 This reliabilist/responsibilist taxonomy has attracted criticism (Fleisher 2017). First, it is not clear why practitioners need to choose between faculty-virtues and trait-virtues. At first glance, excellent perception, good memory, open-mindedness, and intellectual humility all seem equally good candidates to manifest excellence or promote flourishing. Arguments over which are the “real” virtues can seem pointless and counterproductive, since many are the ways of excelling and flourishing intellectually (Battaly 2015). Second, and closely related, it is plausible that a complete epistemology must feature both faculty-virtues and trait-virtues. Faculty-virtues seem indispensable in accounting for knowledge of the past and the world around us. Trait-virtues could be required to account for the full range of richer intellectual achievements, such as understanding and wisdom, which might presuppose knowledge but which arguably also exceed it (compare Zagzebski 2001: 248–9). Baehr (2006b) argues that virtue reliabilists should not neglect trait-virtues, because these are necessary to explain some cases of knowledge. For instance, intellectual courage and perseverance, not just good memory and perception, might figure centrally in an explanation of how a knower arrived at the truth.