As of August 2019, I will be an Assistant Professor of Philosophy at the University of North Carolina at Greensboro.
From 2019 until 2022, I will also be the Co-Investigator of the project “Understanding Progress, in Science and Beyond”, which is generously funded by the Icelandic Research Fund. Finnur Dellsén (University of Iceland) will be its Principal Investigator.
Currently, I’m a Postdoctoral Researcher at the Ruhr University Bochum and member in the Emmy Noether Research Group “From perception to belief and back again“.
In July 2018, I defended my doctoral thesis, which was concerned with the nature of knowing why. It integrates debates about knowledge and concealed questions, (scientific) explanations, why-questions, gradability, and scientific idealizations. During my doctoral studies at the University of Duisburg-Essen (2014-2018), I spent time at the University of Salzburg (2017-2018), the University of Edinburgh (2017) and NYU (2015-2016). I was also the spokeswoman for a young researchers’ Interdisciplinary Network for Studies Investigating Science and Technology (“INSIST”) (2014-2016).
My core research area: At the intersection of philosophy of science and epistemology, I explore the epistemology of scientific inquiry. In particular, I work on the nature of (answers to) why questions, knowing why, scientific understanding, scientific models and idealizations, progress in science, applied statistical reasoning, and measurement in cognitive sciences.
I also work on some issues in semantics. I examine how non-declarative sentences (e.g., interrogative sentences and imperative sentences) can be analyzed in truth-centered semantic frameworks. And I analyze cases of multi-modal meaning, esp. how speech meaning and the meaning of other modalities (especially gesture meaning) interact. I was a Researcher on the interdisciplinary project “Speech-gesture alignment” of the CRC 673 “Alignment in Communication” at Bielefeld University (2011-2015).
Last but not least, I work on the pedagogy of logic and critical thinking. I’m especially concerned with how to best teach logic to people who are not drawn to formalisms or math.
Some of my research projects combine these areas, such as my work on why questions and on the gradability of knowing why, my work on knowledge and concealed questions (such as knowing when, where, etc.), and some projects in philosophy of cognitive science with an emphasis on linguistics (e.g., measurement in neurolinguistics).