Lieke Asma, MA MSc


Lieke asma_kleinI studied psychology at the University of Twente where I graduated from in 2008. During my psychology studies my main focus was on neuroscience and cognitive psychology. My master thesis was on the relationship between emotional states and pain perception. In 2009 I started studying philosophy at the Radboud University Nijmegen. During that time I also worked as a teacher in psychology at the University of Twente and the Radboud University Nijmegen, and as a junior researcher on the project ‘Attitudes of Preschool Teachers towards Science and Technology’. I graduated from the Radboud University with a thesis on the relationship between free will and mental disorders. In September 2013 I started working on my PhD dissertation on free will and neuroscience at the VU Amsterdam as part of the project ‘Science Beyond Scientism’.

Areas of expertise

Philosophy of psychology, philosophy of neuroscience, philosophy of action, philosophy of mind.


Currently I am writing my dissertation on free will and neuroscience, in which I assess assumptions that play a key role in arguments for free will skepticism or illusionism based on neuroscientific research. More specifically, I examine the idea that conscious initiation is a necessary condition for free will and analyze other proposals for the relationship between consciousness and free will.


  • Asma, L.J.F. (submitted). Free will skepticism, conscious initiation, and proximal intentions.
  • Asma, L.J.F. (forthcoming). There is no free won’t: The role definitions play. Journal of Consciousness Studies.
  • Asma, L.J.F., de Bruin, L.C., & Glas, G. (forthcoming). From impairments in reasonresponsiveness to diminished moral responsibility. AJOB Neuroscience.
  • Asma, L.J.F., Walma van der Molen, J. H., & van Aalderen-Smeets, S. I. (2011). Primary teachers’ attitudes towards science: Results of a focus group study. In M. J. de Vries, H. van Keulen, S. Peters, & J. H. Walma van der Molen (Eds.). Professional development for primary teachers in science. The Dutch VTB-Pro project in an international perspective. Rotterdam, The Netherlands: SensePublishers.
  • Van Aalderen-Smeets, S.I., Walma van der Molen, J.H., & Asma, L.J.F. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96(1), 158-182. DOI 10.1002/sce.20467



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