Despite the centrality of the achievement thesis within standpoint epistemology, thereare gaps in the literature on the epistemic significance of consciousness-raising and itsrole in providing access to knowledge that was previously inaccessible. To addressthese gaps, I argue that consciousness-raising is a transformative experience, one thatmakes us a different person. If, as the standpoint epistemologist suggests, what weknow is sensitive to facts about who we are, then to change what we know we mustchange who we are.
