  Much of Quine’s work in epistemology is thus a discussion of how a child might acquire cognitive language. This genetic project may seem to be a long way from the traditional concerns of epistemology. Quine claims, however, that the project in fact affords us the best obtainable insight into the nature of the evidence for our theories, and into the relation between theory and evidence: “the evidential relation is virtually enacted, it would seem, in the learning.” (1975b, 74–75).