 Notice that, if knowledge is a cognitive performance that is an achievement, then with reference to the above set of claims, the robust virtue epistemologist can respond to not only the secondary value problem but also the tertiary value problem (i.e., the problem of explaining why knowledge is more valuable, in kind and not merely in degree, than that which falls short of knowledge). This is because knowledge, on this view, is simply the cognitive aspect of a more general notion, that of achievement, and this is the case even if mere successes that are produced by intellectual virtues but which are not because of them, are not achievements. (Though, see Kim 2021 for a reversal of the idea that knowledge involves achievement; according to Kim, all achievements, in any domain of endeavour, imply knowledge).