Associate Professor of Philosophy
She specializes in the philosophy of mind and philosophy of psychology/cognitive science.
Her research currently focuses on affect (emotions and moods), but she is also interested in questions about consciousness, representation, music, and personal identity.
She has published in The British Journal for the Philosophy of Science, Philosophical Psychology, and Mind and Language.
In addition to her primary research and teaching interests, Professor Sizer teaches topics in applied ethics; the philosophy of language; philosophy of biology; and the relationship between science and religion.
Professor Sizer is on the steering committee for the Culture, Brain, and Development Program at Hampshire College.
This course focuses on the relationship between minds and bodies, and the nature of mental phenomena such as thoughts, desires, and qualia (qualitative states such as the experience of seeing red or tasting a peach). If we assume that minds are physical or material entities - an assumption prevalent today - then we must ask how typically mental features such as thoughts, sensations, emotions and consciousness can emerge out of the seemingly unthinking, unfeeling grey matter of the brain. We will consider some historical responses to these issues, but will focus on insights provided by contemporary philosophy and sciences of the mind. We will discuss the approaches of behaviorism, functionalism, mind-brain identity theory, and embodied cognition to these issues. Students will be required to write a series of short and one longer paper. At least one prior college level course in philosophy is strongly recommended; one prior college level course in philosophy or psychology is required. Prerequisite detail: At least one prior college level course in philosophy is strongly recommended; one prior college level course in philosophy or psychology is required.
Findings from the neurosciences are being brought to bear on questions about human nature, ethics, politics, and the law. Neuroethics is a field of inquiry that investigates the role of neuroscience in our personal, social, and ethical lives. In this class we will look at the ethics of neuroscientific interventions such as cognitive enhancement, mind reading, and lie detection. We will also examine how the neurosciences inform discussions about human nature, personality, and ethics. In addition we will look at the evidential role of neuroscientific evidence and how neuroscience technologies such as fMRI have influenced our thinking about the mind/brain and person. Students will read work in philosophy, neuroscience, and other cognitive sciences, and will write a series of short papers and a longer paper. Students must have taken at least one prior course in philosophy or cognitive science. Preferably students will have some background in both philosophy and another cognitive science. Prerequisite detail: Students must have taken at least one prior course in philosophy or cognitive science. Preferably students will have some background in both philosophy and another cognitive science.
Philosophy is a method of inquiry that helps us reflect on our own condition, our relationships with each other and the world around us through the careful investigation of concepts such as mind, freedom, morality, and justice. It is also a mode of analysis and criticism that allows us to examine the structure and soundness of our ideas and arguments. This class will introduce you to some of the classic questions in philosophy, as well as the methods of inquiry philosophers use to examine them. Topics may include arguments for the existence of god, the nature of knowledge, the problem of free will, and the nature of mind. A series of shorter and longer papers will be required.
This course is an interdisciplinary investigation of emotions rooted in an analytical philosophical approach. The aim of the course is to understand how different academic disciplines approach the study of emotions, and how these perspectives can inform each other. Are emotions primarily bodily responses? Thoughts? What roles do cultures play in shaping our emotions? What functions do emotions serve? Do babies have the same emotions as adults? What can neuroscience tell us about emotions? To answer these questions we need to look beyond our personal experiences and examine evidence and arguments offered by philosophy, psychology, neuroscience, anthropology and evolutionary theory. Students will read and critically analyze material from a variety of different disciplines, and will write several short and longer papers.