When I first took philosophy of mind at St Andrews in 2002 as an undergrad, we discussed the mind-body problem, behaviorism, identity theory, functionalism, modularity, and qualia. I wrote my term paper on anomalous monism and strong supervenience, entitled: "Is it possible for someone to be in a particular mental state without having any propensity to manifest this in behaviour?" I answered "yes" (!) citing 16 articles, including works by Armstrong, Child, Crane, Davidson, Heil, Kim, Moore, and Quine. I argued that Davidson's arguments for strong supervenience ignored the possibility of circular causality and of acausal mental events, which I admitted might be undetectable. My closing remarks: "Anomalous Monists hold that it is impossible for a person to be in a particular mental state without having any propensity to manifest it in behaviour...I have shown that it is possible, where possibility includes unobservables, that a person be in a mental state without having any propensity to manifest this in behaviour. Whether the person in question can discover this mental state is a question of practicality: a matter for psychologists."
Now, almost 15 years later, I am planning to teach my first course in philosophy of mind. But the field has changed, as have my intellectual leanings. In 2008 Joshua Knobe and Shaun Nichols published their "Experimental Philosophy Manifesto." In that same year I presented my first poster at the Association for the Scientific Study of Consciousness meeting in Taipei, which officially changed my research trajectory from philosophy of physics to empirically-informed philosophy of mind. In 2010 I presented a poster at my first Vision Science Society meeting, a meeting only rarely attended by philosophers. I now teach in an interdisciplinary program with neuroscientists, psychologists, linguists, computer scientists, and philosophers. In short, I have come a long way from boundary policing. Moreover, the field has come a long way from the metaphysical debates that caused so much excitement in the early aughts. So where is philosophy of mind now? What should we be teaching our students in philosophy of mind courses? This is where you come in.