I graduated from the University of Leeds UK in 2008 with a BSc Philosophy & Psychology; major philosophical focus was on language (vagueness) and logic (possible worlds), with a year at York, Toronto during which I focused mostly on philosophy of mind.
I then taught a-level philosophy and psychology, while finishing an MA in Philosophy of Education at the Institute of Education. My research interest was in the implications of extended mind for our understanding of educational assessment - what is it to know, and what is it to 'assess' knowledge.
My research interest now is more broadly in the ways that agents and things like policy documen…
I graduated from the University of Leeds UK in 2008 with a BSc Philosophy & Psychology; major philosophical focus was on language (vagueness) and logic (possible worlds), with a year at York, Toronto during which I focused mostly on philosophy of mind.
I then taught a-level philosophy and psychology, while finishing an MA in Philosophy of Education at the Institute of Education. My research interest was in the implications of extended mind for our understanding of educational assessment - what is it to know, and what is it to 'assess' knowledge.
My research interest now is more broadly in the ways that agents and things like policy documents conceptualise knowledge, and the relationship between that and action/beliefs/etc. In psychology this is sometimes discussed as 'epistemic beliefs'. I'm particularly interested in the role of pragmatism in understanding these relationships.