Agents can think using concepts they do not fully understand. This paper investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I lay out a gauntlet of problems and desiderata with which any theory of concept mastery must cope. I use these considerations to argue against three views of concept mastery, according to which mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. None (...) of these attitudes is either necessary or sufficient for mastery. I propose and respond to objections to my own recognition view of the conditions under which a thinker has mastery of a concept. (shrink)

The difference between Carnap and Quine over analyticity is usually thought to turn on a disagreement as to whether there is a notion of meaning, or rules of language, which enable us to define that idea. This paper argues that the more important disagreement is epistemological. Quine came to accept a notion of analyticity. That leaves him in a position somewhat like Putnam's in ‘The Analytic and the Synthetic’: that there is a notion of analyticity, but that it is of (...) no philosophical importance. But their reasons for thinking analyticity unimportant are quite different: for Putnam it is because all analytic truths are trivial; for Quine, the notion of analyticity itself is unimportant. I contrast Putnam's position with that of Carnap, and also contrast Carnap and Quine. Analyticity only has the force that it has for Carnap because he accepts the Principle of Tolerance, the idea that changes within a language and changes of language are subject to justification in different senses. Quine rejects that idea. That is why he does not take analyticity to be philosophically important or useful. (shrink)