 Traditional epistemology, Kvanvig says, is dominated by an “individualistic” and “synchronic” conception of knowledge. It takes its most important job to be specifying the conditions under which an individual knows a particular proposition at a particular time. Kvanvig abandons this in favor of a genetic epistemology focused on the cognitive life of the mind as it develops within a social context. Questions about the group supplant questions about the individual. Questions about cognitive development and learning supplant questions about what an individual knows at a given time. This approach jibes well with both the educative streak already noted in VE and the embedded, scaffolded, and extended virtue approach described in section 9.