 Elizabeth Anderson (2006) focuses on the question of how the epistemic properties of democratic systems can be designed to attain the best possible form of democracy. She provides three epistemic models of democracy: the Condorcet Jury Theorem, the Diversity Trumps Ability result, and John Dewey’s experimentalism (see Landemore 2011). Anderson plumps for Dewey’s experimentalist approach. He highlights the importance of bringing together citizens from different walks of life to define, through discussion, the principal problems they confront and what might be the most promising solutions. Their different walks of life constitute, in effect, a range of experiments that can help them collectively appraise alternative solutions, thus taking advantage of cognitive diversity. Anderson provides a convincing illustration of Dewey’s thesis by relating how women in a South Asian village were able to manage their forests better when they were given opportunities to make fuller use of their “situated knowledge” (see Agarwal 2000).