 In any case, even if the value thesis is correct—and indeed, even if the achievement and dimensions of evaluation theses are also correct—the robust virtue epistemologist has not yet satisfactorily vindicated any of the aforementioned value problems for knowledge unless knowledge is itself a kind of achievement—and that is the element of the proposal that is perhaps the most controversial. There are two key problems with the claim that knowledge involves cognitive achievement. The first is that there sometimes seems to be more to knowledge than a cognitive achievement; the second is that there sometimes seems to be less to knowledge than a cognitive achievement.