ABSTRACT
This chapter presents the idea of intellectual conduct to be crucial to our understanding of intellectual virtue and especially of its relation to education. Education can contribute to the cultivation of intellectual humility by informing, inspiring, and inducting students into the dispositions and capacities that are required if they are to recognize the relevance and fulfillment of the confidence conditions that underlie their assertions, beliefs, and convictions. Such educative experiences will cultivate other virtues, including the ones that regulate interpersonal exchanges, such as trust and open-mindedness, especially given that learning to recognize confidence conditions requires sustained engagement with peers who are almost certain to offer challenges to, and criticisms of, one's confidence. The chapter explores humility as a virtue for the management of confidence and intellectual humility as a difficult virtue that demands real cognitive work. It also discusses the three types of confidence conditions: agential conditions, collective conditions and deep confidence conditions.
