Book detailsBlum, S.. Ungrading: Why rating students undermines learning. West Virginia University Press.

This paper works within a model of ungraded belief that characterizes epistemic states as logically closed and consistent sets of sentences. The aim of this paper is to discuss three diachronic coherence conditions for such beliefs. These coherence conditions are formulated in terms of the reasoner's present beliefs about how his present beliefs will evolve in the future, for instance, in response to different pieces of future evidence.

Epistemic absolutism is an orthodox view that propositional knowledge is an ungradable concept. Absolutism is primarily grounded in our ungradable uses of “knows” in ordinary language. This paper advances a thorough objection to the linguistic argument for absolutism. My objection consists of two parts. Firstly, arguments for absolutism provided by Jason Stanley and Julien Dutant will be refuted respectively. After that, two more general refutation-strategies will be proposed: counterevidence against absolutism can be found in both English and non-English languages; the (...) linguistic argument for absolutism is subject to a methodological mistake as the linguistic usages of “knows” cannot accurately reflect its conceptual nature. Therefore, we should give epistemic gradualism, as opposed to absolutism, a more serious consideration. (shrink)

Points-based grading, though now traditional, faces powerful critiques: Such grading creates a low road to passing, it undermines motivation, it wastes time, and it causes stress. It creates an illusion of mathematical precision. It is unfriendly to necessary conditions for satisfactory performance. This paper defends the alternative of specifications grading. Specifications grading grades only on whether work meets a set of expectations for satisfactory performance, with the expectations set at a high but reachable level. With a high bar also comes (...) opportunities to revise unsatisfactory work. I summarize arguments from the literature in support of the system, but I also give account of my two-year experiment in philosophy courses with specifications grading. Compared with points-based grading, specifications grading appears to motivate students better and helps them learn more. I consider objections from both traditionalists and so-called ‘ungraders.’ The former hope to secure the benefits of specifications grading while still keeping points. The latter favor eliminating grading altogether. (shrink)

Epistemic absolutism holds that knowledge‐that is ungradable, while epistemic gradualism argues the opposite. This paper purports to remodel the gradualism/absolutism debate. The current model initiated by Stephen Hetherington fails to capture the genuine divergence between the two views, which makes the debate equivocal, and the gradualist side lacks appeal. I propose that the remodeled debate should focus on whether knowledge‐that is a ‘threshold concept’ or a ‘spectrum concept’. That is, whether there is a threshold distinguishing knowledge from non‐knowledge. The reconstructed (...) model enjoys significant advantages as it enables the debate to be more balanced and philosophically interesting. (shrink)

Written work Four short papers (@ 1000 words) during the semester, due on September 21, October 12, November 9, and December 7. There will be some exercises along the way, required but ungraded. I am required to give a final examination, but its weight will be up to you individually.

The exhaustion particles of the Yi languages are sentence-end morphemes with a surprising wealth of possible interpretations. With gradeable states they convey the meaning of superlative, with accomplishments they function as completive particle, and in ungradeable states, activities or achievements they act as all particles, i.e. as universal non-distributive quantifiers, on the first argument. A unified account of the all -, completive - and superlative -meanings is proposed. It is argued that all three notions basically divide their respective domain into (...) three types: a singular domain type, a quantized domain type and a homogeneous domain type. For events there is also a fourth domain type, the bounded domain type, which does not have an analogy with objects and states. Object-denotations Event-denotations State-denotations Singular Individual OD Punctual ED Ungradeable SD Quantized Quantized OD Quantized ED State with quantized comparison class Bounded — Bounded ED — Homogeneous Homogeneous OD Homogeneous ED State with homogeneous comparison class The all -, the completive - and the superlative -meanings of the exhaustion particles have in common that they are incompatible with entities from the singular domain type, pragmatically implausible with entities from the homogeneous domain type, and compatible with entities from the quantized domain type. (shrink)

In his "From classical to constructive probability," Weatherson offers a generalization of Kolmogorov's axioms of classical probability that is neutral regarding the logic for the object-language. Weatherson's generalized notion of probability can hardly be regarded as adequate, as the example of supervaluationist logic shows. At least, if we model credences as betting rates, the Dutch-Book argument strategy does not support Weatherson's notion of supervaluationist probability, but various alternatives. Depending on whether supervaluationist bets are specified as (a) conditional bets (Cantwell), (b) (...) unconditional bets with graded payoffs (Milne), or (c) unconditional bets with ungraded payoffs(Dietz), supervaluationist probability amounts to (a) conditional probability of truth given a truth-value, (b) the expected truth-value, or (c) the probability of truth, respectively. It is suggested that for supervaluationist logic, the third option is the most attractive one, for (unlike the other options) it preserves respect for single-premise entailment. (shrink)

An orthodox view in epistemology holds that propositional knowledge is an absolute ‘yes or no’ affair, viz, propositional knowledge is ungradable. Call this view epistemic absolutism. This thesis purports to challenge this absolutist orthodoxy and develop an underexplored position—epistemic gradualism, which was initially proposed by Stephen Hetherington. As opposed to epistemic absolutism, epistemic gradualism argues that propositional knowledge can come in degrees. This thesis will examine motivations for endorsing absolutism and then, drawing on Hetherington’s original objections to absolutism, prove that (...) absolutism is ill-grounded. In particular, I will explain why the primary ground for insisting absolutism, to wit, linguistic evidence from ordinary English language, fails to entail that knowledge-that is an ungradable concept. After that, I will revisit Hetherington’s two versions of gradualist theories—both will be revealed to be defective. Moreover, the current model of the debate between absolutism and gradualism constructed by Hetherington will give rise to an equivocal attitude towards the gradability of knowledge. That is, there is a prevailing equivocal view which agrees that knowledge can be improved by virtue of better justification but denies that knowledge is, by and large, a gradable concept. This thesis proposes to remodel the debate between absolutism and gradualism by basing it on a dispute about whether knowledge has a cut-off point distinguishing knowledge from everything that falls short of knowledge. Succinctly put, whether propositional knowledge has a threshold. It will be argued that gradualism, so interpreted, should deny that knowledge has a threshold, and treat knowledge as a spectrum concept analogous to ‘red’, ‘warm’, and so forth. The theoretical merits of this new model of the debate and the reconstructed gradualism will be shown. With a better-constructed gradualist account of knowledge in play, I will demonstrate how gradualism enjoys advantages over absolutism by illustrating gradualism’s potential applications in solving epistemological issues that absolutism finds difficult to address. For example, issues related to epistemic luck, faultless disagreements, scepticism, and the relationship between different types of knowledge. (shrink)

ABSTRACT The emergence of ChatGPT and its ability to imitate student work has precipitated a crisis in education. Responses range from practical efforts to detect or prevent ChatGPT use to existential reflection about learning and assessment. However, the crisis is also epistemological, with educators struggling to determine what students know and fearing that student knowledge is diminishing. The educational philosophies of Socrates, Dewey, and Freire suggest that recognition of ignorance of different kinds (inquisitive, predictive, and practical) on the part of (...) educators is uncomfortable but essential for improving the aims and methods of education. In this way, ChatGPT and the philosophy of education can be mutually illuminating. (shrink)