 According to “new age” relativism (MacFarlane 2005, 2008b, 2011, 2014; Richard 2004), by contrast, attributions of knowledge and justification are candidates only for relative truth values, and this is for the reason that their truth is always relative to a context in which they are being assessed, and there are potentially infinitely many such contexts, and so there will never be any “once and for all” truth value for any given knowledge ascription. In a bit more detail, for the new age relativist about knowledge ascriptions, when S asserts that “X knows there is a barn”, the proposition S expresses with this assertion gets a truth value on the relativist’s semantics for “knows” only once the epistemic standard of the assessor is specified (e.g., only once we supply an epistemic standard for an individual who is assessing S’s attribution of knowledge to X); if the assessor is enthralled in a sceptical debate or has money invested in whether X knows there is a barn, the standard for the assessor might be high, if not, perhaps it won’t. Crucially, without the specification of an assessor’s standard for S’s knowledge attribution, S’s claim that “X knows there is a barn” lacks a truth-value in much that same way as, e.g., indexical expressions such as “X is here now” do not get a truth-value independent of a specification of contextual facts about the context of use (i.e., facts about the time and location in which the utterance is made). Another point for clarification here (see entry on  realism, section on new relativism  for further details) is that, although the epistemic contextualist also takes knowledge attributions to be relative always to a “standards” parameter supplied by context, notice that for the contextualist, the value of this parameter will always be supplied by the context of use (which is a standard fixed, for a given attribution, once and for all), whereas the relativist takes the relevant standards parameter to be supplied completely independently of the context of use, always only by the context of assessment.