<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2954-4602</journal-id>
<journal-title><![CDATA[Revista de filosofía Universidad Iberoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. filos. Univ. Iberoam.]]></abbrev-journal-title>
<issn>2954-4602</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2954-46022026000100214</article-id>
<article-id pub-id-type="doi">10.48102/rdf.v58i160.427</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un examen del argumento epistócrata: presupuestos gnoseológicos y una alternativa pragmatista]]></article-title>
<article-title xml:lang="en"><![CDATA[An Examination of the Epistocratic Argument: Epistemological Presuppositions and a Pragmatist Alternative]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattarollo]]></surname>
<given-names><![CDATA[Livio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de La Plata Instituto de Investigaciones en Humanidades y Ciencias Sociales Centro de Investigaciones en Filosofía]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>58</volume>
<numero>160</numero>
<fpage>214</fpage>
<lpage>248</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2954-46022026000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2954-46022026000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2954-46022026000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el marco del debate actual entre demócratas epistémicos y epistócratas, el presente texto se articula mediante dos pasos. El primero analiza el diagnóstico respecto a la incompetencia del electorado y las razones por las cuales, según Jason Brennan, las soluciones a estos problemas no radican ni en más educación ni en más democracia. La hipótesis es que estos planteamientos presuponen una concepción representacionalista del conocimiento, asociada con las visiones canónicas, y ajena a la dimensión práctica de la política. El segundo paso recupera la noción de conocimiento de John Dewey, signada por su carácter activo-operativo y experimental, desde allí caracteriza a la democracia como investigación social cooperativa. Sobre esta base, se sostiene que la perspectiva deweyana permite recuperar de forma fructífera las soluciones rechazadas por Brennan, pues la investigación cooperativa puede enseñarse en las escuelas, por un lado, e integra a los expertos y al público como elementos necesarios para la elaboración de los juicios políticos, por el otro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Within the current debate between epistemic democrats and epistocrats, the article provides a two-steps argument. The first step analyses the diagnosis about the incompetence of the electorate and the reasons according to which, following Jason Brennan, the solution to these ails is not more education nor more democracy. The hypothesis is that these arguments presuppose a representational account of knowledge, related to the traditional view on the subject and alien to the practical dimension of democracy. The second step recovers John Dewey&#8217;s account of knowledge, defined by its active-operative and experimental features. From this standpoint, democracy as social cooperative inquiry is characterized. Ultimately, it is argued that Dewey&#8217;s viewpoint allows for a fruitful reading of the solutions rejected by Brennan, for social cooperative inquiry could be taught at school, on one hand, and it integrates experts and the public as necessary for political judgements, on the other.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[epistocracia]]></kwd>
<kwd lng="es"><![CDATA[democracia]]></kwd>
<kwd lng="es"><![CDATA[representacionalismo]]></kwd>
<kwd lng="es"><![CDATA[pragmatismo]]></kwd>
<kwd lng="es"><![CDATA[investigación social]]></kwd>
<kwd lng="en"><![CDATA[Epistocracy]]></kwd>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Representationism]]></kwd>
<kwd lng="en"><![CDATA[Pragmatism]]></kwd>
<kwd lng="en"><![CDATA[Social Inquiry]]></kwd>
</kwd-group>
</article-meta>
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