This article describes the ultimate ground of reality, Brahman, as a single power unfolding in concert in all things. It uses counterfactual argumentation to imply that a cosmos must consist of telic causal orders or manifested ‘powers’ as its most granular building block – and that they must be unified into a single whole. It is based on an argument for a single causally-conditioning substrate of all things recorded in India’s classical Sāṃkhya Kārikā and Brahma Sūtras; this was used by (...) scholastic Vedāntic thinkers including the non-dualist Śaṃkara and the ‘transformationist’ Bhedābheda thinker Śrīnivāsa. It takes up arguments for satkārya, the pre-existence of a thing’s various transformations in potentio within its substrate, and employs them to paint a picture of reality as an ordered yet entangled pattern of causal trajectories. These manifest as the changing world we know. While Vedānta’s main motivation for making the arguments was to prove monism, this conception of an ‘immanent cause’ of all was also seen as divine. We see how this accords with moves in contemporary analytic philosophy to shift away from a broadly Humean model of constant conjunctions (reminiscent of key Buddhist approaches) toward a Neo-Aristotelian ‘metaphysics of powers’. But we also indicate how it may go further than most modern powers-metaphysicians in proposing a deeper connection between powers and what it is for there to be a cosmos at all. (shrink)

In this paper I examine a dispositional property that has been receiving increased attention in biology, evolvability. First, I identify three compatible but distinct investigative approaches, distinguish two interpretations of evolvability, and treat the difference between dispositions of individuals versus populations. Second, I explore the relevance of philosophical distinctions about dispositions for evolvability, isolating the assumption that dispositions are intrinsically located. I conclude that some instances of evolvability cannot be understood as purely intrinsic to populations and suggest alternative strategies for (...) resolving this difficulty. (shrink)

Developing an intellectualist account of skill, Stanley and Williamson define skill as a kind of disposition to action-guiding knowledge. The present paper challenges their definition of skill. While we don’t dispute that skill may consist of a cognitive, a dispositional, and an action-guiding component, we argue that Stanley and Williamson’s account of each component is problematic. In the first section, we argue, against Stanley and Williamson, that the cognitive component of skill is not a case of propositional knowledge-wh, which is (...) typically indexical. In the second section, we seek to show that Stanley and Williamson face difficulties in arguing for a generic claim about skill as a kind of disposition, and they fail to defend intellectualism about skill based on the dispositional account. In the third section we argue that Stanley and Williamson need a more detailed account of the action-guiding aspect of skill to avoid several difficulties, including a threat of a regress. We close with some lessons for the debate over intellectualism and anti-intellectualism about skill. (shrink)

Developing an intellectualist account of skill, Stanley and Williamson define skill as a kind of disposition to action-guiding knowledge. The present paper challenges their definition of skill. While we don’t dispute that skill may consist of a cognitive, a dispositional, and an action-guiding component, we argue that Stanley and Williamson’s account of each component is problematic. In the first section, we argue, against Stanley and Williamson, that the cognitive component of skill is not a case of propositional knowledge-wh, which is (...) typically indexical. In the second section, we seek to show that Stanley and Williamson face difficulties in arguing for a generic claim about skill as a kind of disposition, and they fail to defend intellectualism about skill based on the dispositional account. In the third section we argue that Stanley and Williamson need a more detailed account of the action-guiding aspect of skill to avoid several difficulties, including a threat of a regress. We close with some lessons for the debate over intellectualism and anti-intellectualism about skill. (shrink)