The connection between theories of truth and meaning is explored. Theories of truth and meaning are connected in a way such that differences in the conception of what it is for a sentence to be true are engendered by differences in the conception of how meanings depend on each other, and on a base of underlying facts. It is argued that this view is common ground between Davidson and Dummett, and that their dispute over realism is really a dispute in (...) the theory of meaning over holism and molecularism. The view offered is contrasted with influential pragmatist and modest views. (shrink)

This paper discusses some requirements on a folk-psychological, computational account of concepts. Although most psychological views take the folk-psychological stance that concept-possession requires capacities of both representation and classification, such views lack a philosophical context. In contrast, philosophically motivated views stress one of these capacities at the expense of the other. This paper seeks to provide some philosophical motivation for the (folk-) psychological stance. Philosophical and psychological constraints on a computational level account provide the context for evaluating two theses. The (...) first, the Classificatory View, is that concept-possession is constituted by the ability to classify states of the world. I argue, against this view, that to be able to classify, a thinker must also be able to represent the world. The second thesis, the Representational View, is that to possess a concept is constituted by the ability to represent the world. I argue that ascribing this ability is incoherent without ascribing an ability to classify. Hence, a detailed computational specification of concept-possession suggests that the folk-psychological stance is accurate. Philosophical views of concepts, (e.g. Fodor, 1987), adhering to one of the strong theses, whilst adverting to folk-psychological motivations, are thus both insufficiently complex and incoherent. (shrink)

The later Wittgenstein advanced a revolutionary but puzzling conception of how philosophy ought to be practised: Philosophical problems are not to be coped with by establishing substantive claims or devising explanations or theories. Instead, philosophical questions ought to be treated ‘like an illness’. Even though this ‘non-cognitivism’ about philosophy has become a focus of debate, the specifically ‘therapeutic’ aims and ‘non-theoretical’ methods constitutive of it remain ill understood. They are motivated by Wittgenstein’s view that the problems he addresses result from (...) misinterpretation, driven by ‘urges to misunderstand’. The present paper clarifies this neglected concept and analyses how such ‘urges’ give rise to pseudo-problems of one particular, hitherto little understood, kind. This will reveal ‘therapeutic’ aims reasonable and ‘non-theoretical’ methods necessary, in one clearly delineated and important part of philosophy. I.e.: By developing a novel account of nature and genesis of one important class of philosophical problems, the paper explains and vindicates a revolutionary reorientation of philosophical work, at the level of both aims and methods. (shrink)

The paper develops a novel account of the nature and genesis of some philosophical problems, which motivates an unfamiliar form of philosophical criticism that was pioneered by the later Wittgenstein. To develop the account, the paper analyses two thematically linked sets of problems, namely problems about linguistic understanding: a set of problems Wittgenstein discusses in a core part of his Philosophical Investigations, and the ‘problem of linguistic creativity’ that is central to current philosophy of language. The paper argues that these (...) problems are generated by tacit and unwarranted presuppositions at odds with warranted beliefs the philosophers raising the problems reflectively hold at the same time. For a rigorous conceptualisation of this phenomenon, the paper develops the notion of a ‘philosophical picture’ first proposed by Wittgenstein, and specifies the particular class of philosophical problems that may be raised due to adherence to such pictures. The results motivate a new form of philosophical criticism: the systematic exposure of relevant philosophical pictures, and efforts to overcome their tacit influence on philosophical reflection. (shrink)

The paper considers a version of the problem of linguistic creativity obtained by interpreting attributions of ordinary semantic knowledge as attributions of practical competencies with expressions. The paper explains how to cope with this version of the problem without invoking either compositional theories of meaning or the notion of `tacit knowledge' (of such theories) that has led to unnecessary puzzlement. The central idea is to show that the core assumption used to raise the problem is false. To render precise argument (...) possible, the paper first identifies and removes some relevant semantic indeterminacy in philosophical talk of `semantic knowledge' and `information'. This yields rules for attributing the two to human speakers and information-processors, respectively. The paper then shows, first, that ordinary speakers qualify as possessing all along an other than finite and definite stock of semantic knowledge and, second, that a very simple information-processor running a procedural semantics qualifies as possessing an analogous stock of semantic information. The second result is used to bring out that the first is neither unduly impressive nor particularly puzzling. (shrink)

The goal of inquiry in this essay is to ascertain to what extent the Principle of Compositionality – the thesis that the meaning of a complex expression is determined by the meaning of its parts and its mode of composition – can be justifiably imposed as a constraint on semantic theories, and thereby provide information about what meanings are. Apart from the introduction and the concluding chapter the thesis is divided into five chapters addressing different questions pertaining to the overarching (...) goal of inquiry. Chapter Two is an attempt to determine whether the Principle of Compositionality is a trivial principle. It is argued that this is not the case in the context of providing the semantics of natural languages since it is an open question whether the best theories that respect available syntactic and semantic data are compositional. Chapter Three and Chapter Four ask whether there are reasons to think that the Principle of Compositionality is true. It is argued that the three most commonly cited reasons for thinking that correct semantic theories must be compositional – Linguistic Creativity, Productivity and Systematicity – in fact only give us reasons to think that the meaning of complex expressions depend on the meanings of their parts and their modes of composition, but not that the meaning of complex expressions depend ONLY on those factors. Chapter Five asks whether there are any reasons to think that the Principle of Compositionality is false. It is argued that all the phenomena that have been suggested entail non-compositionality are in fact compatible with some versions of compositionality. Even if this conclusion is reached in this chapter, the conclusion of the previous two chapters entails that we are not justified in imposing the Principle of Compositionality as an adequacy constraint on Semantic theories. Chapter Six explores the ways in which information about what meanings are can be derived by imposing constraints on semantic theories. It is argued that the distinction emphasized in Chapter Three and Chapter Four between depending on and depending ONLY on is of critical importance. It is demonstrated that the informative potential of the Principle of Compositionality goes far beyond that of the principle we are in fact justified in imposing on semantic theories. So not only is it the case that we cannot learn anything about meanings from the justified imposition of the Principle of Compositionality – since we cannot justifiably impose it as a constraint on semantic theories – what we could have learned from it had we been justified in imposing it is very different from what we can learn from the principle that we are justified in imposing. (shrink)