On an internalist account of logical inference, we are warranted in drawing conclusions from accepted premises on the basis of our knowledge of logical laws. Lewis Carroll’s regress challenges internalism by purporting to show that this kind of warrant cannot ground the move from premises to conclusion. Carroll’s regress vindicates a repudiation of internalism and leads to the espousal of a standpoint that regards our inferential practice as not being grounded on our knowledge of logical laws. Such a standpoint can (...) take two forms. One can adopt either a broadly externalist model of inference or a sceptical stance. I will attempt, in what follows, to defend a version of internalism which is not affected by the regress. The main strategy will be to show that externalism and scepticism are not satisfying standpoints to adopt with regard to our inferential practice, and then to suggest an internalist alternative. (shrink)

Truthmaker maximalism is the claim that every truth has a truthmaker. The case of negative truths leads some philosophers to postulate negative states of affairs or to give up on truthmaker maximalism. This paper defends a version of the incompatibility view of negative truths. Negative truths can be made true by positive facts, and thus, truthmaker maximalism can be maintained without postulating negative states of affairs.

In his recent paper, Winch attacks a group of theories he calls cognitivism. These theories agree in holding that ‘the ability to think, both consciously and subconsciously, amounts to an ability to internally manipulate symbolic representations of that which we think about.The relevance of this attack to education is that ‘Cognitivism’ supplies plausible‐looking reasons for thinking that learning can take place without instruction, practice, memorisation or training and its prestige as a theory of learning devalues those activities within education.Its rejection (...) should therefore lead us to re‐examine our need for explicit teacher‐oriented pedagogies’.Cognitivism has led to an emphasis on autonomous learning and a consequent devaluing of the role of overt teaching, ‘the active transmission of knowledge and technique by an authoritative figure’. (shrink)

In a recent paper on ‘The Many as One’, Lewis A. Kornhauser and Lawrence G. Sager look at an issue that we take to be of great importance in political theory. How far should groups in public life try to speak with one voice, and act with one mind? How far should public groups try to display what Ronald Dworkin calls integrity? We do not expect the many on the market to be integrated in this sense. But should we expect (...) integration among the many in the legislature, for example, or among the many on the courts? We agree with Kornhauser and Sager about a number of their claims but think that they miss out on important detail and do not achieve a fully general perspective on the issues raised. Our own contribution is in three sections. We address, first, the nature of the integrity challenge; second, the range of cases in which the challenge arises; and third, the question of whether public groups should be designed and required to meet that challenge. (shrink)

Some philosophers have tried to establish a connection between the normativity of instrumental rationality and the paradox presented by Lewis Carroll in his 1895 paper “What the Tortoise Said to Achilles.” I here examine and argue against accounts of this connection presented by Peter Railton and James Dreier before presenting my own account and discussing its implications for instrumentalism (the view that all there is to practical rationality is instrumental rationality). In my view, the potential for a Carroll-style regress just (...) shows us that since instrumental rationality involves a higher-order commitment to combine our willing an end with our taking the necessary means, it therefore cannot, on pain of regress, itself be added as a conjunct to one of the elements to be combined. This view does not support instrumentalism. (shrink)