You know what someone else is thinking and feeling by observing them. But how do you know what you are thinking and feeling? This is the problem of self-knowledge: Alex Byrne tries to solve it. The idea is that you know this not by taking a special kind of look at your own mind, but by an inference from a premise about your environment.

We all seem to be capable of telling what our current states of mind are. At any given moment, we know, for example, what we believe, and what we want. But how do we know that? In Transparent Minds, Jordi Fernández explains our knowledge of our own propositional attitudes. Drawing on the so-called 'transparency' of belief, he proposes that we attribute beliefs and desires to ourselves based on our grounds for those beliefs and desires. The book argues that this view explains our privileged access to those propositional attitudes. Three applications are drawn from the model of self-knowledge that emerges: a solution to Moore's paradox, an account of the thought-insertion delusion, and an explanation of self-deception. The puzzles raised by all three phenomena can be resolved, Fernández argues, if we construe them as failures of self-knowledge. The resulting picture of self-knowledge challenges the traditional notion that it is a matter of introspection. For the main tenet of Transparent Minds is that we come to know what we believe and desire by 'looking outward,' and attending to the states of affairs which those beliefs and desires are about.

Do we have introspective access to our own thoughts? Peter Carruthers challenges the consensus that we do: he argues that access to our own thoughts is always interpretive, grounded in perceptual awareness and sensory imagery. He proposes a bold new theory of self-knowledge, with radical implications for understanding of consciousness and agency.

In Self-Knowledge and Resentment, Akeel Bilgrami argues that self-knowledge of our intentional states is special among all the knowledges we have because it is not an epistemological notion in the standard sense of that term, but instead is a fallout of the radically normative nature of thought and agency. Four themes or questions are brought together into an integrated philosophical position: What makes self-knowledge different from other forms of knowledge? What makes for freedom and agency in a deterministic universe? What makes intentional states of a subject irreducible to its physical and functional states? And what makes values irreducible to the states of nature as the natural sciences study them? This integration of themes into a single and systematic picture of thought, value, agency, and self-knowledge is essential to the book's aspiration and argument. Once this integrated position is fully in place, the book closes with a postscript on how one might fruitfully view the kind of self-knowledge that is pursued in psychoanalysis.

The purpose of The Transparency of Things is to look clearly and simply at the nature of experience, without any attempt to change it. A series of contemplations leads us gently but directly to see that our essential nature is neither a body nor a mind. It is the conscious Presence that is aware of this current experience. As such, it is nothing that can be experienced as an object, and yet it is undeniably present. However, these contemplations go much further than this. As we take our stand knowingly as this conscious Presence that we always already are, and reconsider the objects of the body, mind, and world, we find that they do not simply appear to this Presence; they appear within it. And further exploration reveals that they do not simply appear within this Presence but as this Presence. Finally, we are led to see that it is in fact this very Presence that takes the shape of our experience from moment to moment while always remaining only itself. We see that our experience is and has only ever been one seamless totality, with no separate entities, objects, or parts anywhere to be found.

Most of us hope to do what morality requires of us. But what if we can't figure out what it does require? A soldier may know that morality requires him not to kill an innocent civilian but he can't tell whether the driver of a suspicious car is an innocent civilian or a terrorist about to detonate a bomb. Holly M. Smith addresses this problem in Making Morality Work by asking whether we should reject moral codes that can't be used by anyone hampered by inadequate information. When considering questions of morality, we call on moral theories to play both a theoretical and a practical role. These theories provide accounts of what makes actions right or wrong, and also provide a standard by which agents can guide their own conduct. It is usually assumed that a single theory can serve both roles, but limited knowledge often prevents people from using traditional normative theories to make decisions. Smith examines three major strategies for addressing this 'epistemic problem' in morality before developing an innovative solution that overcomes the weaknesses of prior approaches. Making Morality Work opens a path towards resolving a deep problem in moral life.

This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students’ lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit – that faculty recognize as consistent with their teaching goals – creates substantial benefits for students and demonstrably increases such predictors of college students’ success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.