Husserl’s transcendental phenomenology is first and foremost a science of the structures of consciousness. Since it is intended to yield eidetic, i. e., a priori insights, it is often assumed that transcendental phenomenology and the natural sciences are totally detached from each other such that phenomenological investigations cannot possibly benefit from empirical evidence. The aim of this paper is to show that a beneficial relationship is possible. To be more precise, I will show how Husserl’s a priori investigations on consciousness (...) can be supplemented by research in experimental psychology in order to tackle fundamental questions in epistemology. Our result will be a phenomenological conception of experiential justification that is in accordance with and supported by empirical phenomena such as perceptual learning and the phenomenon of blindsight. Finally, I shall shed light on the systematic limits of empirical research. (shrink)

Perception provides us with access to the external world, but that access is shaped by our own experiential histories. Through perceptual learning, we can enhance our capacities for perceptual discrimination, categorization, and attention to salient properties. We can also encode harmful biases and stereotypes. This article reviews interdisciplinary research on perceptual learning, with an emphasis on the implications for our rational and normative theorizing. Perceptual learning raises the possibility that our inquiries into topics such as epistemic justification, aesthetic criticism, and (...) moral knowledge should include not only an examination of cognition but also of perception. (shrink)

This thesis develops a novel framework for explaining delusions. In Chapter 1, I introduce the two fundamental challenges posed by delusions: the evidence challenge lies in explaining the flagrant ways delusions flout evidence; and the specificity challenge lies in explaining the fact that patients’ delusions are often about a few specific themes, and patients rarely have a wide range of delusional or odd beliefs. In Chapter 2, I discuss the strengths and weaknesses of current theories of delusions, which typically appeal (...) to one or both of two factors: anomalous experience and reasoning abnormality. I argue that anomalous experience can help explain the specificity of delusions, but has difficulties in addressing the evidence challenge; reasoning abnormality can help address the evidence challenge, but has difficulties in explaining the specificity of delusions. This suggests that there may be an important factor that has not been captured by current theories of delusions. To search for this missing factor, in Chapter 3, I turn to normal believing. Inspired by the literature on Cartesian clarity and phenomenal dogmatism, I develop a dual-force framework of believing, according to which beliefs can be understood as the results of the interaction between the justificatory force and causal force of evidence and the justificatory force and causal force of clear experience, in which something clearly seems to be so to the subject. This framework suggests that the missing factor may be the clear experience with its distinctive phenomenal clarity that compels assent. In Chapter 4, I return to delusions, and argue that the dualforce framework can help us to get a better grip on some personal descriptions of delusions; make progress in addressing the evidence and specificity challenges of delusions; and shed new light on the underpinnings of delusions. In the end, I conclude with some remaining questions for future study. (shrink)

The notion of presentational phenomenology has powerful epistemological implications. According to Elijah Chudnoff, an experience has presentational phenomenology with respect to p insofar as that experience makes it seem to you that p, and makes it seem as if you are aware of a truth-maker for p. Chudnoff argues that only experiences that have presentational phenomenology with respect to p provide immediate prima facie justification to the belief that p. That is, my visual experience of the orange provides me with (...) defeasible justificatory grounds for believing that there is an orange by virtue of that experience possessing presentational phenomenology. Call this epistemological thesis presentationalism. The central purpose of this paper is to provide a novel analysis of presentational phenomenology, and determine whether it is capable of delivering the epistemic yield detailed above. Here, I endeavour to show the following: presentational phenomenology is neither sufficient nor necessary for immediate prima facie justification, and ambiguity in Chudnoff’s analysis of presentational phenomenology leads the account to a troubling dilemma. Seemings and seeming awareness of truth-makers are not plausible candidates for justification-conferring states. (shrink)

Does the scope of beliefs that people can form on the basis of perception remain fixed, or can it be amplified with learning? The answer to this question is important for our understanding of why and when we ought to trust experts, and also for assessing the plausibility of epistemic foundationalism. The empirical study of perceptual expertise suggests that experts can indeed enrich their perceptual experiences through learning. Yet this does not settle the epistemic status of their beliefs. One might (...) hold that the background knowledge of experts is the cause of their enriched perceptual experience – what is known as cognitive permeation – and so their subsequent beliefs are only mediately justified because they are epistemically dependent on this background knowledge. I argue against this view. Perceptual expertise is not the result of cognitive permeation but is rather the result of perceptual learning, and perceptual learning does not involve cognition in a way that entails cognitive permeation. Perceptual expertise thus provides a means of widening the scope of the immediately justified beliefs that experts can form. (shrink)

Paradigms in philosophy and cognitive science until recently have treated perception in typical human beings as relatively fixed and unchanging. Recent research instead supports the claim that perception can be altered over time by training, deliberate practice or mere exposure. If so, we do not all bring to a scene the same stock of perceptual capacities, and our differences are not just deficits or superpowers. This paper describes six questions an account of perceptual learning ought to address, which pose difficult (...) challenges to Kevin Connolly’s (2019) groundbreaking Offloading View of perceptual learning. In light of these questions, it sketches an alternative simple view according to which perceptual learning is acquiring a new or enhanced perceptual capacity in a particular way. The relevant capacity is a capacity perceptually to detect and differentiate a feature, where doing so constitutively if not wholly implicates perception. The relevant way is by means of an independently characterized learning process, rather than by adaptation, pure development, or mere accident. The perceptual change thus results from a smart process – one that is flexible, resilient, and responsive to feedback, rather than rigid, fragile and brute. Such a process can yield perceptual know-how. Thanks to perceptual learning, one comes to know how to perceive, in a sense that means being able to do so. Some specialists hone this to develop perceptual skills that are implicated in expert performance. (shrink)

In Radical Skepticism & Epistemic Intuition Michael Bergmann attempts to overcome the threat of radical skepticism as it arises in several different forms. The key to Bergmann’s response to skepticism is his method of intuitionist particularism wherein we give our intuitions about particular beliefs being justified more weight than we do intuitions about the premises of arguments for skepticism. There are two general problems for Bergmann’s response to skepticism. First, he fails to accurately portray the key principle of the skeptical (...) argument. As a result, much of the apparent motivation for looking to intuitionist particularism as opposed to other responses to skepticism is merely apparent. Second, intuitionist particularism faces significant problems when it comes to the Problem of the Criterion and the resolution of conflicting intuitions. However, a related intuitionist method, one incorporating explanationism, may be able to deliver what intuitionist particularism promises while avoiding its problems. (shrink)

In a recent paper, I developed and introduced embodied Rilkean sport-specific knowledge into the current sports knowledge philosophical debate. The existence of embodied Rilkean sport-specific know...

Perceptual experiences are not immediately responsive to reasons. You see a stick submerged in a glass of water as bent no matter how much you know about light refraction. Due to this isolation from reasons, perception is traditionally considered outside the scope of epistemic evaluability as justified or unjustified. Is perception really as independent from reasons as visual illusions make it out to be? I argue no, drawing on psychological evidence from perceptual learning. The flexibility of perceptual learning is a (...) way of responding to new epistemic reasons. The resulting perceptual experiences are epistemically evaluable as justified or unjustified. (shrink)

According to the perceptual view of language comprehension, listeners typically recover high-level linguistic properties such as utterance meaning without inferential work. The perceptual view is subject to the Objection from Context: since utterance meaning is massively context-sensitive, and context-sensitivity requires cognitive inference, the perceptual view is false. In recent work, Berit Brogaard provides a challenging reply to this objection. She argues that in language comprehension context-sensitivity is typically exercised not through inferences, but rather through top-down perceptual modulations or perceptual learning. (...) This paper provides a complete formulation of the Objection from Context and evaluates Brogaards reply to it. Drawing on conceptual considerations and empirical examples, we argue that the exercise of context-sensitivity in language comprehension does, in fact, typically involve inference. (shrink)