Duncan Pritchard

This essay offers a rearticulation and defence of the modal account of luck that the author developed in earlier work (e.g., Pritchard ). In particular, the proposal is situated within a certain methodology, a component of which is paying due attention to the cognitive science literature on luck (and risk) ascriptions. It is shown that with the modal account of luck properly articulated it can adequately deal with some of the problems that have recently been offered against it, and that the view has a number of attractions over competing proposals, such as the lack of control account.

The chapter begins by exploring a philosophical case study of the use of intuitions — viz., the debate regarding the problem of radical scepticism, paying particular attention to key figures within this debate such as Barry Stroud, John Austin, and Ludwig Wittgenstein. It contends that this debate demonstrates something interesting about the nature of intuitions and the role that they can play in philosophical inquiry. In particular, the chapter argues that we need to think of the philosophical use of intuitions as at least sometimes involving a significant level of expertise. The chapter closes by considering the relevance of this point about philosophical intuitions to the negative programme in experimental philosophy.

This paper explores the implications of a technological revolution that many in the industry think is likely soon to come to pass: neuromedia. In particular, the paper is interested in how this will constitute an especially persuasive kind of extended cognition, and thereby will facilitate extended epistemic states. This will in turn have ramifications for how we understand the epistemic goals of education. The paper argues that the challenges posed by neuromedia remind us that the overarching epistemic goal of education is not orientated towards facilitating a body of knowledge (or the development of mere cognitive skills) but rather is concerned with the development of intellectual character, where this in turn essentially involves the cultivation of intellectual virtues, character traits that are not amenable to extended cognition.

Our focus will be some prominent ways in which scholars have tried to motivate skepticism about the rationality of religious belief and in the process make a case for atheism. This will lead us in turn to consider how the putative flaws in these skeptical arguments might mitigate against the philosophical case for atheism. Finally, we will consider how fideistic and quasi‐fideistic approaches to the epistemology of religious belief might be able to embody a certain kind of skepticism while nonetheless avoiding atheism.