Externalism is widely endorsed within contemporary philosophy of mind and language. Despite this, it is far from clear how the externalist thesis should be construed and, indeed, why we should accept it. In this entry I distinguish and examine three central types of externalism: what I call foundational externalism, externalist semantics, and psychological externalism. I suggest that the most plausible version of externalism is not in fact a very radical thesis and does not have any terribly interesting implications for philosophy (...) of mind, whereas the more radical and interesting versions of externalism are quite difficult to support. (shrink)

The article examines the role of natural kinds in semantic theorizing, which has largely been conducted in isolation from relevant work in science, metaphysics, and philosophy of science. We argue that the Kripke–Putnam account of natural kind terms, despite recent claims to the contrary, depends on a certain metaphysics of natural kinds; that the metaphysics usually assumed—micro-essentialism—is untenable even in a ‘placeholder’ version; and that the currently popular homeostatic property cluster theory of natural kinds is correct only to an extent (...) that fails to vindicate the Kripke–Putnam account. This undermines the metasemantics required for anti-descriptivist semantics. _1_ Introduction _2_ From Semantics to Metaphysics _3_ Metaphysics, Part I: The Demise of Micro-essentialism _3.1_ Original micro-essentialism _3.2_ Placeholder essentialism _4_ Metaphysics, Part II: Homeostatic Property Cluster Theory _5_ Prospects for Natural Kind Term Semantics. (shrink)

Humeans and non-Humeans reasonably agree that there may be necessary connections between entities that are identical or merely partly distinct—between, e.g., sets and their individual members, fusions and their individual parts, instances of determinates and determinables, members of certain natural kinds and certain of their intrinsic properties, and (especially among physicalists) certain physical and mental states. Humeans maintain, however, that as per “Hume’s Dictum”, there are no necessary connections between entities that are wholly distinct;1 and in particular, no necessary causal (...) connections between such entities (even when the background conditions requisite for causation are in place). The Humean’s differential treatment appears principled, in reflecting that commonly accepted necessary connections involve constitutional relations, whereas wholly distinct entities (notably, causes and effects) do not constitute each other. I’ll argue, however, that the appearance of principle is not genuine, as per the following conditional: Constitutional→Causal: If one accepts certain constitutional necessities, one should accept certain causal necessities. This result provides needed leverage in assessing the two main frameworks in the metaphysics of science, treating natural kinds, causes, laws of nature, and the like. These frameworks differ primarily on whether Hume’s Dictum is taken as a working constraint on theorizing; and it has proved difficult for either side to criticize the other without presupposing their preferred stance on the dictum, hence talking past one another. The arguments for Constitutional→Causal are based, however, in general and independent considerations about what facts in the world might plausibly warrant our beliefs in certain constitutional necessities involving broadly scientific entities. The Humean can respond to these arguments, which reveal a deep tension in their view, at attendant costs of implausibilty and adhocery. The non-Humean framework doesn’t face any such tension between constitutional and causal necessities, however, and so in this respect comes out ahead. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)