Pol Pardini Gispert
PhD Candiate at Boston University
My research lies at the intersection of social and political philosophy, ethics, and epistemology.
I examine the mechanisms by which people become radicalized. I argue that troubling sociopolitical phenomena such as fanaticism and conspiracy theorizing involve not a deficit of rationality but an excess: namely, pursuing to the limit a misguided conception of what coherence demands. ​
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I am also interested in how we should understand our normative domains (moral, prudential, epistemic) and how views of normativity that deny the possibility of genuine conflict can create problems at both the individual and political level. ​
I also have an interest in modern philosophy, especially Nietzsche.
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​You can read more about my research and teaching here. This is my CV.
RESEARCH
I have two main research lines: one on radicalization, the other on the structure of normativity.
I also have an interest in modern philosophy, especially Nietzsche.
This is my current work in these areas:
Fanaticism, Conspiracy Theories, Disinformation
"Disinformation and Grievance Narratives"​​
"What Makes Studying Fanaticism Hard?"​
"Deepfakes, Inquiry, and Going Off the Rails"​
Under Review​​
Work-in-progress
Work-in-progress
Moral and Epistemic Conflict, Coherence
"Is Incoherence in the Epistemic Normative Domain Undesirable?"​
Work-in-progress
Nietzsche
Nihilism, Ressentiment
"Nietzschean Nihilism in Context: The Puzzle with Christianity," The Journal of Nietzsche Studies.​
Forthcoming
TEACHING
As a teacher, I aim to connect philosophical inquiry to the concrete goals and concerns of students.
This approach begins from the fact that classes often include students with diverse backgrounds and goals, especially in undergraduate courses.
I make a point of learning what brings them into the course, and frame the classes so that the material connects with what they care about and already know. I stress that our work in the class matters to both their path through the university and for life beyond it.
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I place special emphasis on teaching skills that are often not taught explicitly, such as learning how to outline course materials. I see this as essential not only for writing well but also for thinking clearly.
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These are some of the courses and seminars I am ready to teach: