On the Epistemic Costs of Implicit Bias
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Implicit Bias and Inattentional Blindness Megan Netherland Louisiana State University and Agricultural and Mechanical College, [email protected]
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2017 Implicit Bias and Inattentional Blindness Megan Netherland Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Arts and Humanities Commons Recommended Citation Netherland, Megan, "Implicit Bias and Inattentional Blindness" (2017). LSU Master's Theses. 4502. https://digitalcommons.lsu.edu/gradschool_theses/4502 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. IMPLICIT BIAS AND INATTENTIONAL BLINDNESS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Art in The Department of Philosophy and Religious Studies by Megan Rose Netherland B.A., Liberal Studies, Armstrong State University, 2015 May 2017 TABLE OF CONTENTS ABSTRACT…………………………………………………………………………………… iii INTRODUCTION…………………………………………………………………………….. 1 CHAPTER 1. INTRODUCTING IMPLICIT BIAS: A CRITIQUE OF TAMAR GENDLER’S ALIEFS…………………………………………...………………………………….... 4 1.1 An Opening Story…………………………………………………………. 4 1.2 Implicit Associations and Bias……………………………………………. 7 1.3 Introducing Alief………………………………………………………….. 10 1.4 Tenacious ABs and Conflicting Beliefs…………………………………... 13 1.5 John Hope Franklin at the Cosmos Club………………………………….. 15 2. PERSPECTIVALISM AND EPISTEMOLOGIES OF IGNORANCE: THINKING IMPLICIT BIAS NEGATIVELY………………………………………………….… 21 2.1 Feminist Standpoint Theory and Perspectivalism………………………… 24 2.2 Epistemologies of Ignorance and Negative Implicit Bias………………… 31 3. -
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 -
Michael S. Brownstein Curriculum Vitae 7 June 2018 180 Carlton
Curriculum Vitae for Michael Brownstein Michael S. Brownstein Curriculum Vitae 7 June 2018 180 Carlton Avenue #1 524 W. 59th Street Brooklyn, NY 11205 Room NB 8.63 (917) 658-2684 New York, NY 10019 [email protected] www.michaelsbrownstein.com ACADEMIC EMPLOYMENT 2018-present Associate Professor of Philosophy John Jay College of Criminal Justice (CUNY) 2014-2018 Assistant Professor of Philosophy John Jay College of Criminal Justice (CUNY) 2015 Short Term Visiting Professor Deep Springs College 2014-2015 Visiting Scholar American Academy of Arts and Sciences 2014-2015 Fellow American Council of Learned Societies 2009-2014 Assistant Professor of Philosophy New Jersey Institute of Technology 2008-2009 Adjunct Assistant Lecturer St. John’s University EDUCATION 2009 Ph.D, Philosophy, Penn State University Dissertation: “Practical Sense and Social Action” Doctoral minor in Social Thought 2004 BA summa cum laude, Philosophy, Columbia University Departmental honors in philosophy, Phi Beta Kappa 1998-2000 Deep Springs College AREAS OF RESEARCH SPECIALIZATION AND TEACHING COMPETENCE Areas of Research Specialization Philosophy of cognitive science and psychology Areas of Teaching Competence Philosophy of science; Philosophy of mind; Philosophy of action; Ethics; Philosophy of social science; Moral psychology 1 Curriculum Vitae for Michael Brownstein PUBLICATIONS Monographs Brownstein, M. 2018. The Implicit Mind: Cognitive Architecture, the Self, and Ethics. Oxford University Press. Edited Volumes Brownstein, M. and Saul, J. (Eds). 2016. Implicit Bias and Philosophy: Volume 1, Metaphysics and Epistemology. Oxford University Press. Brownstein, M. and Saul, J. (Eds). 2016. Implicit Bias and Philosophy: Volume 2, Moral Responsibility, Structural Injustice, and Ethics. Oxford University Press. Journal Articles Brownstein, M. -
Program Has Been Assembled by Program Chairs Tania Lombrozo and Tony Chemero
35th Annual Meeting of the Society for Philosophy and Psychology June 12-14, Indiana University 2009 Bloomington 35th Annual Meeting of the Society for Philosophy and Psychology Preface Welcome to the campus of Indiana University for the 35th annual meeting of the Society for Philosophy & Psychology. An excellent program has been assembled by program chairs Tania Lombrozo and Tony Chemero. There are several special events beginning with Thursday’s pre-conference workshop on “Animal Neuroethics”, co-organized by Martha Farah, Adam Shriver, and Colin Allen. On Friday evening is the poster madness session, strictly enforced one-minute mini-talks by all poster presenters—always a lot of fun! Evening poster sessions are on Friday and Saturday and there will be hors d’œuvres and a cash bar at each. An open discussion of diversity and the SPP has been organized at lunch time (bring your own) on Saturday, June 13th, by Anne Jacobson, that will be attended by Virginia Valian, whose work on diversity is highly regarded. The future of SPP depends on the work of many volunteers, and also on your participation. Please plan to attend the business meeting on Sunday, where the agenda will cover various issues affecting the future of the Society. (You may pre-order a box lunch for $10 at the registration desk before Friday 12:30 p.m. otherwise you must bring your own.) Later that evening we hope you will join us for the reception and banquet following the Presidential Address. The reception and banquet are in IU’s Art Museum (designed by I.M. -
The Lack of Women in Philosophy: Psychological and Structural Barriers and the Moral Dimension of Epistemic Responsibility Katherine Cooklin, Ph.D
The Lack of Women in Philosophy: Psychological and Structural Barriers and the Moral Dimension of Epistemic Responsibility Katherine Cooklin, Ph.D. Associate Professor, Department of Philosophy Slippery Rock University of Pennsylvania 1. Introduction In the United States, the United Kingdom, and Australia, the field of philosophy employs fewer women in fulltime tenured posts than any other humanities field in academia [Beebee and Saul 2011, Goddard 2008, Norlock 2006]. The gender inequity in the field of philosophy is well known, and many have speculated that it is due to the masculinist, aggressive style of argumentation for which philosophy is known. Due to enculturated gendered traits of cooperation and conciliation, women may find this style of argumentation foreign and unappealing. Given that many more women begin as philosophy students than those that finish as permanent full time faculty, this speculation may indeed identify one of the barriers that have kept women out of philosophy. However, there are perhaps more pervasive and inimical barriers to women. One such barrier may be implicit bias. Research on racist attitudes and behavior has shown that implicit or nonconscious biases against African Americans negatively affect behavior toward them. This is true even for individuals who score low on measurements of explicit racial biases. Moreover, those who think of themselves as objectively egalitarian are often most blind to their own racist behavior. Another barrier that may be operative is stereotype threat, which causes those associated with negative stereotypes to underperform. The nature of this paper is both descriptive and normative. First I will identify the evidence for implicit bias and stereotype threat relevant to gender inequity within philosophy. -
Experiment Month: Helping Philosophers to Engage Empirically June 30, 2009
Experiment Month: Helping Philosophers to Engage Empirically June 30, 2009 Overview: Although there has been a growing interest in experimental research among young philosophers, especially undergraduate and graduate students, many find that they don’t have the resources or expertise required to conduct rigorous experimental research. These budding philosophers often have exciting and original ideas; they simply lack the support they would need to turn those visions into real philosophical research. The aim of the proposed Experiment Month program is to provide these philosophers with resources, encouragement and technical assistance to realize the potential of their own ideas. To attain these objectives, we propose, in conjunction with a consortium of prominent philosophers and under the auspices of the Yale University Program in Cognitive Science, to implement a program that will provide philosophers (especially students) with: x ‘Experiment buddies’ who can help them to correctly design studies and think through the implications of their data x On-line educational videos that guide them through the process of developing philosophically relevant experiments x The resources necessary to put together online studies, attract a large sample of subjects, and analyze the resulting data. Above all, we aim to encourage and inspire young philosophers through the organization of a community-wide event that will enable broad participation in a friendly and supportive atmosphere. Summary of Project: Fall 2010 Proposals for experiments due. Winter 2010 Team of volunteers select the most viable proposals for inclusion in the Experiment Month and provide helpful comments on selected submissions. Winter 2010— Each winning project is assigned an ‘experiment buddy’ who works Spring 2011 with the philosopher to help refine the proposed study, enabling research that successfully engages with the key philosophical questions in the relevant area. -
Can There Be Belief Without Evidence?*
teorema Vol. XXXV/1, 2016, pp. 13-34 ISSN: 0210-1602 [BIBLID 0210-1602 (2016) 35:1; pp. 13-34] Can There Be Belief Without Evidence?* Sam Wilkinson RESUMEN Presento una concepción de la creencia (denominada “solo descendente” [downstream only]) de acuerdo con la cual puede haber creencia sin evidencia. Defiendo esta tesis en contra de dos influyentes objeciones. La primera objeción está fundamentada en la intuición de que la creencia “apunta hacia la verdad”. La segunda de ellas dice que, puesto que hay estados que intuitivamente no son creencias, pero que explican la acción de la misma manera, necesitamos consideraciones de tipo ascendente [upstream] para dis- tinguir entre esas creencias y los estados que no son creencias. PALABRAS CLAVE: creencia, normas, evidencia, acción, alief. ABSTRACT I present a view of belief (called the “downstream-only view”) according to which there can be belief without evidence. I defend it against two influential objections. The first objection is grounded in the intuition that belief “aims at truth”. The second objec- tion is that, since there are states that intuitively aren’t beliefs but that explain action in the same way, we need upstream considerations to tell these belief and non-belief states apart. KEYWORDS: Belief, Norms, Evidence, Action, Alief I. INTRODUCTION It is important from the outset to get clear on the nature of the title question. The question is not whether human beings are psychologically capable of belief without evidence, or whether there are actual instances of people believing without evidence. The question concerns whether the very concept of belief allows there to be such a thing as belief with- out evidence. -
Michael S. Brownstein Curriculum Vitae 13 March 2015
Curriculum Vitae for Michael Brownstein Michael S. Brownstein Curriculum Vitae 13 March 2015 180 Carlton Avenue #1 524 W. 59th Street Brooklyn, NY 11205 Room NB 8.63 (917) 658-2684 New York, NY 10019 [email protected] www.michaelsbrownstein.com EDUCATION 2009 Ph.D, Philosophy, Penn State University Dissertation: “Practical Sense and Social Action” Doctoral minor in Social Thought 2004 BA summa cum laude, Philosophy, Columbia University Departmental honors in philosophy, Phi Beta Kappa 1998-2000 Deep Springs College ACADEMIC EMPLOYMENT 2014-present John Jay College of Criminal Justice (CUNY), Assistant Professor of Philosophy, tenure-track 2015 Deep Springs College, Short Term Visiting Professor (May-June) 2014-2015 American Academy of Arts and Sciences, Visiting Scholar 2014-2015 American Council of Learned Societies, Fellow 2009-2014 New Jersey Institute of Technology, Assistant Professor of Philosophy, tenure-track 2008-2009 St. John’s University, Adjunct Assistant Lecturer AREAS OF RESEARCH SPECIALIZATION AND TEACHING COMPETENCE Areas of Research Specialization Philosophy of cognitive science and psychology Areas of Teaching Competence Philosophy of action; Philosophy of science; Philosophy of mind; Philosophy of social science; Moral psychology; 20th century continental philosophy; Philosophy of technology; Social and Political Philosophy; Ethics PUBLICATIONS 1 Curriculum Vitae for Michael Brownstein Edited Volumes Brownstein, M. and Saul, J. (Eds). Forthcoming. Implicit Bias and Philosophy: Volume 1, Metaphysics and Epistemology. Oxford University Press. Brownstein, M. and Saul, J. (Eds). Forthcoming. Implicit Bias and Philosophy: Volume 2, Moral Responsibility, Structural Injustice, and Ethics. Oxford University Press. Journal Articles Brownstein, M. 2014. Rationalizing Flow: Agency in Skilled Unreflective Action. Philosophical Studies 168:2, 545-568. -
Schwitzgebel October 8, 2019 Pragmatic Metaphysics of Belief, P. 1 the Pragmatic Metaphysics of Belief Eric Schwitzgebel Depart
The Pragmatic Metaphysics of Belief Eric Schwitzgebel Department of Philosophy University of California at Riverside Riverside, CA 92521-0201 USA October 4, 2019 Schwitzgebel October 8, 2019 Pragmatic Metaphysics of Belief, p. 1 The Pragmatic Metaphysics of Belief Abstract: On an intellectualist approach to belief, the intellectual endorsement of a proposition (such as “the working poor deserve as much respect as the handsomely paid”) is sufficient or nearly sufficient for believing it. On a pragmatic approach to belief, intellectual endorsement is not enough. Belief is behaviorally demanding. To really, fully believe, you must also “walk the walk”. I argue that the pragmatic approach is preferable on pragmatic grounds: It rightly directs our attention to what matters most in thinking about belief. Word Count: approx. 11,000 words including references and notes Keywords: propositional attitudes, pragmatism, intellectualism, belief, metaphilosophy, implicit bias Schwitzgebel October 8, 2019 Pragmatic Metaphysics of Belief, p. 2 The Pragmatic Metaphysics of Belief 1. Introduction. If asked to list three beliefs that matter to me, I might offer the following: 1. that my children’s happiness is far more important than their academic or financial success; 2. that women and men are equally moral and equally intelligent; 3. that most people are basically good at heart. I care that I believe these things. I want to be the kind of person who believes such things. I feel as though, if I didn’t believe those things, it would be rather sad. I also feel like I am saying something true when I assert those propositions. When I pause to reflect on the matter, I feel sincere inner assent. -
Michael S. Brownstein Curriculum Vitae 6 September 2017 180
Curriculum Vitae for Michael Brownstein Michael S. Brownstein Curriculum Vitae 6 September 2017 180 Carlton Avenue #1 524 W. 59th Street Brooklyn, NY 11205 Room NB 8.63 (917) 658-2684 New York, NY 10019 [email protected] www.michaelsbrownstein.com EDUCATION 2009 Ph.D, Philosophy, Penn State University Dissertation: “Practical Sense and Social Action” Doctoral minor in Social Thought 2004 BA summa cum laude, Philosophy, Columbia University Departmental honors in philosophy, Phi Beta Kappa 1998-2000 Deep Springs College ACADEMIC EMPLOYMENT 2014-present John Jay College of Criminal Justice (CUNY), Assistant Professor of Philosophy, tenure-track 2015 Deep Springs College, Short Term Visiting Professor (May-June) 2014-2015 American Academy of Arts and Sciences, Visiting Scholar 2014-2015 American Council of Learned Societies, Fellow 2009-2014 New Jersey Institute of Technology, Assistant Professor of Philosophy, tenure-track 2008-2009 St. John’s University, Adjunct Assistant Lecturer AREAS OF RESEARCH SPECIALIZATION AND TEACHING COMPETENCE Areas of Research Specialization Philosophy of cognitive science and psychology Areas of Teaching Competence Philosophy of science; Philosophy of mind; Philosophy of action; Ethics; Philosophy of social science; Moral psychology 1 Curriculum Vitae for Michael Brownstein PUBLICATIONS Monographs Brownstein, M. In contract. The Implicit Mind: Cognitive Architecture, the Self, and Ethics. Oxford University Press. Edited Volumes Brownstein, M. and Saul, J. (Eds). 2016. Implicit Bias and Philosophy: Volume 1, Metaphysics and Epistemology. Oxford University Press. Brownstein, M. and Saul, J. (Eds). 2016. Implicit Bias and Philosophy: Volume 2, Moral Responsibility, Structural Injustice, and Ethics. Oxford University Press. Journal Articles Madva, A. and Brownstein, M. 2016. Stereotypes, Prejudice, and the Taxonomy of the Implicit Social Mind. -
Alex Madva Graduate Or Advanced Undergraduate Seminar Theory Of
Alex Madva Graduate or Advanced Undergraduate Seminar Theory of Knowledge This course will address central questions in epistemology via careful reading of classic 20th- century texts and 21st-century responses. We will explore topics such as skepticism, the nature of justification, foundationalism versus coherentism, internalism versus externalism, reliabilism, closure, contextualism, and the cognitive science of epistemic intuitions and self-knowledge. Required Texts All readings available in Course Reader or class website Course Schedule and Reading List Weeks 1-3 Skepticism Bertrand Russell, The Problems of Philosophy, Ch.1, “Appearance and Reality” Barry Stroud, “The Problem of the External World” G.E. Moore, “Proof of an External World” Jim Pryor, “The Skeptic and the Dogmatist” Jim Pryor, “What’s Wrong with Moore’s Argument?” Hilary Putnam, “Brains in a Vat” Sarah Sawyer, “My Language Disquotes” Week 4 Foundationalism versus Coherentism Roderick Chisholm, “The Myth of the Given” Donald Davidson, “A Coherence Theory of Truth and Knowledge” Weeks 5-6 Conceptual Analysis of Knowledge Edmund Gettier, “Is Justified True Belief Knowledge?” Alvin Goldman, “A Causal Theory of Knowing” Linda Zagzebski, “The Inescapability of Gettier Problems” Week 7 Externalism versus Internalism Robert Nozick, “Knowledge” Fred Dretske, “Précis of Knowledge and the Flow of Information” Roderick Chisholm, “The Indispensability of Internal Justification” Weeks 8-9 Contextualism Keith DeRose, “Contextualism and Knowledge Attributions” Jane Heal, “Common Knowledge” Tamar Gendler and John Hawthorne, “The Real Guide to Fake Barns: A Catalogue of Gifts for your Epistemic Enemies” Patrick Rysiew, “Epistemic Contextualism” (sections 4-6) Week 10 Closure Gail Stine, “Skepticism, Relevant Alternatives, and Deductive Closure” Fred Dretske, “Is Knowledge Closed Under Entitlement? The Case against Closure” Sherrilyn Roush, “Sensitivity and Closure” Week 11 Naturalized Epistemology W.V.O. -
The Epistemic Significance of Disagreement1
The Epistemic Significance of Disagreement1 Thomas Kelly Princeton University Forthcoming in the inaugural volume of Oxford Studies in Epistemology, edited by John Hawthorne and Tamar Gendler. Looking back on it, it seems almost incredible that so many equally educated, equally sincere compatriots and contemporaries, all drawing from the same limited stock of evidence, should have reached so many totally different conclusions—and always with complete certainty. --John Michell, Who Wrote Shakespeare? 1. Introduction Consider the following issues, each of which is the object of considerable controversy: (1) the extent to which a desire to intimidate the Soviet Union played a role in Harry Truman’s decision to drop the atomic bomb on Japan in 1945 (2) whether Truman’s decision to do so was morally justified (3) whether there are in fact any truths of the kind that Immanuel Kant called “synthetic a priori” 1 For helpful discussion and correspondence, I am grateful to David Chalmers, David Christensen, Richard Feldman, Anil Gupta, Peter van Inwagen, Derek Parfit, Jim Pryor, Pamela Hieronymi, Michael Rescorla, Kerian Setiya, Jonathan Vogel, Ralph Wedgwood, and Roger White. Earlier versions of this paper were read at the University of Notre Dame, Harvard University, the University of Pittsburgh and at a Pacific Division meeting of the American Philosophical Association; I am grateful to the audiences present on those occasions. 2 I have a belief about each of these issues, a belief that I hold with some degree of conviction. Moreover, I ordinarily take my beliefs about each of these matters to be rational—I think of myself as having good reasons for holding them, if pressed to defend my position I would cite those reasons, and so on.2 On the other hand, I am very much aware of the fact that, with respect to each issue, there are many others who not only do not share my belief, but in fact, take a diametrically opposed position.