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  1. Bounded Reflectivism and Epistemic Identity.Nick Byrd - 2022 - Metaphilosophy 53 (1).
    Reflectivists consider reflective reasoning crucial for good judgment and action. Anti-reflectivists deny that reflection delivers what reflectivists seek. Alas, the evidence is mixed. So, does reflection confer normative value or not? This paper argues for a middle way: reflection can confer normative value, but its ability to do this is bound by such factors as what we might call epistemic identity: an identity that involves particular beliefs—for example, religious and political identities. We may reflectively defend our identities’ beliefs rather than (...)
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  • Nonhuman Animals Are Morally Responsible.Asia Ferrin - 2019 - American Philosophical Quarterly 56 (2):135-154.
    Animals are often presumed to lack moral agency insofar as they lack the capacities for reflection or the ability to understand their motivating reasons for acting. In this paper, I argue that animals are in some cases morally responsible. First, I outline conditions of moral action, drawing from a quality of will account of moral responsibility. Second, I review recent empirical research on the capacities needed for moral action in humans and show that animals also have such capacities. I conclude (...)
     
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  • What We Can (and Can’T) Infer About Implicit Bias From Debiasing Experiments.Nick Byrd - 2019 - Synthese (2):1-29.
    The received view of implicit bias holds that it is associative and unreflective. Recently, the received view has been challenged. Some argue that implicit bias is not predicated on “any” associative process, but it is unreflective. These arguments rely, in part, on debiasing experiments. They proceed as follows. If implicit bias is associative and unreflective, then certain experimental manipulations cannot change implicitly biased behavior. However, these manipulations can change such behavior. So, implicit bias is not associative and unreflective. This paper (...)
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  • What is There to Be Experienced in a Narrative Artwork? Notes for an Ethical-Aesthetic Education.Andrés Mejía - 2019 - Ixtli 6 (12):191-221.
    Various educational strategies use narrative artworks to pursue ethical training purposes. Based on the works of Dewey and Greene I show how these strategies do not always contribute to an aesthetic education ‒one that promotes experiences with artworks in which we develop sensitivities and capacities necessary to more richly, deeply and intensely experience what these and other artworks have to be experienced‒ and therefore end up having an instrumental use. This is the case with the most commonly used strategies: the (...)
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