This module is concerned with the moral dimension of epistemic activities such as learning, debating, trying to find things out and sharing information. Topics covered include: epistemic injustice and gaslighting; white ignorance and science denialism; silencing, free speech and academic freedom.

• Demonstrate knowledge and understanding of the philosophical issues raised by philosophers concerned with ethical issues in epistemology.
• Demonstrate a grasp of the issues that are of current concern to philosophers who study the interface of epistemology and ethics and an understanding of how these concerns might apply in other areas of philosophy or political thought.

The module will be delivered through lectures and seminars as appropriate. Seminars will take the form of discussion sessions led by a member of staff or discussion sessions where students work independently in small groups.

This module will be taught using a reader, printed books, and also using journal articles which are available online (e.g. via Learning Central) or from the library. Timetabled sessions will be supplemented with written material in the form of a detailed summary of the session content and a list of further reading. This supplementary material will be provided on Learning Central and/or will be projected during the sessions using PowerPoint. Any supplementary material in a permanent form (e.g. a paper handout or downloadable document) will be made available on Learning Central at least 24 hours before the session.

Still images or diagrams will be used in this module as an occasional supplement to illustrate points that are also presented verbally (e.g. in text or by means of a caption).

Transferable / Employability Skills:

It is worth bearing in mind that, even though the point of the module is to do philosophy, many of the skills you’ll be developing are also highly valued by graduate employers. These include:

• Critical Thinking: e.g. the ability to understand, structure and critically evaluate the key points and arguments made in written texts and discussions––achieved through e.g. reading, small group activities in lectures and seminars, plenary discussions in seminars, reflecting on lecture materials, essay and exam preparation and writing.
• Communication: the ability to formulate and articulate your critical thinking, both orally and on paper, in ways that others can grasp and engage with––achieved through e.g. small group work in seminars, seminar discussions, essay/exam writing.
• Organisation: the ability to organise and coordinate workloads––achieved through balancing e.g. reading, seminar preparation, essay/exam preparation.
• Working with others: e.g. co-constructing ideas, responding sensitively to others––achieved through e.g. small group work in seminars, group presentations.

The summative assessment for this module will consist of one essay of 2,000 words maximum, and take-home assessment.

This module is assessed according to the Marking Criteria set out in the Philosophy Course Guide. There are otherwise no academic or competence standards which limit the availability of adjustments or alternative assessments for students with disabilities.

• Epistemic injustice, first person authority and gaslighting
• ·Epistemology of ignorance, white ignorance, science denialism
• ·Silencing, free speech, academic freedom

There will be a Module Reader

A resource list will be available on learning central. Prior to studying the module students may wish to consult:

Grasswick, Heidi, "Feminist Social Epistemology",The Stanford Encyclopedia of Philosophy (Fall 2018 Edition), Edward N. Zalta(ed.), URL = . Section 4

Proctor, R. N., & Schiebinger, L. (2008). Agnotology: The Making and Unmaking of Ignorance. Stanford, CA: Stanford University Press.

Lackey, J. (Ed.) (2018). Academic Freedom. Oxford: Oxford University Press.