Much of the debate surrounding EC has concerned particular uses of ‘know’ in various contexts — specifically, their intuitive truth or falsity. Edward Craig, however, has urged that instead of focusing directly on ‘know’ and its cognates, we should ask “what knowledge does for us, what its role in our life might be, and then ask what a concept having that role would be like” (1990, 2, emphasis added). In large part thanks to Craig’s work, the social role of knowledge ascriptions has recently come in for focused investigation, with some seeing in that study new arguments for EC.