Introductory description

We tend to think that knowing things is important. Knowing things is better than being ignorant of them. And it's better than merely having true beliefs about things - for example, it's better than having a belief which is true by coincidence, or as the result of a lucky guess. But what is it to know that something is the case? Is knowledge true belief plus some extra ingredient? If so, what? Is knowledge true belief which is justified, for example, or a true belief which is caused by the facts? Or a true belief which you've formed skilfully or competently, as opposed to clumsily or out of luck? Or perhaps knowledge is something completely different from true belief. If so what could it be? Some sui generis kind of mental state? Some kind of ability, for example to make rational use of facts or truths? All of these have been suggested by different philosophers writing in the Western contemporary tradition as ways of understanding knowledge. In the first half of term we will assess some of these ways of thinking about the general category of knowledge. And after reading week, we will zoom in to closely investigate one very important and particularly fascinating variety of knowledge - the knowledge we each have about other people's thoughts and feelings, so-called 'knowledge of other minds'.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1. What is Knowledge? Truth, Belief, and Justification
2. What is Knowledge? Zagzebski's challenge and Virtue Epistemology
3. What is Knowledge? A State of Mind?
4. What is Knowledge? Knowledge-that as knowledge-how?
5. What is Knowledge? A Rational Ability?

READING WEEK

1. Knowledge of Other Minds 1: Introduction and Analogy Theory
2. Knowledge of Other Minds 2: Theory Theory
3. Knowledge of Other Minds 3: Perceptualism
4. Knowledge of Other Minds 4: Perception, Expression, and (combatting) Scepticism

Learning outcomes

By the end of the module, students should be able to:

• clearly identify the particular philosophical questions with which the module is concerned
• understand and engage critically with some of the methodological presuppositions underlying particular approaches
• clearly state key arguments, problems, and positions, and engage with them critically, both in class and in written work
• display a good understanding of technical epistemological notions, making appropriate use of these both in discussion and written work
• demonstrate broadly-based knowledge and understanding across of a range of key accounts of propositional knowledge
• demonstrate broadly-based knowledge and understanding across of a range of key approaches to knowledge of other minds
• demonstrate detailed understanding of specific accounts of propositional knowledge, along with some of their motivations and challenges
• demonstrate detailed understanding of specific accounts of knowledge of other minds, along with some of their motivations and challenges

Indicative reading list

• Linda Zagzebski, "The Inescapability of Gettier Problems"
• John Greco, "Knowledge as Credit for True Belief"
• Jennifer Lackey, "Why we don't Deserve Credit for Everything we Know"
• Timothy Williamson, "Is Knowing a State of Mind?"
• Elizabeth Fricker, "Is Knowing a State of Mind? The Case Against"
• John Hyman, "Knowledge as an Ability", Ch. 7 in /Action, Knowledge, and Will/
• Alex Hyslop and Frank Jackon, "The Analogical Inference to Other Minds"
• Robert Pargetter, "The Scientific Inference to Other Minds"
• Paul Churchland, "Eliminative Materialism and the Propositional Attitudes"
• Jane Heal, "What are Psychological Concepts For?"
• W.E.S. McNeill, "On Seeing that Someone is Angry"
• Anita Avramides, "Perception, Reliability, and Other Minds"
• Anil Gomes, "Perception, Evidence, and our Expressive Knowledge of Others' Minds"
• Asa Wikforss, "Knowledge, Belief, and the Asymmetry Thesis"

View reading list on Talis Aspire

Research element

The students' main assessment is a 2,500 word essay (80%). They will be expected to contribute their own research to this essay rather than to rely simply on the lecture material. Research may include sourcing additional reading material, developing one's own line of argument, discussion with peers.

Interdisciplinary

The material on 'theory-theoretical' knowledge of other minds, covered in the second half of the course, connects up with some issues in developmental psychology and in cognitive neuroscience.

Subject specific skills

Distinguishing distinctively epistemological concerns from (e.g.) psychological and metaphysical concerns.

Understanding key concepts, problems, positions, and arguments in philosophical epistemology.

Stating, constructing, and reconstructing epistemological arguments and positions.

Critically engaging with epistemological arguments and positions.

Engaging charitably with philosophical material, from lectures, peers, and the academic literature.

Jointly discussing, debating, understanding, and critiquing epistemological positions and issues in conversation with peers.

Developing a confident yet critical attitude to one's own philosophical thinking, and using this in developing one's own philosophical ideas and understanding.

Structuring a philosophical essay around a single, clear, and compelling line of argument.

Transferable skills

Pinpointing crucial distinctions and presuppositions which make a difference to the cogency of an argument or point of view.

Identifying the main points in a piece of argumentative writing or speech, understanding how these are intended to relate to one another, and what they are aimed at acheiving. Careful listening and/or reading, and note-taking in order to acheive this.

Explaining others' arguments and points of view, including when these are complex and/or challenging.

Critically assessing others' points of view, carefully, open-mindedly, and respectfully.

Assessing the cogency of one's own thinking, and developing one's clarity of thought.

Organisational, presentational, and time-management skills.

Research skills: sourcing materials, note-taking, writing essay plans etc.