Eric Schwitzgebel

If explicit cognition about morality promotes moral behavior then one might expect ethics professors to behave particularly well. However, professional ethicists' behavior has never been empirically studied. The present research examined the rates at which ethics books are missing from leading academic libraries, compared to other philosophy books similar in age and popularity. Study 1 found that relatively obscure, contemporary ethics books of the sort likely to be borrowed mainly by professors and advanced students of philosophy were actually about 50% more likely to be missing than non-ethics books. Study 2 found that classic (pre-1900) ethics books were about twice as likely to be missing

A 1% skeptic is someone who has about a 99% credence in non-skeptical realism and about a 1% credence in the disjunction of all radically skeptical scenarios combined. The first half of this essay defends the epistemic rationality of 1% skepticism, appealing to dream skepticism, simulation skepticism, cosmological skepticism, and wildcard skepticism. The second half of the essay explores the practical behavioral consequences of 1% skepticism, arguing that 1% skepticism need not be behaviorally inert.

Lists of paid registrants at Pacific Division meetings of the American Philosophical Association from 2006–2008 were compared with lists of people appearing as presenters, commentators or chairs on the meeting programme those same years. These were years in which fee payment depended primarily on an honour system rather than on enforcement. Seventy-four per cent of ethicist participants and 76% of non-ethicist participants appear to have paid their meeting registration fees: not a statistically significant difference. This finding of no difference survives scrutiny for several possible confounds. Thus, professional ethicists seem no less likely to free-ride in this context than do philosophers not specializing in ethics. These data fit with other recent findings suggesting that on average professional ethicists behave no morally better than do professors not specializing in ethics

To believe is to possess a wide variety of dispositions pertinent to the proposition believed. Among those dispositions are self-ascriptive dispositions. Consequently, being disposed to self-ascribe belief that P is partly constitutive of believing that P. Such self-ascriptive dispositions can be underwritten by any of a variety of mechanisms, acting co-operatively or competitively. But since self-ascriptive dispositions are only partly constitutive of belief, there can be cases in which the self-ascriptive dispositions splinter away from the remaining dispositions. It is then an empirical question how often our self-ascriptive dispositions diverge from the remaining dispositions constitutive of belief. The dispositions will tend to align reliably when possession of the belief in question is normatively neutral, straightforwardly connected to behavior, and most centrally manifested in explicit assertions or judgments. When these three conditions are not met, self-ascription, self-conscious avowal, sincere utterance, and explicit judgment will often diverge from the various other dispositions constitutive of belief. Even self-knowledge of explicit judgment can be problematic when we are attracted to half-empty forms of words or when we are not entirely persuaded of what we are saying.

We are prone to gross error, even in favorable circumstances of extended reflection, about our own ongoing conscious experience, our current phenomenology. Even in this apparently privileged domain, our self-knowledge is faulty and untrustworthy. We are not simply fallible at the margins but broadly inept. Examples highlighted in this essay include: emotional experience (for example, is it entirely bodily; does joy have a common, distinctive phenomenological core?), peripheral vision (how broad and stable is the region of visual clarity?), and the phenomenology of thought (does it have a distinctive phenomenology, beyond just imagery and feelings?). Cartesian skeptical scenarios undermine knowledge of ongoing conscious experience as well as knowledge of the outside world. Infallible judgments about ongoing mental states are simply banal cases of self-fulfillment. Philosophical foundationalism supposing that we infer an external world from secure knowledge of our own consciousness is almost exactly backward.

I offer an account of theories useful in addressing the question of whether children are young theoreticians whose development can be regarded as the product of theory change. I argue that to regard a set of propositions as a theory is to be committed to evaluating that set in terms of its explanatory power. If theory change is the substance of cognitive development, we should see patterns of affect and arousal consonant with the emergence and resolution of explanation-seeking curiosity. Affect has largely been ignored as a potential source of support or disconfirmation for the "theory theory" of development

This paper distinguishes two conceptions of representation at work in the philosophical literature. On the first, "contentive" conception (found, for example, in Searle and Fodor), something is a representation, roughly, if it has "propositional content". On the second, "indicative" conception (found, for example, in Dretske), representations must not only have content but also have the function of indicating something about the world. Desire is representational on the first view but not on the second. This paper argues that philosophers and psychologists have sometimes conflated these two conceptions, and it examines the consequences of this conflation for the developmental literature on the child's understanding of mind. Specifically, recent research by Gopnik and Perner on the child's understanding of desire is motivated by an argument that equivocates between the two conceptions of representation. Finally, the paper suggests that an examination of when the child understands the possibility of misrepresentation in art would be helpful in charting the child's understanding of indicative representation

People often sincerely assert or judge one thing (for example, that all the races are intellectually equal) while at the same time being disposed to act in a way evidently quite contrary to the espoused attitude (for example, in a way that seems to suggest an implicit assumption of the intellectual superiority of their own race). Such cases should be regarded as ‘in-between’ cases of believing, in which it's neither quite right to ascribe the belief in question nor quite right to say that the person lacks the belief.