Is Joseph Margolis a member of the often neglected school of “Columbia naturalism”? Columbia naturalism promoted a distinctive non-reductive nationalism in mid-twentieth-century America. Inspired by pragmatism, and Dewey in particular, its members included Ernest Nagel, John Herman Randall, Joseph Blau, Herbert Schneider, and Justus Buchler. Margolis received his degree from Columbia in 1953. Neither his early work in aesthetics nor his mature attempt to justify pragmatic themes in an uncompromising dialogue with analytic and continental philosophy seems particularly “Columbian.” Neither does (...) his radical endorsement of a kind of relativism. However, Margolis is after all some kind of naturalist. Furthermore, the Columbians shared a forgotten doctrine, called “objective relativism.” If the combination of naturalism and relativism is a Columbian fruit, Margolis may have has fallen closer to the tree than first appears. (shrink)

This paper investigates the complicated relations between various versions of naturalism, behaviorism, and mentalism within the framework of W. V. O. Quine's thinking. It begins with Roger Gibson's reconstruction of Quine's behaviorisms and argues that it lacks a crucial ontological element and misconstrues the relation between philosophy and science. After getting clear of Quine's naturalism, the paper distinguishes between evidential, methodological, and ontological behaviorisms. The evidential and methodological versions are often conflated, but they need to be clearly distinguished in order (...) to see whether Quine's argument against mentalism is cogent. The paper argues that Quine's naturalism supports only the weakest version of behaviorism, that is, the evidential one, but this version is compatible with mentalistic semantics. Quine's opposition to mentalism is an overreaction from the behaviorist camp. By contrast, Jerry Fodor's objection to Jose Luis Bermudez is an overreaction from the opposite direction. (shrink)

In this essay, I explore Justus Buchler’s ordinal naturalism with the goal of establishing how his phenomenological approach extends the range of human inquiry to include the many and varied traits of natural phenomena that are not “simply” the result of sensate experience or material functions. To achieve this goal I critically assess Buchler’s notion of “ontological parity”–the idea that abstract phenomena such as values, relations, ideals, and other mental contents are just as relevant as sense-data when one attempts to (...) provide an adequate description of the world in naturalistic terms. I argue that certain phenomena, subsisting within what Buchler calls the “proceptive domain,” are legitimate objects of knowledge as they are par t of a larger domain of phenomenological analysis: nature more broadly and justly understood. It is my view that in the attempt to describe the natural world Buchler’s ordinal naturalism succeeds where other forms of naturalism fail because his form of naturalism offers a more capacious view of nature that attempts to describe whatever is in any way, not just focus on what is readily apparent to speci?c forms of observation that may privilege one domain of analysis over another. I draw the conclusion that because Buchler’s ordinal naturalism contains within it a working principle of ontological parity, his approach to nature ful?lls the criteria of the phenomenological method, and so I title his ordinal naturalism an ordinal phenomenology (Corrington 1992, 1-6, 9-14). Ultimately it is my aim to bring Buchler’s thought into closer connection with continental phenomenology, as well as to illustrate a more just and open understanding of nature through an analysis of his unique variety of philosophical naturalism. (shrink)

The aim of this article is to show how intimately connected Beth J. Singer's theory of operative rights is with her understanding of the deliberative process. I thus argue against Cynthia Gayman's effort to set in contrast Singer's theory of rights and Dewey's characteristic emphasis on reflective morality. Since I take the value of Singer's approach to be most evident in its relevance to the abortion debate as an ongoing deliberation, I question whether Mary Magada‐Ward sufficiently appreciates the dialogical and (...) deliberative emphases of Singer's stance. My goal, however, is not so much to argue against either Gayman or Magada‐Ward as it is to argue for taking Singer's position even more seriously than either author does. In particular, I want to highlight the finely nuanced character of Singer's philosophical intervention in the debate regarding abortion, especially stressing certain features that Gayman and Magada‐Ward overlook. (shrink)

This paper offers an overview of Joseph Margolis’s philosophy of culture, highlighting how Margolis’s radical historicism is not inconsistent with our realistic intuitions regrading facts and objectivity. While Margolis identifies interpretation as the work of culture, the paper suggests that a much more basic sense of human labor needs to be thematized more fully than Margolis does in any defensible account of culture. Margolis of course appreciates work in this sense, but he does not consistently make it integral to his (...) conception of culture. Even so, what he so forcefully defends is, as one commentator has put it, “beautiful. It’s also erudite, elegant, and insightful (and frightfully, dialectically intricate).”. (shrink)

The author of this paper contends that Kathleen Wallace’s model of the self is a highly original contribution to contemporary thought. He, however, highlights important respects in which Wallace is adumbrating themes highlighted by Justus Buchler’s scattered insights into human selfhood. In addition, the author identifies two possible lines of inquiry rooted in Wallace’s project calling for further pursuit. Questions regarding self‐division, ones importantly bearing upon the topic of autonomy, and also questions regarding the somatic mechanisms, processes, and practices by (...) which embodied selves maintain themselves as cumulative networks are ones that, above all else, he tries to throw into sharp relief through the defining features of Wallace’s network model and to underscore the inherent power of Wallace’s nuanced approach to a highly contested and intricately complex topic. (shrink)

ABSTRACT When a philosopher and a dog play Frisbee, do they cognize the same Frisbee? Is Fido subject to the “myth of the given”? The questions are not silly, for as Marjorie Grene quipped, “Epistemology is a branch of ethology.” What follows accepts what is usually called a “correspondence” theory of truth and a “realist” account of human knowledge. Nothing new, but what will be distinctive is that it seeks to exploit an unusual naturalism deriving from the American philosophical tradition. (...) It will particularly address the epistemic relation of sensing to knowing. A currently widespread view among those who object to realism can be traced to Wilfrid Sellars's 1956 critique of the “myth of the given.” Sellars argued that the normative “order of reasons” in which beliefs are adjudicated is discontinuous with the causal order of sensation or perception, so the former cannot be grounded in the latter. My claim will be that Sellars was half wrong, and the wrong half can be addressed by contemporary cognitive science and anthropology. The permission to employ the latter is granted by a special version of naturalism, “ordinal naturalism,” formed from the American philosophical tradition. (shrink)

Robert Brandom's book Between Saying and Doing: Towards an Analytic Pragmatism does not incorporate the larger views of any of the “pragmatisms” he deliberately invokes, such as those of the classical American pragmatists, apart from an “analytic” cohort of Wittgenstein-inspired pragmatisms that he himself favors.

This chapter presents a detailed explanation of Peirce’s early and late views on semiotic indeterminacy and then considers how those views might be applied within biosemiotics. Peirce distinguished two different forms of semiotic indeterminacy: generality and vagueness. He defined each in terms of the “right” that indeterminate signs extend, either to their interpreters in the case of generality or to their utterers in the case of vagueness, to further determine their meaning. On Peirce’s view, no sign is absolutely determinate, i.e., (...) every sign is indeterminate to at least some degree and so exhibits some degree of generality or vagueness. If Peirce was right about this, then no instance of biosemiosis is completely determinate—every biosign must be general or vague to some degree. I show that on Peirce’s view, whether a sign is general or vague depends on its immediate object, “the idea which the sign is built upon,” and I explain how Peirce would go about identifying the immediate object of a sign lacking both a minded utterer and a minded interpreter—an identification that must be possible if any biosign is indeterminate. (shrink)

What should be the primary aims of education? How might these aims be realized? These are foundational questions which Plato raised long ago in his Republic. The first of these questions is a normative, and profoundly philosophical, one which provides guidance to the whole endeavor of education. The second of these questions is a pedagogical one which informs educators as to how their work can be best conducted. In this work I endeavor to answer these interlocking educational questions. I follow (...) most closely in the footsteps of John Dewey. I believe that Dewey had it right when, decades ago, he argued that education ought to be concerned with the cultivation of good judgment. But here a difficulty arises. For "good judgment" is a complex philosophical concept which spills over into considerations of thinking, knowing, deciding, and acting. Despite the efforts of philosophers such as Aristotle, Kant, and Dewey, there is a lack of agreement about the precise meaning of good judgment. Before moving into matters of education, then, I first endeavor to vanquish this lack of conceptual clarity. What is good judgment? What are its elements? Can it, for that matter, even be cultivated? Having gotten clear on what good judgment is, I turn to matters of education. First, I argue that a vital task of education is the cultivation of good judgment. I then turn to the practical matter of how one might go about cultivating good judgment. The community of inquiry approach employed by The Philosophy for Children Program, I contend, is an effective pedagogical means through which to cultivate good judgment. (shrink)

In this paper, I outline the cumulative network model of the self. This model articulates the self as relational, recognizing social relations as constitutive of the self. The theory arises out of concerns about the individualistic paradigms of two main frameworks in the analytic philosophical literature on personal identity, namely, the psychological and the animalist approaches to personhood and is explicitly inspired by feminist theories on relational autonomy and self. I argue that “relationality” is not only social, but that the (...) self is relational throughout, psychologically, physically, biologically, culturally, semantically, as well as socially. Hence, the self is a network of relations. The model also aims to recognize that temporality or historicity is constitutive of the self, that the self is a process, not a static three-dimensional thing. Hence, the self is a cumulative network. (shrink)