Curriculum Vitae (Short) Alex Byrne Professor of Philosophy and Head, Department of Linguistics and Philosophy, MIT ______
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Nicholas Silins
NICHOLAS SILINS Cornell University Sage School of Philosophy 218 Goldwin Smith Hall Ithaca, 18543, USA [email protected] AREAS OF SPECIALIZATION Epistemology, Philosophy of Mind AREAS OF COMPETENCE Metaphysics, Aesthetics, Classical Asian Philosophy EDUCATION Oxford University, D.Phil in Philosophy, 2004 Dissertation: Reasons and Armchair Knowledge Supervisor: Timothy Williamson Oxford University, B.Phil in Philosophy, 2001 Thesis: Content and Self-Knowledge Supervisor: Timothy Williamson Princeton University, B.A. in Comparative Literature, magna cum laude, 1999 APPOINTMENTS Field Member of Cognitive Science, Cornell University, 2018-present Associate Professor of Philosophy, Cornell University, 2012-present Associate Professor of Philosophy, Yale-NUS College, 2013-2016 Assistant Professor of Philosophy, Cornell University, 2006-2012 Research Fellow, Australian National University, RSSS, Centre for Consciousness, Jan-July 2007, Jan-July 2009 Bersoff Fellow, New York University, 2004-2006 1 of 6 PUBLICATIONS 2019 “Attention and Perceptual Justification”, with Susanna Siegel, for A. Pautz and D. Stoljar (eds.) Themes From Ned Block (MIT) 2018 "The Evil Demon Inside", Philosophy and Phenomenological Research, Early View Online “The Structure of Episodic Memory: Ganeri’s ‘Mental time travel and attention’”, with Susanna Siegel, Australasian Philosophical Review 4: 374-394 2016 “Cognitive Penetration and the Epistemology of Perception”, Blackwell Compass 11: 24-42 2015 “Perceptual Experience and Perceptual Justification”, Stanford Encyclopedia of Philosophy “The Epistemology of Perception”, with Susanna Siegel, in (ed.) M. Matthen, The Oxford Handbook of Perception (OUP) 2014 “The Agony of Defeat?”, Philosophy and Phenomenological Research 88: 505-532. “Experience Does Justify Belief”, in R. Neta (ed.) Current Controversies in Epistemology (Routledge) “Consciousness, Attention, and Justification”, with Susanna Siegel, in D. -
Phil. 270/570: Epistemology Fall 2021 Prof. Keith Derose Tu, Th 9:00-10:15Am
Phil. 270/570: Epistemology Fall 2021 Prof. Keith DeRose Tu, Th 9:00-10:15am; room TBA KDR office hour: Th (on which classes meet) 10:30-11:30 CT Hall, room 410 The course web page will be at: http://campuspress.yale.edu/keithderose/epistemology-f21/ Reading for the First Meeting: If possible, read items 1-2 from the list of readings (on p. 4 of this syllabus). They are both quite short. Please note: The final exam for this class will be at the last exam period on Yale’s schedule (Wed., Dec. 22, 2:00-5:00 pm), and I won’t be able to schedule an alternative early exam, so please verify that that time will fit your travel and other plans before taking this course. Phil. 270 Course Description. This is the basic course in epistemology, so the plan is to discuss at least many of the main topics and issues important to epistemology. However, we won’t be having assigned readings about all of these topics. Rather, we will read papers and portions of books that focus on just a five of them (our “focus topics”), but will use these as jumping off points for discussing other issues. I have not chosen the focus topics described briefly below because they are the five most important topics to epistemology today. Rather, given how they fit together with one another and how they naturally give rise to other important issues, at least as I approach them, they seem to be five topics around which we can build a course in which you encounter interesting philosophical work and also learn about the field of epistemology, encountering, even if not focusing upon, many important topics. -
Philosophers' Brief
CAPITAL CASE No. 18-6135 In the Supreme Court of the United States ________________ JAMES K. KAHLER, Petitioner, v. STATE OF KANSAS, Respondent. ________________ On Writ of Certiorari to the Supreme Court of Kansas ________________ Brief of Philosophy Professors as Amici Curiae in Support of Petitioner ________________ EUGENE R. FIDELL (Counsel of Record) Feldesman Tucker Leifer Fidell LLP 1129 20th St., N.W., 4th Fl. Washington, DC 20036 (202) 256-8675 [email protected] Counsel for Amici Curiae QUESTION PRESENTED Do the Eighth and Fourteenth Amendments per- mit a State to abolish the insanity defense? i TABLE OF CONTENTS Page Interest of the Amici ................................................. 1 Summary of Argument ............................................. 1 Argument .................................................................. 2 I. THE MENTAL STATE ELEMENTS OF CRIMES ARE INSUFFICIENT FOR RESPONSIBILITY .............................. 2 II. SANITY IS NECESSARY FOR RESPONS- IBILITY AND SO ESSENTIAL TO BOTH THE DETERRENT AND RETRIBUTIVE AIMS OF CRIMINAL PUNISHMENT ........ 6 III.PRINCIPLES OF TOLERATION DO NOT SUPPORT DEFERENCE TO STATES THAT CHOOSE TO PUNISH THE MENTALLY ILL ......................................... 12 Conclusion ............................................................... 14 Appendix (List of Amici Curiae) ............................. 1a iii TABLE OF AUTHORITIES Cases: Durham v. United States, 214 F.2d 862 (D.C. Cir. 1954) .................................................... 14 Ford v. Wainwright, -
Life and Learning Xix
LIFE AND LEARNING XIX PROCEEDINGS OF THE NINETEENTH UNIVERSITY FACULTY FOR LIFE CONFERENCE at THE UNIVERSITY OF ST. THOMAS SCHOOL OF LAW MINNEAPOLIS, MINNESOTA 2009 edited by Joseph W. Koterski, S.J. KOTERSKI LIFE AND LEARNING XIX UFL University Faculty for Life University Faculty for Life was founded in 1989 to promote research, dialogue, and publication among faculty members who respect the value of human life from its inception to natural death, and to provide academic support for the pro-life position. Respect for life is especially endangered by the current cultural forces seeking to legitimize such practices as abortion, infanticide, euthanasia, and physician-assisted suicide. These topics are controversial, but we believe that they are too important to be resolved by the shouting, the news-bites, and the slogans that often dominate popular presentation of these issues. Because we believe that the evidence is on our side, we would like to assure a hearing for these views in the academic community. The issues of abortion, infanticide, and euthanasia have many dimensions–political, social, legal, medical, biological, psychological, ethical, and religious. Accordingly, we hope to promote an inter-disciplinary forum in which such issues can be discussed among scholars. We believe that by talking with one another we may better understand the values we share and become better informed in our expression and defense of them. We are distressed that the media often portray those favoring the value of human life as mindless zealots acting out of sectarian bias. We hope that our presence will change that image. We also believe that academicians united on these issues can encourage others to speak out for human life in their own schools and communities. -
CVII: 2 (February 2000), Pp
TAMAR SZABÓ GENDLER July 2014 Dean of the Faculty of Arts and Sciences · Yale University · P.O. Box 208365 · New Haven, CT 06520-8365 E-mail: [email protected] · Office telephone: 203.432.4444 ACADEMIC EMPLOYMENT 2006- Yale University Academic Vincent J. Scully Professor of Philosophy (F2012-present) Professor of Philosophy (F2006-F2012); Professor of Psychology (F2009-present); Professor of Humanities (S2007-present); Professor of Cognitive Science (F2006-present) Administrative Dean, Faculty of Arts and Sciences (Sum2014-present) Deputy Provost, Humanities and Initiatives (F2013-Sum2014) Chair, Department of Philosophy (Sum2010-Sum2013) Chair, Cognitive Science Program (F2006-Sum2010) 2003-2006 Cornell University Academic Associate Professor of Philosophy (with tenure) (F2003-S2006) Administrative Director of Graduate Studies, Department of Philosophy (F2004-S2006) Co-Director, Program in Cognitive Studies (F2004-S2006) 1997-2003 Syracuse University Academic Associate Professor of Philosophy (with tenure) (F2002-S2003) Assistant Professor of Philosophy (tenure-track) (F1999-S2002) Allen and Anita Sutton Distinguished Faculty Fellow (F1997-S1999) Administrative Director of Undergraduate Studies, Department of Philosophy (F2001-S2003) 1996-1997 Yale University Academic Lecturer (F1996-S1997) EDUCATION 1990-1996 Harvard University. PhD (Philosophy), August 1996. Dissertation title: ‘Imaginary Exceptions: On the Powers and Limits of Thought Experiment’ Advisors: Robert Nozick, Derek Parfit, Hilary Putnam 1989-1990 University of California -
Judith Jarvis Thomson on Abortion; a Libertarian Perspective
DePaul Journal of Health Care Law Volume 19 Issue 1 Fall 2017 Article 3 April 2018 Judith Jarvis Thomson on Abortion; a Libertarian Perspective Walter E. Block Loyola University New Orleans, [email protected] Follow this and additional works at: https://via.library.depaul.edu/jhcl Part of the Health Law and Policy Commons Recommended Citation Walter E. Block, Judith Jarvis Thomson on Abortion; a Libertarian Perspective, 19 DePaul J. Health Care L. (2018) Available at: https://via.library.depaul.edu/jhcl/vol19/iss1/3 This Article is brought to you for free and open access by the College of Law at Via Sapientiae. It has been accepted for inclusion in DePaul Journal of Health Care Law by an authorized editor of Via Sapientiae. For more information, please contact [email protected]. Judith Jarvis Thomson on abortion; a libertarian perspective1 I. Introduction Abortion is one of the most vexing issues faced by society. On the one hand, there are those who favor the pro-choice position. In their view, the woman, and she alone (along with the advice of her doctor – but the final decision must be hers), should be able to legally determine on what basis, and whether, her pregnancy should be conducted. She should be as free to end her pregnancy at any stage of the development of her fetus, or give birth to it after the usual term of nine months. On the other hand, there are those who favor what is called the pro-life position. In this perspective, the fetus, from the moment of conception, is a full rights-bearing human being. -
Judith Jarvis Thomson's Normativity
Judith Jarvis Thomson’s Normativity Gilbert Harman June 28, 2010 Normativity is a careful, rigorous account of the meanings of basic normative terms like good, virtue, correct, ought, should, and must. Along the way Thomson refutes almost everything other philosophers have said about these topics. It is a very important book.1 Since I am going first in this symposium, I am mainly going to summarize this excellent book. At the end, I will try to indicate briefly I think why it refutes the sort of theory I and others have previously favored. Good Thomson begins by discussing evaluations using the word good. She notes as many others have that good is always used as an attributive adjective. 1This book discusses meta-ethics. She also plans a companion work of normative theory. 1 Something may be a good K or good in a certain respect, but nothing is good period. Thomson goes on to argue this means that emotivism, expressivism, pre- scriptivism and related accounts of the meaning of good cannot be generally correct. Nor does it make sense to suppose that there is no objective test for whether something is a good K or good for such and such a purpose. She argues persuasively that there is such a property as being a good K if and only if K is a goodness fixing kind. So there is no such property as being a good pebble, good act, a good fact, a good state of affairs, a good possible world, and so on, unless what is meant is, for example, a good pebble to use as a paperweight, a morally good act, a state of affairs that is good for Jones, a possible world that is a good example in a certain discussion, and so on. -
1 Curriculum Vitae Judith Jarvis Thomson February 2016 Education
1 Curriculum Vitae Judith Jarvis Thomson February 2016 Education: B.A. Barnard College, 1950 B.A. Cambridge University, 1952 M.A. Cambridge University, 1956 Ph.D. Columbia University, 1959 Awards: Phi Beta Kappa Fulbright Scholarship, 1950-51 Frances Dibblee Scholar (Columbia University), 1955-56 AAUW New York State Fellowship, 1962-63 NEH Fellowship, 1978-79 NEH Fellowship, 1986-87 Guggenheim Fellowship, 1986-87 (held in 1987-88) Member, American Academy of Arts & Sciences, 1989- Fellow, Centre for Advanced Study, Oslo, Norway, spring 1996 Quinn Prize, APA, 2012 Honorary President, American Committee of the Philosophy Summer School in China, 2013 Honorary degree: Doctor of Letters, University of Cambridge, June 2015 Teaching Positions: Barnard College, 1956-62 Lecturer, 1956-59 Instructor, 1959-60 Assistant Professor, 1960-62 Boston University, 1963-64 Assistant Professor, 1963-64 MIT, 1964- Associate Professor, 1964-69 Professor, 1969-1991 Laurance S. Rockefeller Professor of Philosophy, 1991-96 Professor, 1996- (Professor Emerita, 2004-) Visiting Fellow, Research School of Social Sciences, Australian National University, summer 1968 Visiting Professor, University of Pittsburgh, fall 1976 Visiting Professor, University of California, Berkeley, Law School, spring 1983 Visiting Professor, Yale Law School, fall 1982, fall 1984, fall 1985 Visiting Professor, UCLA, winter quarter 2003 Visiting Professor, Princeton, fall 2010 Professional Activities: American Philosophical Association: Chair, Board of Officers, 2002-2004 Eastern Division: -
1 How Is Wishful Seeing Like Wishful Thinking? Susanna Siegel * Draft For
How is wishful seeing like wishful thinking? Susanna Siegel * draft for Rutgers Epistemology Conference REC readers: If this paper is too long for you, you can shorten the journey in any of these ways: - skip sections 3-5 on responsive dispositions (pp. 9-15) - skip Part II (pp. 15-29) - skip all Part III (pp. 29-end) A Simple Argument It is a commonplace that beliefs can be epistemically appropriate or epistemically inappropriate. Suppose Frank wishfully believes that today, all his best features are evident even to the most casual observation. Passers-by who greet him with neutral expressions are holding back their appreciation of him, because they’re embarrassed to show it. Anyone who seems displeased with him is feeling inadequate in the face of his many assets. These interpretations make sense to Frank given his original wishful belief, but they are unreasonable, and that belief is the source of their unreasonableness. Can a perceptual experience ever be a source of unreasonableness, because of its dependence on a desire? Could wishful seeing compromise the rational support offered by experience, just as wishful thinking compromises the rational support offered by Frank’s wishful belief? Here is a simple argument that it could. Premise: Beliefs can be ill-founded by wishful thinking. Premise: Wishful seeing is possible. Conclusion. Experiences can be ill-founded by wishful seeing. What kinds of considerations could possibly support such a conclusion? The argument’s conceit is that wishful seeing and wishful thinking are sufficiently analogous that they both have ill-founding effects. There are many places to probe the argument, starting with whether the idea of wishful seeing makes sense to begin with. -
Krista Lawlor Henry Waldgrave Stuart Memorial Professor of Philosophy
Krista Lawlor Henry Waldgrave Stuart Memorial Professor of Philosophy Stanford University [email protected] 650/723-3486 Building 90 Stanford, CA 94305 Areas of Specialization: Epistemology, Philosophy of Mind Areas of Competence: Philosophy of Psychology, Philosophy of Language EDUCATION University of Michigan 1991-1999 Ph.D. Philosophy Tufts University 1989-1991 M.A. Philosophy University of New Hampshire 1984-1987 B.A. Mathematics magna cum laude PROFESSIONAL POSITIONS Stanford University 2015- Professor Stanford University 2007-2015 Associate Professor Stanford University 1999-2007 Assistant Professor University of Michigan Spring 1999 Visiting Assistant Professor HONORS & FELLOWSHIPS Donald Andrews Whittier Fellow Stanford Humanities Center 2017-2018 Nina C. Crocker Research Fellow 2007-2010 School of Humanities and Sciences, Stanford American Council of Learned Societies—Ryskamp Fellow 2005-2006 Dean’s Award for Distinguished Teaching (Stanford) 2003 Pedagogy Award 1998-1999 Rackham Graduate School (University of Michigan) Rackham Pre-Doctoral Fellowship 1996-1997 Rackham Graduate School (University of Michigan) Phi Beta Kappa MONOGRAPHS New Thoughts about Old Things: Cognitive Policies as the Ground of Singular Concepts Studies in Philosophy, Robert Nozick, ed.. Garland Publishing, Inc. New York, NY, 2001 Assurance: An Austinian Account of Knowledge and Knowledge Claims Oxford University Press, 2013 PAPERS “Memory, Anaphora and Content Preservation” Philosophical Studies vol.109: 97-119, 2002.* (*= peer reviewed) “Elusive Reasons: A Problem for First Person Authority” Philosophical Psychology vol. 16, no. 4, 2003.* “Confused Thought and Modes of Presentation” The Philosophical Quarterly vol. 55, no.218, 21-37, 2005.* “Living without Closure” in Epistemological Contextualism, Grazer Philosophische Studien, 69: 93-117, 2005. “Reason and the Past: The Role of Rationality in Diachronic Self-knowledge” Synthese vol.145, no.3, 467-495, 2005.* “Memory” in The Philosophy of Mind, Oxford University Press, 2006. -
1 Philosophy of Perception
OUP UNCORRECTED PROOF 1 Philosophy of Perception The New Wave Bence Nanay I Peter Strawson famously wrote more than thirty years ago that “a philoso- pher’s views on [perception] are a key to his theory of knowledge and to his metaphysics” (1979, 41). At that time, this statement probably would have been quite provocative inasmuch as it made perception sound more important than it was assumed to be. Now, thirty years later, Strawson’s claim sounds too weak. A philoso- pher’s views on perception are as important as her theory of knowledge or her metaphysics. Some may even be tempted to say that a philosopher’s views on epistemology or metaphysics are a key to her theory of percep- tion. Perception is no longer seen as an inferior subfi eld of philosophy that may or may not help us to understand the philosophical questions that are supposedly more fundamental. Perception, at present, is as central a philosophical subfi eld as it gets. This change is not only a merely quantitative one. It is true that more philosophers are working on perception and that their output is more sophisticated and nuanced than ever before, but this is not the whole story. What is more relevant, and more interesting from a philosophical point of view, is that the nature of the questions that are being asked about perception has also changed. The aim of this volume is to give a representative sample of this new wave of philosophy of perception. And the aim of this introduction is to outline the questions contemporary philosophers of perception are concerned with and how they differ from the “old” philosophical questions about perception. -
On Perceptual Learning and Perspectival Sedimentation
University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 5-2020 Perceptual Characterization: On Perceptual Learning and Perspectival Sedimentation Anthony Holdier University of Arkansas, Fayetteville Follow this and additional works at: https://scholarworks.uark.edu/etd Part of the Cognitive Psychology Commons, and the Epistemology Commons Citation Holdier, A. (2020). Perceptual Characterization: On Perceptual Learning and Perspectival Sedimentation. Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/3656 This Thesis is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected]. Perceptual Characterization: On Perceptual Learning and Perspectival Sedimentation A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Philosophy by Anthony Holdier Colorado State University Bachelor of Arts in Anthropology, 2009 Denver Seminary Master of Arts in Philosophy of Religion, 2012 May 2020 University of Arkansas This thesis is approved for recommendation to the Graduate Council. ________________________ Jack Lyons, Ph.D. Thesis Director ________________________ ________________________ Amanda McMullen, Ph.D. Eric Funkhouser, Ph.D. Committee Member Committee Member Abstract In her analysis of perspectival effects on perception, Susanna Siegel has argued that perceptual experience is directly rationally assessable and can thereby justify perceptual beliefs, save for in cases of epistemic downgrade or perceptual hijacking; I contend that the recalcitrance of known illusions poses an insurmountable problem for Siegel‘s thesis. In its place, I argue that a model of perceptual learning informed by the dual-aspect framework of base-level cognitive architecture proposed by Elisabeth Camp successfully answers the questions motivating Siegel‘s project in a manner that avoids such issues.