days ago I died. After that, things got really weird." So begins a new life for Liz and her friend Maria after they discover that three of their classmates at Roswell High aren't exactly from "around here". To be more exact, Max, Isabel and Michael are from "up there". Having grown up quietly within the community, their alien identities are suddenly jeopardized after Max uses his powers to save Liz's life. Now the alien trio must learn to trust their human friends even as they struggle to discover their own true identities.

SEASON 2
While the first season of Roswell introduced us to the other-worldly teenagers living in the tiny but notorious town of Roswell, New Mexico, the second season finds them with their enemy amongst them, in the midst of a war for the survival of their entire race. Who will be left on Earth at the end of the season?

SEASON 3
Roswell Season 3 continues to chart the lives of the alien inhabitants of Roswell, New Mexico where a trail of devastation and destruction has been left in the aftermath of Tess' shock departure. Tess has taken Max's unborn child back to their home planet and Max is left feeling alone and confused towards Tess and his unborn son, heir to the throne. The third and final piece in the Roswell jigsaw sees the aliens' true identities become known to more people, with tough decisions to be made.