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  1. Imagining the Actual.Daniel Munro - 2021 - Philosophers' Imprint 21 (17).
    This paper investigates a capacity I call actuality-oriented imagining, by which we use sensory imagination in a way that's directed at representing the actual world. I argue that this kind of imagining is distinct from other, similar mental states in virtue of its distinctive content determination and success conditions. Actuality-oriented imagining is thus a distinctive cognitive capacity in its own right. Thinking about this capacity reveals that we should resist an intuitive tendency to think of the imagination’s primary function or (...)
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  • Knowledge and Its Limits.Timothy Williamson - 2003 - Philosophical Quarterly 53 (210):105-116.
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  • Deciding to believe.Bernard Williams - 1973 - In Problems of the Self. Cambridge University Press. pp. 136--51.
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  • How We Know What We're Doing.Sarah K. Paul - 2009 - Philosophers' Imprint 9:1-24.
    G.E.M. Anscombe famously claimed that acting intentionally entails knowing "without observation" what one is doing. Among those that have taken her claim seriously, an influential response has been to suppose that in order to explain this fact, we should conclude that intentions are a species of belief. This paper argues that there are good reasons to reject this "cognitivist" view of intention in favor of the view that intentions are distinctively practical attitudes that are not beliefs and do not constitutively (...)
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  • Practical Reflection.J. David Velleman - 1991 - Ethics 102 (1):117-128.
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  • Skepticism and foundations.Gilbert Harman - 2003 - In Luper Steven (ed.), The Skeptics: Contemporary Essays. Ashgate Press. pp. 1--11.
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  • Knowledge and its Limits.Timothy Williamson - 2000 - Tijdschrift Voor Filosofie 64 (1):200-201.
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  • Knowledge is belief for sufficient (objective and subjective) reason.Mark Schroeder - 2015
    This paper defends a simple thesis: that knowledge is belief for reasons that are both objectively and subjectively sufficient. I take a dogmatic approach, devoting the bulk of the paper to an explanation of what this means, and of why it explains both what knowledge is like, and why it is important; the theory is justified by its fruits. I go on to illustrate, by appeal to my main thesis, how knowledge comes to play some of the key roles that (...)
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  • Learning Through Simulation.Sara Aronowitz & Tania Lombrozo - 2020 - Philosophers' Imprint 20.
    Mental simulation — such as imagining tilting a glass to figure out the angle at which water would spill — can be a way of coming to know the answer to an internally or externally posed query. Is this form of learning a species of inference or a form of observation? We argue that it is neither: learning through simulation is a genuinely distinct form of learning. On our account, simulation can provide knowledge of the answer to a query even (...)
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  • Introduction: Conceivability and possibility.Tamar Szabó Gendler & John Hawthorne - 2002 - In T. Szabó Gendler & John Hawthorne (eds.), Conceivability and Possibility. Oxford University Press. pp. 1--70.
    To what extent and how is conceivability a guide to possibility? This essay explores general philosophical issues raised by this question, and critically surveys responses to it by Descartes, Hume, Kripke and "two-dimensionalists.".
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