Resumen de A deference-based theory of expert evidence: why epistemic deference is fine, and semantic deference is not

Michele Ubertone

• Since the beginning of the 1990s, the debate on expert evidence has constantly been growing. This article tries to give two separate contributions to a subsection of this debate, the one related to the alternative between deference and education. First, it contains an attack to the arguments that Ronald Allen and others have given in favor of the thesis according to which experts should perform a merely educational role at trial. Second, it maintains that the question of whether fact finders should ever “defer” to experts or should be allowed to draw on their opinions only if they “understand” them should be clarified by introducing a distinction between two different senses “deference”, which is paralleled by a similar distinction between two senses of “understanding”.