Empirically minded philosophers have raised questions about judgments and theories based on moral intuitions such as Rawls’s method of reflective equilibrium. But they work from the notion of intuitions assumed in empirical work, according to which intuitions are immediate assessments, as in psychologist Jonathan Haidt’s definition. Haidt himself regards such intuitions as an appropriate basis for moral judgment, arguing that normal agents do not reason prior to forming a judgment and afterwards just “confabulate” reasons in its defense. I argue, first, (...) that the notion of “considered intuitive judgment” that Rawls spells out when he first presents his method is pre-theoretical, but not at all pre-reflective, in the way Haidt’s definition supposes; it may rest on various forms of reasoning short of systematic derivation from theoretical principles. I go on to take issue with Haidt’s dismissal of ex post facto moral reasoning, arguing that it can play both a causal role in an individual’s later intuitions or judgments and a legitimate normative role, as required by moral competence in judging non-taboo cases. I suggest that the move from intuition to judgment and thence to ex post facto reasoning makes sense as a justificatory version of Peircean abduction, or what is now mainly called “inference to the best explanation.”. (shrink)

Scientists and laypeople alike use the sense of understanding that an explanation conveys as a cue to good or correct explanation. Although the occurrence of this sense or feeling of understanding is neither necessary nor sufficient for good explanation, it does drive judgments of the plausibility and, ultimately, the acceptability, of an explanation. This paper presents evidence that the sense of understanding is in part the routine consequence of two well-documented biases in cognitive psychology: overconfidence and hindsight. In light of (...) the prevalence of counterfeit understanding in the history of science, I argue that many forms of cognitive achievement do not involve a sense of understanding, and that only the truth or accuracy of an explanation make the sense of understanding a valid cue to genuine understanding. (shrink)

Abductive reasoning takes place in forming``hypotheses'''' in order to explain ``facts.'''' Thus, theconcept of abduction promises an understanding ofcreativity in science and learning. It raises,however, also a lot of problems. Some of them will bediscussed in this paper. After analyzing thedifference between induction and abduction (1), Ishall discuss Peirce''s claim that there is a ``logic''''of abduction (2). The thesis is that this claim can beunderstood, if we make a clear distinction between inferential elements and perceptive elements of abductive reasoning. For (...) Peirce, the creative act offorming explanatory hypotheses and the emergence of``new ideas'''' belongs exclusively to the perceptive side of abduction. Thus, it is necessary to study the roleof perception in abductive reasoning (3). A furtherproblem is the question whether there is arelationship between abduction and Peirce''s concept of``theorematic reasoning'''' in mathematics (4). Both forms of reasoning could be connected, because both arebased on perception. The last problem concerns therole of instincts in explaining the success ofabductive reasoning in science, and the question whether the concept of instinct might be replaced bymethods of inquiry (5). (shrink)

Peirce wrote in late 1901 a text on formal logic using a special Dragon-Head and Dragon-Tail notation in order to express the relation of logical consequence and its properties. These texts have not been referred to in the literature before. We provide a complete reconstruction and transcription of these previously unpublished sets of manuscript sheets and analyse their main content. In the reconstructed text, Peirce is seen to outline both a general theory of deduction and a general theory of consequence (...) relation. The two are the cornerstones of modern logic and have played a crucial role in its development. From the wider perspective, Peirce is led to these theories by three important generalizations: propositions to all signs, truth to scriptibility, and derivation to transformability. We provide an exposition of such proposed semiotic foundation for logical constants and point out a couple of further innovations in this rare text, including the sheet of assertion, correction as a dual of deduction and the nature of conditionals as variably strict conditionals. (shrink)

this article provides a response to David Hume’s argument against the plausibility of miracles as found in Section 10 of his An enquiry concerning human understanding by means of Charles Sanders Peirce’s method of retroduction, hypothetic inference, and abduction, as it is explicated and applied in his article entitled A Neglected Argument for the Reality of God, rather than fo‐ cusing primarily on Peirce’s explicit reaction to Hume in regard to miracles, as found in Hume on miracles. the main focus (...) will be on Peirce’s neglected argument rather than his explicit con ontation with Hume on the issue of miracles, because his criticisms of Hume demands a methodological approach appropriate for scienti cally analysing surprising phenomena or outliers, of which miracles or the reality of god would be but two examples amongst many. this article, then, consists of an attempt to construct this method as one that draws inferences neither a priori nor a posteriori, but per posterius, because such a method is capable of rigorously questioning rogue or surprising phenomena, e.g. miracles. (shrink)

This is the most comprehensive book ever published on philosophical methodology. A team of thirty-eight of the world's leading philosophers present original essays on various aspects of how philosophy should be and is done. The first part is devoted to broad traditions and approaches to philosophical methodology. The entries in the second part address topics in philosophical methodology, such as intuitions, conceptual analysis, and transcendental arguments. The third part of the book is devoted to essays about the interconnections between philosophy (...) and neighbouring fields, including those of mathematics, psychology, literature and film, and neuroscience. (shrink)

In this essay both the facts/values and facticity/normativity divides are considered from the perspective of global semiotics and with specific regard to the relationships between legal meaning and spatial scope of law’s experience. Through an examination of the inner and genetic projective significance of categorization, I will analyze the semantic dynamics of the descriptive parts comprising legal sentences in order to show the intermingling of factual and axiological/teleological categorizations in the unfolding of legal experience. Subsequently, I will emphasize the translational (...) and enactive cognitive disposition underlying the construction of the second premise of the so-called judiciary syllogism and thereby the untenability of the idea that ‘law makes its facts.’ Hence, I will try to bring to the fore the cultural pre-assumptions encapsulated in the positivistic and therefore also formalistic or analytical approaches to legal experience and the loss of their inner consistency when legal experience confronts the phases and major changes of global semiotics. Finally, I will strive to relativize the opposition between the positivist and non-positivistic theories of law in view of an understanding of legal experience focused not only, or at least not primarily, on what ‘law is’ but also on ‘how’ it unwinds through, and _in spite of_, environmental and semantic transformations. (shrink)

While classical pragmatism quickly became identified with the theory of truth that dominated critical discussions of it, both of its founders, Charles Sanders Peirce and William James, understood pragmatism essentially as a method. The article compares Peirce’s conceptions of pragmatism with James’s view that the pragmatic method would allow us to resolve many disputes in philosophy, and argues that their differences undermine any purely ‘Peircian’ reading of James’s Pragmatic Maxim. It then examines the advantages and drawbacks of three other readings (...) of James’s maxim: the “activist” reading, the “subjectivist” reading, and the “practical” reading. (shrink)

Searching for common ground in philosophy, science and theology, it seems to us that it would be reasonable to maintain the position of realistic pragmatism that Charles Sanders Peirce had called pragmaticism. In the pragmaticist manner, we typify the knowledge and select the types of knowledge that might be useful for understanding the problems that are of interest to us. We pose a question of how it would be possible to obtain practically useful information about reality, first from the perspective (...) of natural sciences, and then from that of theology; that is, to diversify the ways of knowledge and just maybe, to move toward a productive dialogue between science and religion. (shrink)

Israel Scheffler's "In Praise of the Cognitive Emotions" (1977, 1991) extends earlier analyses of the role of emotions in rational undertakings. It shows that some emotions – "rational passions," "perceptive feelings," "theoretical imagination" and "cognitive emotions" – are essentially cognitive in origin and may serve cognitive purposes. Though it analyszes the interplay of emotion and cognition, cognition is the focus and the emotions that are examined revolve about it. This prompts us to wonder about the effect of a "Copernican revolution." (...) If emotion were to be put in the center, would there also be cognitions which are essentially emotional in origin and/or serve emotional purposes? Here we explore the possibility of "informed expression," "emotional cognizance" and "emotional cognitions," drawing primarily from aesthetic, religious, spiritual, and ethical experience. (shrink)

Philosophers agree that scientific explanations aim to produce understanding, and that good ones succeed in this aim. But few seriously consider what understanding is, or what the cues are when we have it. If it is a psychological state or process, describing its specific nature is the job of psychological theorizing. This article examines the role of understanding in scientific explanation. It warns that the seductive, phenomenological sense of understanding is often, but mistakenly, viewed as a cue of genuine understanding. (...) The article closes with a discussion of several new paths of research that tie the psychology of scientific explanation to cognate notions of learning, testimony, and understanding. (shrink)

Although we all learn differently, we all need to be able to engage certain fundamental reasoning skills if we are to manoeuvre successfully through life—however we define success. Peirce's philosophy provides us with a framework for helping students develop and hone the ability for making deliberate and well‐considered choices. For, embedded within Peirce's complete body of work is a design for thinking that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability (...) to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to interpret the meaning of signs. Although these capabilities may seem like the sort of skills that only older and academically inclined students can master, even young children and the intellectually challenged can learn to use them as well. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these capabilities in their students. Once identified, developed, and applied to the mastery of educational skills and subject matter, these three fundamental learning capabilities , can form the foundation of a common‐sense approach to educational reform. Peirce asserts that good reasoning must be informed by ethical considerations, which in turn has been informed by the highest of aesthetic impulses. From this, we can extrapolate the importance that an educational model based upon Peirce's philosophy must place upon aesthetic and ethical considerations, as well as logical ones. Once fully understood, the philosophy of education embedded within Peirce's epistemology can revolutionize educational practices at all levels of learning. (shrink)

One of the basic metatheoretical premises of pragma-dialectics is that “Argumentation has the general function of managing the resolution of disagreement.” From a Peircean perspective this is at best a partial truth. While it may be correct that in concrete, finite contexts, argumentation may function to manage the resolution of disagreement, in the long run argumentation will tend towards the Truth. Using Peirce as my compass, I will take argumentation to refer to the resolution function of thought contingently situated and (...) finitely understood. I will take argument to mean any structure or process which can serve as a real, compelling constraint upon thought in general. I will show that while the particular function of argumentation may be managing the resolution of disagreement, when situated within a Peircean-styled realism, argumentation will tend in the long run toward the Truth. I will end by showing that while argumentation may have a resolution function, its real measure and normative standard is growth rather than resolution per se. (shrink)

This paper aims, above all, to invite a direct reading of the article that Charles S. Peirce published in 1908 with the title “A Neglected Argument for the Reality of God.” More than a century after its original publication, that article by Peirce has not lost its relevance: its careful reading continues to provide a lot to think about. To this end, my presentation is organized in six sections: 1) introduction; 2) presentation of “A Neglected Argument for the Reality of (...) God”; 3) the notion of reality; 4) the heart of the “Neglected Argument”; 5) contemporary discussion: a response to Oya ; and 6) conclusion. (shrink)

The human adventure in education is one of imperfect expression, punctuated by moments of insight. Education cultivates these epiphanies and nurtures their possible continuation. But even without major or minor insights, education cultivates the appreciation of the good, the beautiful, and the true. An experimentalist's sensibility lies amid the humanist's grasp of the myriad ways of trying to understand our existence. To bridge discourse is to appreciate the languages of other cultures, which reveal the nuances of life and experience.

It is commonly supposed that the pragmatisms of Peirce and James are fundamentally opposed; this view is supported by the fact that in 1905 Peirce deliberately chose a new name for his original doctrine. Yet Peirce and James were not only life-long friends but to a surprising extent were life-long collaborators. It is true that their approaches to philosophy were very different, reflecting their distinct personalities, with James exhibiting a pluralistic and humanistic style as opposed to Peirce the analyst and (...) formalist. James was a popular philosopher and Peirce a philosopher for philosophers. But they followed each other’s work, corresponded about philosophical problems, and deeply influenced each other. Peirce never completely renounced James’s broader pragmatism and tried hard to find common ground, even to some extent reshaping his own views to accommodate James’s. (shrink)

The “Cambridge pragmatists”, Charles S. Peirce, William James and Josiah Royce, are at least in two respects significantly indebted to Kant: first, as von Kempski, Apel and Murphey have shown, with regard to the epistemological issues investigated in pragmatism; secondly, with regard to the various pragmatic approaches to religion, something which has been long overlooked. These approaches are best understood as innovative re-readings of Kant’s postulates of freedom, immortality, and God. Since Hilary Putnam pointed out — in his 1992 book (...) Renewing Philosophy — that James’s essay, “The Will to Believe”, in spite of having received a great deal of hostile criticism, is in “its logic, in fact, precise and impeccable”, James’s thoughts are considered by many contemporary philosophers as particularly inspiring. James’s approach is based on the modern experience of secularism and interprets Kant’s “postulate” as the “option” to believe. A deepening of the debate on the relevance of Kant’s analysis of the horizon of religious hope with regard to human praxis for a pragmatism-inspired philosophy of religion can be expected from a detailed discussion of the thoughts of Peirce and Royce, of thoughts, which, in complex ways, relate to, as well as criticise, James’s individuum-focused interpretation of religious faith. (shrink)

Wim Wenders' film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel's point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce's notion of experience and his claim that ‘experience is (...) our great and only teacher’. In his 1903 Harvard lectures, Peirce placed phenomenology at the heart of his philosophy, while outlining a notion of ‘experience’ that clearly integrates his semiotics, phenomenology and pragmatism. To Peirce, experience is a ‘brutally produced conscious effect’ that comes ‘out of practice’ and is a ‘forcible modification of our ways of thinking’. But as this modification is generated by the actions and flows of signs, it is pertinent to read Peirce's notion of experience in relation to his notion of semiosis. Consequently, a Peircean reading of Wings of Desire not only helps to explore how experience teaches, but also the ways in which the rudeness of experience cannot be fully understood without considering the sign's action. (shrink)

On his website, Robert Cummings Neville makes an interesting remark: My serious intellectual life began in 1944 at the age of five when a kindergarten classmate told me that God is a person. I checked with my father about this, and he said, “No, Jesus was a person but God is more like electricity or light.” This seemed reasonable and triggered in me a decisive love of God. Electricity makes things go, like my electric train, and my father explained that (...) God makes everything go, which remains my theology to the present day.1 The question I want to discuss in this paper goes back to the very early beginnings of Neville’s outstanding academic career. Over.. (shrink)

For Peirce, logic is essentially illative, a relation of inferential growth. It follows that inference and argumentation are essentially ecstatic, an asymmetrical, ampliative movement from antecedent to consequent. It also follows that logic is inherently inductive. While deduction remains an essential and irreplaceable aspect of logic, it should be seen as a more abstract expression of the illative, semiological essence of inference as such.

William James once suggested that the underlying difference between empiricists and rationalists is that empiricists explain wholes in terms of parts, while rationalists explain parts in relation to wholes.1 Whatever the merits of this description, it is fair to say that modern thought has predominantly followed the empiricist habit of emphasizing parts and particularity rather than wholes and totality. This essay explores the views of three philosophers who have challenged this dominant trend. In various ways, John Dewey, Thomas Nagel, and (...) Franklin Gamwell have argued that the meaning and value of human life are only properly understood in relation to the whole of reality. To be sure, Dewey embraced the empiricist... (shrink)

Is pragmatism, as focused on a future considered producible by our finite actions, ill equipped to analyze religion (or “Erlösungswissen”, as Max Scheler said); is it unable, as Stanley Cavell writes, to sufficiently explore “skepticism” and negativity? This paper argues that William James succeeds in pragmatically re-thematizing “Erlösungswissen”, and that Josiah Royce—who develops a post-pragmatic, pragmaticist concept of; religion—carefully re-investigates “negativity”, in a Peirce-inspired mode, by focusing on the “mission of sorrow”.

Under the general tutelage of Kant, Charles Sanders Peirce (1839–1914) introduced American pragmatism to yet another philosophical dialectic: between a neglected transcendental instinct and earthly authorities. The dialectic became Peirce’s response to various evolutionary schemes in the 19th century. Guided by the recollected voices of Socrates, Jesus, St. John, Anselm, and Kant, as well as his own brand of pragmatism, Peirce eventually developed a “Neglected Argument for the Reality of God” a century ago, in 1908. Here, Peirce endorsed a more (...) adventurous god than ecclesiastical or theological authorities could imagine, a god of love (agapism) and chance (tychism), but still rife with fallibility. (shrink)

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce’s later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science classroom. We focus on (a) his rationale for abduction, (b) conditions he recognised as necessary to support this speculative reasoning, (c) pragmatic strategies to guide inquiry (...) and test conjectural hypotheses, and (d) his growing recognition of creative dimensions to reasoning beyond abductive inference-making. We illustrate this case through examples of a guided inquiry approach to student claim-making in the science classroom. (shrink)