March 16, 2017 University of Antwerp Confirmed speakers: Dominic Gregory (Sheffield) Francesco Berto (Amsterdam) Lu Teng (Antwerp) Shannon Spaulding (Oklahoma State University) Some slots are reserved for contributed papers. There are no parallel sections. Only blinded submissions are accepted. Length: 3000 words. Single spaced! Deadline: February 1, 2017. Papers should …
Posting at Brains will likely be slow through the rest of the summer. Many thanks to all the philosophers who took time in the past few months to discuss their recent work, and also to Nick, Cameron, and our session chairs — listed below — for their work in putting …
If memory is a form of imagination, how can it give us knowledge of the past? Does it give us knowledge of the past at all? The simulation theory of memory discussed in my previous post threatens to push us towards a form of scepticism about memory knowledge.
Alex Madva Cal Poly Pomona alexmadva.com Tamar Szabó Gendler (2008, 2011), and subsequently Andy Egan (2011), have argued that implicit biases pit our moral and epistemic aims against each other. They cite research suggesting that the strength of implicit biases correlates with the knowledge individuals have of prevalent stereotypes, even …
Or something like that: Changing someone’s opinion is arguably one of the most important challenges of social interaction. The underlying process proves difficult to study: it is hard to know how someone’s opinions are formed and whether and how someone’s views shift. Fortunately, ChangeMyView, an active community on Reddit, provides …
Knowing is a state of mind that can’t be wrong. If anyone knows that p, then p must be the case. My last post raised the question of why adults attribute that state of mind so heavily, in their ordinary descriptions and explanations of agency, rather than relying on what …
My first post in this series observed that (if usage is any guide) adults attribute knowledge an awful lot. My most recent post hinted that knowledge attribution might be a necessary bridge to reach belief attribution in the course of children’s development, and ended by raising the puzzle of why …
