 The improved understanding of the impact of culture on cognition, and especially of the importance of social learning and the extent and depth of cognitive diversity (J. Henrich, Blasi, et al. forthcoming), has also attracted the attention of epistemologists (Machery, Stich, et al. 2017; Mizumoto et al. 2018; also see Figueroa &amp; Harding 2003, especially Wylie 2003; Feest &amp; Sturm 2011). Western epistemology has traditionally focused on questions about what it is for individuals to have knowledge, but the last several decades have seen a growing interest in socially-oriented approaches to epistemic phenomena and to knowers themselves. These social approaches, in turn, are better positioned to capture and account for the ways in which aspects of culture are epistemologically significant (Carter, Clark et al. 2018a; Grasswick 2006 [2018]; Goldman &amp; O’Connor 2019 [2021]).