Kristina Musholt
Biographic Data
| ID | 6247995 |
|---|---|
| NAME | Kristina Musholt |
| GIVEN NAMES | Kristina |
| FAMILY NAME | Musholt |
| SIGNATURE | MUSHOLT K |
| AFFILIATIONS | Leipzig University |
| ORCID | 0000-0003-2655-2463 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Developing intellectual humility
This article presents an overview and critique of current interdisciplinary research on the nature and development of intellectual humility (IH), with the aim of systematically outlining currently debated open questions. We focus on four specific areas of research: (1) theoretical questions regarding the nature of IH, (2) issues with the measurement of IH in development, (3) existing research on the development of IH and related socio-cognitive a…
Reassessing the relationship between phenomenology and explanation
How language shapes our minds
In this article, we discuss the role of labels and generics referring to social kinds in mindshaping practices, arguing that they promote generalizations that foster essentialist thinking and carry a normative force. We propose that their cognitive function consists in both contributing to the formation and reinforcement of schemata and scripts for social interaction and in activating these schemata in specific social situations. Moreover, we sug…
Do infants have agency? – The importance of control for the study of early agency
Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an ess…
From Non-Self-Representationalism to the Social Structure of Pre-Reflective Self-Consciousness
Why should we think that there is such a thing as pre-reflective self-awareness? And how is this kind of self-awareness to be characterized? This paper traces a theoretical and a phenomenological line of argument in favor of the notion of pre-reflective self-consciousness and explores how this notion can be further illuminated by appealing to recent work in the analytical philosophy of language and mind. In particular, it argues that the self is …
Self and others
What is the relation between self-knowledge and knowledge of others? And how do we develop an understanding of others and ourselves? In this paper, I will argue that our sense of self is thoroughly social even though self-knowledge is not based on the same kind of evidence as knowledge of others. Moreover, I will suggest that we need to distinguish between different kinds of self- and other-understanding: some are based on procedural knowledge or…
Thinking about Oneself
Neuroscience and the risks of maltreatment
Concepts or metacognition – What is the issue? Commentary on Stephane Savanah’s “The concept possession hypothesis of self-consciousness”
Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an ess…
Self and others
What is the relation between self-knowledge and knowledge of others? And how do we develop an understanding of others and ourselves? In this paper, I will argue that our sense of self is thoroughly social even though self-knowledge is not based on the same kind of evidence as knowledge of others. Moreover, I will suggest that we need to distinguish between different kinds of self- and other-understanding: some are based on procedural knowledge or…
Concepts or metacognition – What is the issue? Commentary on Stephane Savanah’s “The concept possession hypothesis of self-consciousness”
Neuroscience and the risks of maltreatment
Thinking about Oneself
Self and others
What is the relation between self-knowledge and knowledge of others? And how do we develop an understanding of others and ourselves? In this paper, I will argue that our sense of self is thoroughly social even though self-knowledge is not based on the same kind of evidence as knowledge of others. Moreover, I will suggest that we need to distinguish between different kinds of self- and other-understanding: some are based on procedural knowledge or…
From Non-Self-Representationalism to the Social Structure of Pre-Reflective Self-Consciousness
Why should we think that there is such a thing as pre-reflective self-awareness? And how is this kind of self-awareness to be characterized? This paper traces a theoretical and a phenomenological line of argument in favor of the notion of pre-reflective self-consciousness and explores how this notion can be further illuminated by appealing to recent work in the analytical philosophy of language and mind. In particular, it argues that the self is …
Teaching Rationality—Sustained Shared Thinking as a Means for Learning to Navigate the Space of Reasons
Human thought can be characterised as being situated in the ‘space of reasons’. That is to say that human thought is guided by the norms of theoretical and practical rationality which, in turn, enable autonomous thinking. But how do children learn to navigate the space of reasons? Building on the work of Tugendhat and Bakhurst, among others, we argue, first, that this process involves the acquisition of propositional thought and that it is an ess…
Do infants have agency? – The importance of control for the study of early agency
Reassessing the relationship between phenomenology and explanation
How language shapes our minds
In this article, we discuss the role of labels and generics referring to social kinds in mindshaping practices, arguing that they promote generalizations that foster essentialist thinking and carry a normative force. We propose that their cognitive function consists in both contributing to the formation and reinforcement of schemata and scripts for social interaction and in activating these schemata in specific social situations. Moreover, we sug…
Developing intellectual humility
This article presents an overview and critique of current interdisciplinary research on the nature and development of intellectual humility (IH), with the aim of systematically outlining currently debated open questions. We focus on four specific areas of research: (1) theoretical questions regarding the nature of IH, (2) issues with the measurement of IH in development, (3) existing research on the development of IH and related socio-cognitive a…
Epistemology (9 works) · Psychology (9 works) · Social Psychology (6 works) · Philosophy (5 works) · Child and Animal Learning Development (4 works) · Cognitive psychology (4 works) · Cognitive science (4 works) · Artificial Intelligence (3 works) · Computer Science (3 works) · Self (3 works)