How to safely receive and signpost disclosures of sexual violence. The Report and Support Team are running two workshops, one online and one in person, which guide the Warwick Community (both students and staff) through the process of receiving and signposting a disclosure of sexual violence. The session hopes to empower individuals to be able to support friends, colleagues or members of societies/sports clubs who have been affected by sexual violence, and hopefully reassure them that support is available.

How your skills can be used in marketing, research, and data careers. There are a variety of exciting non-acting careers in the theatre industry. At this event a panel of Warwick alumni will explain how they have developed careers in marketing at the Hackney Empire and in research and data at the National Theatre. Find out what it would be like to work in these roles and what you can do during your studies to gain the type of experience and skills that could help you to develop your career in the theatre and creative industries.

A case for dialogue on the roles of apex and intermediate appellate courts in New Zealand. Speaker: Justice Forrie Miller, Judge of the New Zealand Court of Appeal, IALS Inns of Court Fellow.

MS Teams

Title: 'High Jinks or High Treason: Prosecuting the Evil May Day Riot, 1517'

Hear from Warwick Graduates who represent a range of our LGBTQUAI+ community and work in a variety of sectors.

Come along to our Making a Difference careers event. This virtual event is for those interested in working in the charity/third sector, as part of the NHS or in a career with a social benefit. Speakers include representatives from NHS, Charityworks, Alveo Consulting and Save the Children.

Chat directly with staff from the Department of Economics to get your questions answered. Please check our Frequently Asked Questions before joining.

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Speaker: Michael Kremer (Chicago)

Title: 'The Development of Ryle's Conception of Logic'

Abstract: Gilbert Ryle’s distinction between knowledge-how and knowledge-that has come under pressure from intellectualists like Jason Stanley, who claim that knowledge-how is simply a species of knowledge-that. Stanley argues that Ryle’s famous regress argument for the distinction shows that Ryle conceives of propositional knowledge as “behaviorally inert,” and that appreciating this shows that Ryle’s regress argument is impotent against “reasonable intellectualism.” However Ryle characterizes knowledge as dispositional in character in The Concept of Mind. This seems to support Stephen Hetherington’s “practicalist” view that knowledge-that is a form of knowledge-how, and puts into question whether Ryle can really rely on the regress argument for his distinction. In this essay I address such questions as: how is the regress argument connected to his distinction? what conception of knowledge-that is implied? does the regress argument survive if we do not think of knowledge-that as involving acts of acknowledging-that, of contemplating propositions and judging them to be true? I approach these questions through examining the development of Ryle’s thinking about knowledge, from his life-long insistence that knowledge and belief are generically distinct, through his early rejection of a dispositional conception of knowledge and belief, his later development of the distinction between knowledge-how and knowledge-that, including a dispositional characterization of knowledge-how, and his introduction of a distinction among dispositions between capacities and tendencies, with knowledge (both -how and -that) on the capacity side and belief on the tendency side. I argue that his initial formulations of the regress argument and the knowledge-how/knowledge-that distinction come from an earlier stage of his thought before he had drawn the capacity/tendency distinction and located knowledge as a capacity. As a result, his formulation of the regress argument even in The Concept of Mind sits poorly with his view of knowledge and belief there. I conclude by discussing whether the regress argument can be reformulated in a way that fits Ryle’s conception of knowledge as a capacity, and meets Stanley’s objections. Along the way I discuss Ryle’s relationship to a number of other historical figures, including Cook Wilson, Prichard, MacDonald, Ayer, and Vendler, as well as the contemporary philosophers Stanley and Hyman.

Informed by research, this Discussion Space is an opportunity for women and non-binary students of colour to collectively explore what barriers we face when disclosing harassment; and allow us to contribute to the discussion of what effective support might look like in a university context.

Come see Trust presented on 35mm film on the big screen in L3! Screening and Popcorn provided FREE by Warwick SU Projects & Campaigns in order to mark Sexual Violence Awareness week. In collaboration with It Happens Here Society