These preprints were automatically compiled into a PDF from the collection of papers deposited in PhilSci-Archive in conjunction with the PSA 2018.

Verbal derogation is not only a linguistic but also, and perhaps more importantly, a political phenomenon. In this paper, I argue that to do justice to the political relevance of derogatory terms, we must not neglect the social practices and structures in which the use of these terms is embedded. I aim to show that inferentialist semantics is especially helpful to account for this social embeddedness and, consequently, the political relevance of derogatory terms. I am concerned with specifying the linguistic (...) and political aspects of terms that are at the core of derogatory language use. I explain them with the help of Brandomian inferentialism which tends to be quickly dismissed or ignored in discussions about the meaning of derogatory terms. My inferentialist account is in line with Lynne Tirrell’s broader inferentialist framework for understanding derogatory communicative practices. I provide the semantic details of her broader inferentialist view and thereby aim to show that inferentialist semantics is a promising theory which cannot be neglected in further discussion of meaning and politics in derogatory language use. (shrink)

Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a (...) central feature of Ryle’s account of knowing how and that account cannot be adequately understood without an appreciation of their importance. The paper will offer a qualified defence of anti-intellectualism about practical knowledge, paying particular attention to the importance of intelligence epithets and, second, argue that anti-intellectualism offers the best opportunity for constructing a rationale for vocational and professional education that gives broad forms of agency, autonomous action and the pursuit of excellence their due place in such programmes. (shrink)

In proof-theoretic semantics, meaning is based on inference. It may be seen as the mathematical expression of the inferentialist interpretation of logic. Much recent work has focused on base-extension semantics, in which the validity of formulas is given by an inductive definition generated by provability in a ‘base’ of atomic rules. Base-extension semantics for classical and intuitionistic propositional logic have been explored by several authors. In this paper, we develop base-extension semantics for the classical propositional modal systems K, KT , (...) K4, and S4, with □ as the primary modal operator. We establish appropriate soundness and completeness theorems and establish the duality between □ and a natural presentation of ♢. We also show that our semantics is in its current form not complete with respect to euclidean modal logics. Our formulation makes essential use of relational structures on bases. (shrink)

Recent years have seen increasing attacks on the "deontological" conception (or as we call it, the guidance conception) of epistemic justification, the view that epistemology offers advice to knowers in forming beliefs responsibly. Critics challenge an important presupposition of the guidance conception: doxastic voluntarism, the view that we choose our beliefs. We assume that epistemic guidance is indispensable, and seek to answer objections to doxastic voluntarism, most prominently William Alston's. We contend that Alston falsely assumes that choice of belief requires (...) the assent to a specific propositional content. We argue that beliefs can be chosen under descriptions which do not specify their propositional content, but instead specify the mental actions by which they are formed and maintained. We argue that these actions partially constitute the beliefs and that is it in virtue of resulting from and being partially constituted by such actions that the beliefs are subject to epistemic appraisal,. (shrink)

The first work to offer a comprehensive pragmatist anthropology focusing on sensibility, habits, and human experience as contingently yet irreversibly enlanguaged.

In this chapter, we critically examine the most important extant ways of understanding and motivating the idea that reasons for belief are normative. First, we examine the proposal that the distinction between explanatory and so-called normative reasons that is commonly drawn in moral philosophy can be rather straightforwardly applied to reasons for belief, and that reasons for belief are essentially normative precisely when they are normative reasons. In the course of this investigation, we explore the very nature of the reasons-for-belief (...) relation, as well as the ontology of such reasons. Second, we examine the idea that the normativity derives from the internal connection between reasons for belief and epistemic justification, distinguishing between two distinct normativist accounts of justification, a weaker and a stronger one. We argue that neither line of argument is compelling. Pending further arguments, we conclude that normativism about reasons for belief is not supported. (shrink)

This chapter presents two contemporary pictures of practical reasoning. According to the Rule-Guidance Conception, roughly, practical reasoning is a rule-guided operation of acquiring (or retaining or giving up) intentions so as to meet synchronic requirements of rationality. According to the Reasons-Responsiveness Conception, practical reasoning is a process of responding to reasons we take ourselves to have, and its standards of correctness derive from what we objectively have reason to do, if things are as we suppose them to be. I argue (...) that a version of the latter has some significant advantages. This has some surprising consequences for how we should conceive of the structure of instrumental reasoning in particular. (shrink)

In this project I am concerned with the extent to which conceptual engineering happens in domains outside of philosophy, and if so, what that might look like. Specifically, I’ll argue that...

Argues that the path to the good life does not consist in working toward some abstract concept of the good, but rather by ameliorating the problems of the practices and institutions that make up our practical life.

The aim of this article is to defend the inferentialist conception ofqualiaintrospection against some apparently decisive objections. According to inferentialism, a self-attribution of a qualitative state is to be understood as the conclusion of an inference, rather than as issuing from an experience of a specific kind. It has been objected that formally correct inferences warranting introspective conclusions are simply not to be found. I concede this point, but maintain that inferentialism should not be abandoned. Some deductive inferences are correct (...) because of the contents of the concepts which occur in them, rather than in virtue of their logical form. I claim that this is what happens for introspective inferences: they are materially correct because ofa prioriconceptual liaisons linking the concept of a conscious experience with a certain class of demonstrative concepts. (shrink)

In my reply to Boyle, Rosenthal, and Tumulty, I revisit my view of avowals’ security as a matter of a special immunity to error, their character as intentional expressive acts that employ self-ascriptive vehicles, Moore’s paradox, the idea of expressing as contrasting with reporting and its connection to showing one’s mental state, and the ‘performance equivalence’ between avowals and other expressive acts.

We are reliable about logic in the sense that we by-and-large believe logical truths and disbelieve logical falsehoods. Given that logic is an objective subject matter, it is difficult to provide a satisfying explanation of our reliability. This generates a significant epistemological challenge, analogous to the well-known Benacerraf-Field problem for mathematical Platonism. One initially plausible way to answer the challenge is to appeal to evolution by natural selection. The central idea is that being able to correctly deductively reason conferred a (...) heritable survival advantage upon our ancestors. However, there are several arguments that purport to show that evolutionary accounts cannot even in principle explain how it is that we are reliable about logic. In this paper, I address these arguments. I show that there is no general reason to think that evolutionary accounts are incapable of explaining our reliability about logic. (shrink)

This paper disputes the widespread assumption that beliefs and desires may be attributed as theoretical entities in the service of the explanation and predic- tion of human behavior. The literature contains no clear account of how beliefs and desires might generate actions, and there is good reason to deny that principles of rationality generate a choice on the basis of an agent’s beliefs and desires. An alter- native conception of beliefs and desires is here introduced, according to which an attribution (...) of belief is, in a certain sense, an assertion on the believer’s behalf and an attribution of desire is, in a certain sense, a command on the desirer’s behalf. In terms of this conception of the attribution of beliefs and desires, we can begin to understand how attributions of beliefs and desires can be explanatory, although we still cannot expect the attribution of beliefs and desires to generate predictions based on an assumption of rationality. Finally, the reality of beliefs and desires is likened to the reality of money; it is the reality of things governed by objective norms. (shrink)

How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the biosemiotic and (...) zoosemiotic sphere to anthroposemiotic sphere: from nature to culture. The main theoretical starting point for action theoretical semiotics is the concept of meaning which is defined as relationship of an object to the action of the subject. The chapter will connect the action theoretical semiotics to the conception of Bildung and modern idea of the normativity of the rational inference by, e.g., contemporary philosopher of semantics Robert Brandom, to consider the educational implications of this semiotic view. (shrink)

Simon Evnine examines various epistemic aspects of what it is to be a person. Persons are defined as finite beings that have beliefs, including second-order beliefs about their own and others' beliefs, and are agents, capable of making long-term plans. It is argued that for any being meeting these conditions, a number of epistemic consequences obtain. First, all such beings must have certain logical concepts and be able to use them in certain ways. Secondly, there are at least two principles (...) governing belief that it is rational for persons to satisfy and are such that nothing can be a person at all unless it satisfies them to a large extent. These principles are that one believe the conjunction of one's beliefs and that one treat one's future beliefs as, by and large, better than one's current beliefs. Thirdly, persons both occupy epistemic points of view on the world and show up within those views. This makes it impossible for them to be completely objective about their own beliefs. Ideals of rationality that require such objectivity, while not necessarily wrong, are intrinsically problematic for persons. This "aspectual dualism" is characteristic of treatments of persons in the Kantian tradition. In sum, these epistemic consequences support a traditional view of the nature of persons, one in opposition to much recent theorizing. (shrink)

In proof-theoretic semantics, meaning is based on inference. It may seen as the mathematical expression of the inferentialist interpretation of logic. Much recent work has focused on base-extension semantics, in which the validity of formulas is given by an inductive definition generated by provability in a ‘base’ of atomic rules. Base-extension semantics for classical and intuitionistic propositional logic have been explored by several authors. In this paper, we develop base-extension semantics for the classical propositional modal systems |$K$|⁠, |$KT$|⁠, |$K4$| and (...) |$S4$|⁠, with |$\square $| as the primary modal operator. We establish appropriate soundness and completeness theorems and establish the duality between |$\square $| and a natural presentation of |$\lozenge $|⁠. We also show that our semantics is in its current form not complete with respect to euclidean modal logics. Our formulation makes essential use of relational structures on bases. (shrink)

This volume is the first ever collection devoted to the field of proof-theoretic semantics. Contributions address topics including the systematics of introduction and elimination rules and proofs of normalization, the categorial characterization of deductions, the relation between Heyting's and Gentzen's approaches to meaning, knowability paradoxes, proof-theoretic foundations of set theory, Dummett's justification of logical laws, Kreisel's theory of constructions, paradoxical reasoning, and the defence of model theory. The field of proof-theoretic semantics has existed for almost 50 years, but the term (...) itself was proposed by Schroeder-Heister in the 1980s. Proof-theoretic semantics explains the meaning of linguistic expressions in general and of logical constants in particular in terms of the notion of proof. This volume emerges from presentations at the Second International Conference on Proof-Theoretic Semantics in Tübingen in 2013, where contributing authors were asked to provide a self-contained description and analysis of a significant research question in this area. The contributions are representative of the field and should be of interest to logicians, philosophers, and mathematicians alike. (shrink)

I consider the problem of reflective knowledge faced by views that treat sensitivity as a sufficient condition for knowledge, or as a major ingredient of the concept, as in the analysis I advance in Scepticism and Reliable Belief. I present the problem as concerning the correct analysis of SATs — beliefs to the effect that one of my current beliefs is true. I suggest that a plausible analysis of SATs should treat them as neither true nor false when they ascribe (...) truth to a non-existent belief. I argue that the problem is inescapable if we construe SATs as ascribing the property of truth to a belief. Deflationism manages to avoid the problem of reflective knowledge, but it does so by violating alethic priority — the principle that our account of representation must be built on our account of truth. I argue that we can avoid the problem of reflective knowledge while preserving alethic priority with a pragmatist account of truth — according to which truth is explicated in terms of the rules that govern the practice of assessing judgments and related items as true or false. (shrink)

I take issue with Robert Brandom’s claim that on an analysis of knowledge based on objective probabilities it is not possible to provide a stable answer to the question whether a belief has the status of knowledge. I argue that the version of the problem of generality developed by Brandom doesn’t undermine a truth-tracking account of noninferential knowledge that construes truth-tacking in terms of conditional probabilities. I then consider Sherrilyn Roush’s claim that an account of knowledge based on probabilistic tracking (...) faces a version of the problem of generality. I argue that the problems she raises are specific to her account, and do not affect the version of the view that I have advanced. I then consider Brandom’s argument that the cases that motivate reliabilist epistemologies are in principle exceptional. I argue that he has failed to make a cogent case for this claim. I close with the suggestion that the representationalist approach to knowledge that I endorse and Brandom rejects is in principle compatible with the kind of pragmatist approach to belief and truth that both Brandom and I endorse. (shrink)

There are several features of law which rightly draw the interest of philosophers, especially those whose expertise lies in ethics and social and political philosophy. But the law also has features which haven’t stirred much in the way of philosophical investigation. I must say that I find this surprising. For the fact is that a well-run criminal trial is a master-class in logic and epistemology. Below I examine the logical and epistemological properties of greatest operational involvement in a criminal proceedings, (...) concepts such as evidence, proof, argument, inference, relevance, probability, and more. My principal objective is to expose the deep cleavage between establishment norms in epistemology and logic and standard practice in criminal proceedings. This gives us two options to reflect upon. In one, the establishment norms for the correct management of the concepts in question are basically sound. In that case, as I will show, common law criminal practice would be basically unsound; its convictions would be basically false and unjust. Seen from the other perspective, the criminal justice system would be basically sound, and its criminal convictions basically true and just. It turns out to matter that option one meets with widely spread common disbelief and is generally taken as contrary to common knowledge. What is needed here is an epistemology which gives these sentiments some air to breathe. I will argue that on balance it is the logico-epistemic establishment which requires some serious rethinking. (shrink)

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...) of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (shrink)

In a recent paper, after outlining various distinguishing features of derogatory words, Jennifer Hornsby suggests that the phenomenon raises serious difficulties for inferentialism. Against Hornsby, I claim that derogatory words do not pose any insuperable problems for inferentialism, so long as it is supplemented with apparatus borrowed from Grice and Hare. Moreover, I argue, derogatory expressions pose difficulties for Hornsby's favoured alternative theory of meaning, representationalism, unless it too is conjoined with a similar Grice/Hare mechanism. So, the upshot of the (...) discussion is that, contra Hornsby, focus on derogatory expressions alone does not provide grounds for deciding between competing theories of meaning, but nevertheless serves to highlight important features that any such theory must acknowledge and incorporate. (shrink)

Dans ce commentaire, je me pencherai brièvement sur une philosophie du discours performatif qui s’inscrit dans la foulée de l’exploration par Taylor des capacités linguistiques humaines. Cette philosophie vient compléter la pleine étendue de la capacité linguistique, et montrer comment la raison pénètre la pensée grâce au langage. Le langage crée en effet une ouverture à la raison grâce — et c’est ce sur quoi je me concentrerai — à une critique de l’auto-tromperie, qui peut être réalisée grâce à la (...) capacité linguistique. (shrink)

Dans laScience de la logiqueet dans l’Encyclopédie des sciences philosophiques,Hegel reconstruit la philosophie critique de Kant en développant i) une logique transcendantale dans laScience de la logiqueet dans laPhilosophie de la nature; ii) une conception pragmatique de l’a priori; et iii) une caractéristique-clé de l’usage du verbe «réaliser» en relation avec les concepts et les principes. Chacun de ces trois éléments constitue un aspect central de la sémantique spécifiquement cognitive de Hegel, que celui-ci développe, en partant de la thèse kantienne (...) de la référence cognitive singulière, en un réalisme pragmatique systématique. (shrink)

(No abstract is available for this citation).

Metasemantic inferentialismhas gained popularity in the last few decades. Traditionally, inferentialism is combined with a deflationary attitude towards semantic terms such as truth and reference, i.e., many inferentialists hold that when we use these semantic terms we do not purport to refer to substantive properties. This combination makes inferentialism attractive for philosophers who see themselves as antirealists. Although the attractions of combining inferentialism and deflationism are easy to see, deflationism is also a controversial position. For one, deflationists maintain that truth (...) is an insubstantive property, but it is not altogether clear what an insubstantive property is. Secondly, as deflationists maintain that truth does not play an explanatory role, it is incompatible with the position that truth can explain the normativity of truth talk. Given that deflationism faces these objections, it would be preferable if the success of inferentialism did not depend on the deflationist’s ability to respond to these objections. I argue that someone attracted to inferentialism for its ability to accommodate antirealist intuitions about a domain (e.g. morality) is not committed to deflationism about truth. More specifically, I will show that inferentialism combined with a straightforward account of inferentialist truth-conditions is compatible with a version of truth pluralism. I call this position Inferentialist Truth Pluralism. (shrink)

What is the concept of knowledge for? What does it do for us? This question cannot be severed from considerations about what we do by using it. In this paper, I propose to view the point of our concept of knowledge in terms of a device for acknowledging epistemic authority in a social and normative space in which we share valuable information. It is our way of collectively expressing the acknowledgment we owe to others because of their being creditable when (...) engaged in the task of knowing. By using the concept of knowledge we are not just marking the epistemic positions we occupy, we are also acknowledging epistemic authority and indicating the advisability of taking oneself or others as “ready” for the transmission of authority. (shrink)

Perception and KnowledgeUnless otherwise noted, all references are to this book is a book that sets out to enrich the vast field of contemporary debates about the justificatory relation between perception and thought with some of the goods phenomenology has to offer. Many major figures of Modern philosophy, such as Locke, Kant and Husserl regarded the nature of this relation as one of the greatest mysteries in philosophy. Its complexity results from the way it touches upon some of the most (...) obscure and all-encompassing philosophical issues, such as the nature and limits of human knowledge, the inner workings of experience, and humanity’s place in reality. Especially since the works of mid twentieth century philosophers such as Quine and Sellars, who challenged the assumptions of logical positivism and empirical foundationalism, perception is usually denied the special role of offering direct insight into external reality. By contrast, it is today quite commonplace to think of beliefs as .. (shrink)

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to (...) Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world ‘as it is’. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a ‘world’ that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of ‘negotiating meaning’, including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co‐constructive potencies at a more fundamental level. (shrink)

Epistemic reasons are mental states. They are not propositions or non-mental facts. The discussion proceeds as follows. Section 1 introduces the topic. Section 2 gives two concrete examples of how our topic directly affects the internalism/externalism debate in normative epistemology. Section 3 responds to an argument against the view that reasons are mental states. Section 4 presents two problems for the view that reasons are propositions. Section 5 presents two problems for the view that reasons are non-mental facts. Section 6 (...) argues that reasons are mental states. Section 7 responds to objections. (shrink)

Foundational theories of mental content seek to identify the conditions under which a mental representation expresses, in the mind of a particular thinker, a particular content. Normativists endorse the following general sort of foundational theory of mental content: A mental representation r expresses concept C for agent S just in case S ought to use r in conformity with some particular pattern of use associated with C. In response to Normativist theories of content, Kathrin Glüer-Pagin and Åsa Wikforss propose a (...) dilemma, alleging that Normativism either entails a vicious regress or falls prey to a charge of idleness. In this paper, I respond to this argument. I argue that Normativism can avoid the commitments that generate the regress and does not propose the sort of explanation required to charge that its explanation has been shown to be problematically idle. The regress-generating commitment to be avoided is, roughly, that tokened, contentful mental states are the product of rule-following. The explanatory task Normativists should disavow is that of explaining how it is that beliefs and other contentful mental states are produced. I argue that Normativism, properly understood as a theory of content, does not provide this kind of psychological explanation, and therefore does not entail that such explanations are to be given in terms of rule-following. If this is correct, Normativism is not the proper target of the dilemma offered by Glüer-Pagin and Wikforss. Understanding why one might construe Normativism in the way Glüer-Pagin and Wikforss must, and how, properly understood, it avoids their dilemma, can help us to appreciate the attractiveness of a genuinely normative theory of content and the importance of paying careful attention to the sort of normativity involved in norm-based theories of content. (shrink)

One of the central issues facing contemporary political theory is the problem of difference. This problem is perhaps clearest in disagreements regarding the role of pluralism between advocates of deliberative, and agonistic, approaches to democracy. According to agonists, deliberative democracy has only paid lip-service to pluralism, emphasising agreement, consensus, and universalism. Instead, agonists argue that we should accommodate incommensurable difference as central to political organisation. But this shift threatens to emphasise particularity at the expense of commonality, so preventing the transformation (...) of social positions. These debates turn largely around the ways in which power is conceived in relation to democratic interaction, with deliberativists emphasising ideals of free and equal discourse, and agonists, the irreducible role of power. I begin by outlining a structural approach to social power, to show how we are all structurally implicated in power relationships. I go on to show how emphasising structural implication shifts us beyond debates that revolve around difference, drawing attention to the more foundational problem of how agents may come to understand these structures and each other, in ways that surpass or transcend the specific constraints acting upon them. Considering this, I develop a complex account of structural implication that emphasises the relationships between social norms, reasoning, and objective power relationships. This approach illuminates lacunae in similar approaches, particularly regarding the way in which structural power disenables us from often seeing structural imbalances of power, and clarifies the ways in which collective political transformation is possible. (shrink)

In this article I intend to show the strict relation between the notions of “second nature” and “recognition”. To do so I begin with a problem (circularity) proper to the theory of Hegelian and post- Hegelian Anerkennung. The solution strategy I propose is signifi cant also in terms of bringing into focus the problems connected with a notion of “space of reasons” that stems from the Hegelian concept of “Spirit”. I thus broach the notion of “second nature” as a bridgeconcept (...) that can play a key role both for a renewal of the theory of Anerkennung and for a rethinking of the “space of reasons” within the debate between Robert Brandom and John McDowell. Against this background I illustrate the novelties introduced by the dialectical conception of the relation between fi rst and second nature developed by Hegel and the contribution this idea can make to a revisited theory of recognition as a phenomenon articulated on two levels. I then return to the question of the space of reasons to show the contribution the renewed conception of recognition as second nature makes to the definition of its intrinsic sociality as something that is not in principle opposed to a sense of naturalness. (shrink)

According to the most popular account of the a priori, which we might call Analytic Account of the A Priori, we can explain the a priori in terms of the notion of analyticity. According to the least popular account of the a priori, the explanation of the a priori proceeds by appealing to the faculties used in the acquisition of a priori knowledge, such as the faculty of rational intuition – call this Rationalist Account of the A Priori. The main (...) aim of this paper is to challenge the analytic account of the a priori to motivate a return to rationalism. To achieve this aim, I discuss and challenge two very different analytic accounts of the a priori: a concept-based account that relies on meaning-justification links, and an understanding-based account that does not rely on such links. I argue that the former is both extensionally inadequate and explanatorily deficient, and the latter can be made to work but only by employing such a rich notion of understanding that renders it a form of rationalism in disguise. I conclude by motivating a rationalist faculty-based account of the a priori. (shrink)

I argue that S knows that p implies that S is properly committed to the truth of p, not that S believes that p. Belief is not required for knowledge because it is possible that one could know that there are no beliefs. Being ‘properly committed’ to the truth of a proposition is a matter of having a certain normative status, not occupying a particular psychological state. After arguing that knowledge requires commitment instead of belief, I go on to demonstrate (...) the theoretical utility of this hypothesis. (shrink)

Characteristic of neo-pragmatism is a commitment to deflationism about semantic properties, and inferentialism about conceptual content. It is usually thought that deflationism undermines the distinction between realistic discourses and others, and that the neo-pragmatists, unlike the classical pragmatists, cannot recognize that truth is a norm of belief and inquiry. I argue, however, that the distinction between realistic discourses and others can be maintained even in the face of a commitment to deflationism, and that deflationists can recognize that truth is a (...) norm of belief and inquiry. If deflationism is true, realistic discourses, it turns out, are those that are inferentially integrated with a large body of other commitments, whereas those that call for an anti-realist treatment are inferentially isolated. Now, Grimm has persuasively argued that inquiry aims at achieving understanding, and that to understand something is, roughly, to grasp a large body of inferential connections in which it features. So, if he is right, realistic discourses are those in which the aim of inquiry can be achieved. This fact, together with an inferential theory of conceptual content, will, I argue, allow neo-pragmatists to recognize truth as a norm of belief and inquiry, despite their commitment to deflationism. (shrink)

If a speaker selflessly asserts that p, the speaker has good evidence that p is true, asserts that p on the basis of that evidence, but does not believe that p. Selfless assertions are widely thought to be acceptable, and therefore to pose a threat to the Knowledge Norm of Assertion. Advocates for the Knowledge Norm tend to respond to this threat by arguing that there are no such things as selfless assertions. They argue that those who appear to be (...) selfless asserters either: believe what they assert, perform a speech act other than assertion, or assert a proposition other than the one that they seem to. I argue that such counterarguments are unsuccessful. There really are selfless assertions. But I also argue that they are no threat to the Knowledge Norm. There is a good case to be made that knowledge does not require belief. And if it does not, then the fact that some selfless assertions are appropriate does not tell against the Knowledge Norm. Indeed, I argue that selfless asserters know the propositions that they assert to be true. (shrink)

If a speaker selflessly asserts that p, the speaker (1) has good evidence that p is true, (2) asserts that p on the basis of that evidence, but (3) does not believe that p. Selfless assertions are widely thought to be acceptable, and therefore to pose a threat to the Knowledge Norm of Assertion. Advocates for the Knowledge Norm tend to respond to this threat by arguing that there are no such things as selfless assertions. They argue that those who (...) appear to be selfless asserters either: believe what they assert, perform a speech act other than assertion, or assert a proposition other than the one that they seem to. I argue that such counterarguments are unsuccessful. There really are selfless assertions. But I also argue that they are no threat to the Knowledge Norm. There is a good case to be made that knowledge does not require belief. And if it does not, then the fact that some selfless assertions are appropriate does not tell against the Knowledge Norm. Indeed, I argue that selfless asserters know the propositions that they assert to be true. (shrink)

To be committed to the truth of a proposition is to constrain one’s options in a certain way: one may not reason as if it is false, and one is obligated to reason as if it is true. Though one is often committed to the truth of the propositions that one believes, the states of belief and commitment are distinct. For historical reasons, however, they are rarely distinguished. Distinguishing between the two states allows for a defense of epistemic deontology against (...) the charge that beliefs are not under the voluntary control of believers, and so cannot be subject to deontic evaluation. It also allows for the resolution of some disputes between naturalists and non-naturalists in epistemology, and permits us to account for obvious facts about the connection between belief and truth in a theoretically parsimonious way. (shrink)

A tension has been identified between the acquisition and participation metaphors for learning, and it is generally agreed that this tension has still not been adequately resolved. In this paper, we offer an alternative to the acquisition and participation metaphors for learning: the metaphor of mastering. Our claim is that the mastering metaphor, as grounded in inferentialism, allows one to treat both the acquisition and participation dimensions of learning as complementary and mutually constitutive. Inferentialism is a semantic theory which explains (...) concept formation in terms of the inferences individuals make in the context of an intersubjective practice of acknowledging, attributing, and challenging one another's commitments. We first introduce the key concepts of inferentialism and consider the perspective on learning that inferentialism inspires. Then, we condense the lessons of the inferentialist concepts into a single mastering metaphor for learning and argue that learning consists in the process by which learners come to master concepts and practices. We conclude by discussing how the mastering metaphor could be put to work in a theoretical reconciliation of the cognitive and sociocultural dimensions of learning. (shrink)

Inferentialism is a theory in the philosophy of language which claims that the meanings of expressions are constituted by inferential roles or relations. Instead of a traditional model-theoretic semantics, it naturally lends itself to a proof-theoretic semantics, where meaning is understood in terms of inference rules with a proof system. Most work in proof-theoretic semantics has focused on logical constants, with comparatively little work on the semantics of non-logical vocabulary. Drawing on Robert Brandom’s notion of material inference and Greg Restall’s (...) bilateralist interpretation of the multiple conclusion sequent calculus, I present a proof-theoretic semantics for atomic sentences and their constituent names and predicates. The resulting system has several interesting features: (1) the rules are harmonious and stable; (2) the rules create a structure analogous to familiar model-theoretic semantics; and (3) the semantics is compositional, in that the rules for atomic sentences are determined by those for their constituent names and predicates. (shrink)

Although Brandom is critical of some features of narrowly conceived classical pragmatism, at the same time he explicitly embraces a version of pragmatism, both in his overall philosophical outlook, and in his philosophy of language. Brandom’s distinctive theoretical approach is based on what he calls rationalist pragmatism, which is a version of fundamental pragmatism. Within the philosophy of language it takes the form of semantic pragmatism. The paper briefly discusses Brandomian version of fundamental pragmatism and its semantic underpinning, and subsequently (...) formulates a basic dilemma it encounters there. (shrink)

In connecting educational theory to a neo-pragmatist social epistemology, we set out to understand education as knowledge practices that yield ‘the cultural world again’ by retelling culture or by making explicit what is implicit in culture. Recent trends in German educational studies towards holistic understanding of education demonstrate that such a holistic, non-representationalist framework is deliberately placed outside the traditional procedure of merely applying knowledge gained in the so-called foundational disciplines such as philosophy, sociology or psychology to the field of (...) education. By constructively relating Brandom's non-representational inferentialism to a re-reading of Mollenhauer's distinction of the presentation and representation of culture in and through education, we try to show that Brandom's philosophy can also be used to point out an inferentialism that is already at work in educational theory. Together, this strengthens a social theoretic account of education that explores how to conceptualise the role of knowledge in educational processes in terms of a holistic epistemology. (shrink)

One of the central explananda in the debate on social cognition is the interpretation of other people in terms of reasons for action. There is a growing dissatisfaction among participants in the debate concerning the descriptive adequacy of the traditional belief-desire model of action interpretation. Applying this model as an explanatory model at the subpersonal level threatens to leave the original explanandum largely unarticulated. Against this background we show how Brandom’s deontic scorekeeping model can be used as a valuable descriptive (...) tool for making folk psychology explicit. Following Brandom’s non-formalist and non-mentalistic account of reason discourse, we suggest that the process of making sense of others is best captured as proceeding from a ‘factive’ baseline. According to this picture the ascription of beliefs and desires is not the default interpretation strategy, but rather the result of prior scaffolding of the agent’s deontic score. We close by discussing Brandom’s model in the light of empirical findings on the ontogeny of reason attribution. (shrink)