The average scores of philosophy majors on the LSAT and other standardized tests are regularly presented as reasons for university students to major in philosophy.  In an age of increasing pressure to compete for student enrollments, data of this sort are important for the discipline of professional philosophy. Tenure lines are partly justified on the basis of student enrollments, and students are encouraged to enroll in philosophy partly on the basis of the impact that philosophical instruction has on cognitive ability, these claims are part of the mechanism by which academic philosophers hope to secure university funding for their departments.  Given these institutional arrangements, the profession of academic philosophy has an interest in determining whether these statements about the beneficial cognitive impact of the study of philosophy are justified. In an essay published at Quillette in July of last year, Neven Sesardić critically examined the evidence for these statements and found them wanting. He wrote: In reality, however, there is no justification for such claims. Getting higher test scores after studying philosophy does not show …