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  1. The Unreasonable Destructiveness of Political Correctness in Philosophy.Manuel Doria - 2017 - Philosophies 2 (3):17.
    I submit that epistemic progress in key areas of contemporary academic philosophy has been compromised by politically correct ideology. First, guided by an evolutionary account of ideology, results from social and cognitive psychology and formal philosophical methods, I expose evidence for political bias in contemporary Western academia and sketch a formalization for the contents of beliefs from the PC worldview taken to be of core importance, the theory of social oppression and the thesis of anthropological mental egalitarianism. Then, aided by (...)
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  • Understanding Philosophy.Michael Hannon & James Nguyen - manuscript
    What is the epistemic aim of philosophy? The standard view is that philosophy aims to provide true answers to philosophical questions. But if our aim is to settle controversy by answering philosophical questions, our discipline is an embarrassing failure. Moreover, taking philosophy to aim at true answers to such questions leads to a variety of puzzles: How do we account for philosophical expertise? How is philosophical progress possible? Why do job search committees not care about the truth or falsity of (...)
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  • When Science Confronts Philosophy: Three Case Studies.Eric Dietrich - 2020 - Axiomathes 1:1-22.
    This paper examines three cases of the clash between science and philosophy: Zeno’s paradoxes, the Frame Problem, and a recent attempt to experimentally refute skepticism. In all three cases, the relevant science claims to have resolved the purported problem. The sciences, construing the term broadly, are mathematics, artificial intelligence, and psychology. The goal of this paper is to show that none of the three scientific solutions work. The three philosophical problems remain as vibrant as ever in the face of robust (...)
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  • Discourses of Educational Rights in Philosophy for Children: On the Theoretical and Practical Merits of Philosophical Education for Children.Aireen Grace Andal - 2019 - AVANT. Trends in Interdisciplinary Studies 11 (2).
    This article aims to put into dialogue Philosophy for Children (P4C) and education rights. Whereas rights have robust conceptualizations and have been the topic of many scholarly discussions, scholarship on P4C still has a lot to unpack for a more expansive understanding, especially when scaled up to the level of rights. This work asks whether or not the rhetoric of “rights” can be used to discuss if P4C has a rightful place to be a mandatory part of school curriculum. Thus (...)
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  • Thinking About Progress: From Science to Philosophy.Finnur Dellsén, Insa Lawler & James Norton - forthcoming - Noûs.
    Is there progress in philosophy? If so, how much? Philosophers have recently argued for a wide range of answers to these questions, from the view that there is no progress whatsoever to the view that philosophy has provided answers to all the big philosophical questions. However, these views are difficult to compare and evaluate, because they rest on very different assumptions about the conditions under which philosophy would make progress. This paper looks to the comparatively mature debate about scientific progress (...)
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  • The Normative Stance.Marcus Arvan - 2021 - Philosophical Forum 52 (1):79-89.
    The Duhem-Quine thesis famously holds that a single hypothesis cannot be confirmed or disconfirmed in isolation, but instead only in conjunction with other background hypotheses. This article argues that this has important and underappreciated implications for metaethics. Section 1 argues that if one begins metaethics firmly wedded to a naturalistic worldview—due (e.g.) to methodological/epistemic considerations—then normativity will appear to be reducible to a set of social-psycho-semantic behaviors that I call the ‘normative stance.’ Contra Hume and Bedke (2012), I argue that (...)
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  • When Science Confronts Philosophy: Three Case Studies.Eric Dietrich - 2020 - Axiomathes 30 (5):479-500.
    This paper examines three cases of the clash between science and philosophy: Zeno’s paradoxes, the Frame Problem, and a recent attempt to experimentally refute skepticism. In all three cases, the relevant science claims to have resolved the purported problem. The sciences, construing the term broadly, are mathematics, artificial intelligence, and psychology. The goal of this paper is to show that none of the three scientific solutions work. The three philosophical problems remain as vibrant as ever in the face of robust (...)
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  • Intra-Disciplinary Research as Progress in Philosophy: Lessons From Philosophy of the City.Shane Epting - 2016 - Philosophia 44 (1):101-111.
    Philosophy of the city has recently emerged as a new subfield, garnering global interest. While most inquiries in this area have ‘the city’ or an urban issue as common ground, particular approaches engage in a kind of study identified as ‘intra-disciplinary research.’ An intra-disciplinary approach draws from different areas of philosophy to address problems that extend beyond the limits of individual subfields. A close examination reveals that this practice challenges assumptions holding that definitively answering philosophical questions is the only path (...)
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  • The More Things Change the More Things Change: Alan Love, : Conceptual Change in Biology: Scientific and Philosophical Perspectives on Evolution and Development. Dordrecht: Springer, 490pp, $179 HB. [REVIEW]Leonard Finkelman - 2015 - Metascience 24 (3):409-412.
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  • The P2P Simulation Hypothesis and Meta-Problem of Everything.Marcus Arvan - manuscript
    In a new paper, David. J. Chalmers examines eleven possible solutions to the meta-problem of consciousness, ‘the problem of explaining why we think that there is a problem of consciousness.’ The present paper argues that Chalmers overlooks an explanation that he has otherwise taken seriously, and which a number of philosophers, physicists, and computer scientists have taken seriously as well: the hypothesis that we are living in a computer simulation. This paper argues that a particular version of the simulation hypothesis (...)
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  • Progress and Historical Reflection in Philosophy.Thomas Grundmann - 2018 - In Philosophy and the Historical Perspective. Oxford: Proceedings of the British Academy. pp. 51-68.
    What is the epistemic significance of reflecting on a discipline’s past for making progress in that discipline? I assume that the answer to this question negatively correlates with that discipline’s degree of progress over time. If and only if a science is progressive, then what people think or argue in that discipline ceases to be up-to-date. In this paper, I will distinguish different dimensions of disciplinary progress and consequently argue that veritic progress, i.e. collective convergence to truth, is the most (...)
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  • The Paradox of Philosophy for Children and How to Resolve It.Maria Kasmirli - 2020 - Childhood and Philosophy 16 (36):01-24.
    There is a paradox in the idea of philosophy for children. Good teaching starts from the concrete and particular, and it engages with each student’s individual interests, beliefs, and experiences. Preadolescents find this approach more natural than a more impersonal one and respond better to it. But doing philosophy involves focusing on the abstract and general and disengaging oneself from one’s personal interests and beliefs. It involves critiquing one’s attitudes, seeing abstract relations, and applying general principles. So, if good teaching (...)
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  • Is There Progress in Philosophy? The Case for Taking History Seriously.Peter P. Slezak - 2018 - Philosophy 93 (4):529-555.
    In response to widespread doubts among professional philosophers (Russell, Horwich, Dietrich, McGinn, Chalmers), Stoljar argues for a ‘reasonable optimism’ about progress in philosophy. He defends the large and surprising claim that ‘there is progress on all or reasonably many of the big questions.’ However, Stoljar’s caveats and admitted avoidance of historical evidence permits overlooking persistent controversies in philosophy of mind and cognitive science that are essentially unchanged since the 17th Century. Stoljar suggests that his claims are commonplace in philosophy departments (...)
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  • Big Philosophical Questions: Why They Matter and Why They Are Still Around.Iris Vidmar - 2018 - The European Legacy 23 (4):403-415.
    Big philosophical questions—about the mind, the idea of the good, justice, beauty, knowledge—have been the prime interest of philosophers ever since Plato first raised them in his dialogues. However, regardless of how hard philosophers have been trying to find answers to them, it seems that all they have ever managed to do was to find reasons for disagreements, and, on the whole, to have failed to reach a consensus on pretty much anything. Some philosophers now claim that there hasn’t been (...)
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  • Are There Definite Objections to Film as Philosophy? Metaphilosophical Considerations.Diana Neiva - 2019 - In Christina Rawls, Diana Neiva & Steven Gouveia (eds.), Philosophy and Film: Bridging Divides. Nova Iorque, NY, Estados Unidos: pp. 116-134.
    The “film as philosophy” (FAP) hypothesis turned into a field if its own right during the 2000s, after S. Mulhall’s On Film (2001). In this work, Mulhall defended that some films philosophize for themselves. This caused controversy. Around the same time of On Film’s release, B. Russell published the article “The philosophical limits of film” (2000). This article had one of the first attacks against FAP, posing some main objections based on metaphilosophical grounds, which were called the “generality” and the (...)
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  • Interdisciplinary Collaboration in Philosophy.Alexis Dyschkant Andrew Higgins - 2014 - Metaphilosophy 45 (3):372-398.
    Many philosophers would, in theory, agree that the methods and tools of philosophy ought to be supplemented by those of other academic disciplines. In practice, however, the sociological data suggest that most philosophers fail to engage or collaborate with other academics, and this article argues that this is problematic for philosophy as a discipline. In relation to the value of interdisciplinary collaboration, the article highlights how experimental philosophers can benefit the field, but only insofar as they draw from the distinctive (...)
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  • What is Philosophy?M. Munro - 2012 - Brooklyn,NY, USA: punctum books.
    What is philosophy? That’s a good question—not because there’s no answer, but because what’s involved in posing it points up something essential to philosophy. ¶ In the *Treatise on the Emendation of the Intellect,* Spinoza sets out what’s required by a definition. A circle, a typical definition might run, is a figure in which all lines drawn from the center to the circumference are equal. The problem with this definition, what makes it merely verbal, is that it defines a circle (...)
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  • Felsefe ilerler mi?Ercan Salgar - 2017 - Ethos: Dialogues in Philosophy and Social Sciences 10 (2).
    Bu çalışmanın amacı felsefe ilerler mi? sorusuna dil ekseninde bir yanıt geliştirmektir. Bu bağlamda öncelikle ilerleme ve felsefe terimlerinin anlam çözümlemesi yapılıp daha sonra ilerleme yükleminin felsefe konusuna uygunluğu tartışılmıştır. Felsefe teriminin anlam çözümlemesi felsefe ve felsefe ayrımını ortaya çıkararak ancak felsefe’de bir ilerlemenin olanaklı olup-olmadığını göstermiştir. İlerleme teriminin anlam çözümlemesi ise herhangi bir konu nesnesinin ilerlemesi için o nesnenin ‘değişim’ ve ‘hedef’ terimlerini içermesinin yanında değişimin de hedef doğrultusunda olması gerektiğini ortaya koymuştur. Bu belirlenim, doğa bilimlerinde geçerliyken felsefe’de geçerli (...)
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  • Philosophical Error and the Economics of Belief Formation.Matthew Skene - 2015 - Metaphilosophy 46 (4-5):638-656.
    Recent work has demonstrated that academic research faces serious challenges. Incentives to defend publishable ideas often lead researchers astray. Despite their tendency to produce error, efforts to publish erroneous results typically help a researcher's career. In addition, errors often arise from seemingly innocent methodological assumptions that allow researchers to believe their research is sound. This article discusses this research, as well as research into difficulties facing epistemic rationality caused by nonepistemic incentives. It then applies the lessons of this research to (...)
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  • Philosophical Diversity and Disagreement.Bob Plant - 2012 - Metaphilosophy 43 (5):567-591.
    Widespread and lasting consensus has not been philosophy's fate. Indeed, one of philosophy's most striking features is its ability to accommodate “not only different answers to philosophical questions” but also “total disagreement on what questions are philosophical” (Rorty 1995, 58). It is therefore hardly surprising that philosophers' responses to this metaphilosophical predicament have been similarly varied. This article considers two recent diagnoses of philosophical diversity: Kornblith and Rescher (respectively) claim that taking philosophical disagreement seriously does not lead to metaphilosophical scepticism. (...)
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  • Interdisciplinary Collaboration in Philosophy.Andrew Higgins & Alexis Dyschkant - 2014 - Metaphilosophy 45 (3):372-398.
    Many philosophers would, in theory, agree that the methods and tools of philosophy ought to be supplemented by those of other academic disciplines. In practice, however, the sociological data suggest that most philosophers fail to engage or collaborate with other academics, and this article argues that this is problematic for philosophy as a discipline. In relation to the value of interdisciplinary collaboration, the article highlights how experimental philosophers can benefit the field, but only insofar as they draw from the distinctive (...)
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