Some Buddhists claim that all phenomena are empty of inherent existence and thereby endorse a kind of global anti‐realism. Buddhist global fictionalists argue that for these Buddhists, ordinary discourse is best understood in global fictionalist terms. I argue here that these attempts fail because the types of fictionalism that these accounts are modeled after structurally rely on a non‐fictionalist domain of discourse to establish normative constraints within the target fictionalist domain. If the goal of appealing to fictionalism is to help (...) explain how discourse involving reference to entities that are unreal can still be governed by non‐arbitrary norms of acceptance, such that some conventional claims can be meaningfully described as conventionally true in contrast to other such claims that are conventionally false, then Buddhist global fictionalism undermines its own goals. It does so by eliminating the very feature of a fictionalist account – the ability to appeal to a non‐fictionalist domain – that makes possible the norms that fictionalism is invoked to explain in the first place. (shrink)

What is it that makes a student's answer correct or incorrect in Religious Studies? In practice, the standards of correctness in the Religious Studies classroom are generally applied with relative ease by teachers and students. Nevertheless, they are problematic. We shall argue that correctness does not come from either the students or the teacher believing that what has been said is true. This raises the question: what is correctness, if it does not come down to truth? We propose, and examine, (...) three rival solutions, each of which, to an extent, rationalises a fairly natural response to the problem. The first, the elliptical approach, says that correct contributions have some tacit content: they are elliptical for true sentences about beliefs. The second, the imaginative approach, seeks to replace appeals to truth and belief with an appeal to imagination, treating Religious Studies as a ‘game of make-believe’ in which teachers and students imaginatively engage with certain worldviews. The third, the institutional approach, locates the root of correctness in the practices of the Religious Studies institution, which include making endorsements of some judgements and not others. We show that the first of our proposed approaches encounters a number of significant objections. We find the second of our proposed approaches to be better, but the third is the most attractive, providing a direct, intuitive and comprehensive route through the problem of correctness. (shrink)

Recently, several philosophers have proposed fictionalist accounts of truth-talk, as a means for resolving the semantic pathology that the Liar Paradox appears to present. These alethic fictionalists aim to vindicate truth-talk as a kind of as if discourse, while rejecting that the talk attributes any real property of truth. Liggins has recently critically assessed one such proposal, Beall’s constructive methodological deflationist, offering objections to Beall’s proposed alethic fictionalism that potentially generalize to other alethic fictionalist accounts. Liggins further argues that CMD (...) supports a classically consistent response to the Liar Paradox—one that can be extracted from CMD, while leaving its putatively problematic fictionalist elements behind in favor of alethic nihilism. In this paper, after establishing that Liggins’s criticisms of CMD are off base, we show that the classical resolution of the Liar Paradox that he proposes is unworkable. Since his resistance to alethic fictionalism turns out to be unmotivated, we conclude that this approach is still worth considering as a framework for a resolution of the Liar Paradox. (shrink)