According to some Philosophy for Children theorists, the pedagogy of the Community of Inquiry hinges upon the acceptance of a pragmatist epistemology. The underlying idea is that it is possible to participate, and to justify participation, in a community of inquiry only if some pragmatist view of truth and knowledge is true and accepted by the participants engaged in dialogue. In this article we argue that this claim is false. In this way, we want to free the pedagogy of the (...) Community of Inquiry from some epistemological assumptions that we regard as unwarranted. To support our contention, we shall highlight two distinctions that are important in order to appreciate the connection between epistemology and education: first, the distinction between the disposition of intellectual humility and the belief in fallibilism; second, the belief in the existence of Cartesian certainties and the attitude of psychological certainty. Finally, we also argue that to vindicate dialogic inquiry it is neither necessary to adopt a pragmatist theory of truth, nor is it necessary to regard warranted judgement as the primary aim of inquiry. In contrast, we argue that truth is the aim of inquiry, and so is the aim of children when they participate in a dialogic inquiry. In this way we also suggest a justification of philosophy with children that does not instrumentalize it. (shrink)

This book concerns the metasemantics of quantum mechanics (QM). Roughly, it pursues an investigation at an intersection of the philosophy of physics and the philosophy of semantics, and it offers a critical analysis of rival explanations of the semantic facts of standard QM. Two problems for such explanations are discussed: categoricity and permanence of rules. New results include 1) a reconstruction of Einstein's incompleteness argument, which concludes that a local, separable, and categorical QM cannot exist, 2) a reinterpretation of Bohr's (...) principle of correspondence, grounded in the principle of permanence, 3) a meaning-variance argument for quantum logic, which follows a line of critical reflections initiated by Weyl, and 4) an argument for semantic indeterminacy leveled against inferentialism about QM, inspired by Carnap's work in the philosophy of classical logic. (shrink)

In a discussion of Sherlock Holmes’ “science of deduction” and the related “method of exclusion,” I show that Holmes’ claim that his inferences are deductive makes sense, if we consider his theoretical presuppositions. So, it is more accurate to say that he tries to reduce abduction to deduction than that he confuses them. His theoretical framework, albeit inadequate as a theory of empirical reasoning, can be seen as a basic model of classical (symbolic) AI. The main problems of this approach (...) are surveyed, and abduction is brought into play as both a better characterization of Holmes’ inferences and a better guide for building AI systems. This is a good background for raising the question of creativity because, according to Peirce, it relates to abduction in a substantial way. Is Sherlock Holmes creative? Can machines be creative? An affirmative answer to the second question might be given by a “logic of discovery” but the problem remains that inventing such a logic already presupposes creativity. (shrink)

James Baldwin wrote: "People who shut their eyes to reality simply invite their own destruction, and anyone who insists on remaining in a state of innocence long after that innocence is dead turns himself into a monster." When people impute meanings to events--such as the 2020 killing of George Floyd, the shooting of Jacob Blake, and subsequent upheavals--they do so with ideas that already make sense to them. And what makes most sense to people is typically due to others with (...) whom they share identities and experiences, and from whom they’ve inherited their basic intellectual scaffolding. But making sense of an event isn’t enough. We’re driven to mobilize action by convincing ourselves that our cause is morally or politically in the right. So people build on their stable-yet-evolving intellectual scaffolding and explanatory schemes to rationalize, justify, and sanctify their conduct. The easiest part of becoming what Baldwin called a moral monster is to build up these self-justifying rationalizations. The more complicated part is to construct a justifying consciousness that insures we’ll arrive safely at foregone conclusions with little risk of confronting others’ experiences in a way that might unsettle our equilibrium or sap our vehemence. In this way, people avoid facing realities that might upend their pretenses, so they are now ideally positioned to be, in Dewey’s words, “profoundly moral even in their immoralities.". (shrink)

This paper outlines a new type of skepticism that is both compatible with fallibilism and supported by work in psychology. In particular, I will argue that we often cannot properly trust our ability to rationally evaluate reasons, arguments, and evidence (a fundamental knowledge-seeking faculty). We humans are just too cognitively impaired to achieve even fallible knowledge, at least for many beliefs.

En su libro Mind and nature Gregory Bateson elabora un argumento que él llama ‘convencional’ para concluir que “nunca podremos ser capaces de reclamar conocimiento definitivo en asunto alguno [final knowledge of anything whatsoever]”. La conclusión es correcta, pero el argumento es engañoso y desorienta más de lo que ayuda. Además, Bateson, disimuladamente, introduce algunas afirmaciones falsas en medio de premisas verdaderas. Revisarlo nos permitirá aclarar algunos malentendidos comunes en filosofía de la ciencia, además de ser la excusa perfecta para (...) esbozar una introducción a la interpolación polinomial de Lagrange y una pequeña reflexión sobre los límites del conocimiento. (shrink)

Are we really sure to correctly know what do we feel in front ofan artwork and to correctly verbalize it? How do we know what weappreciate and why we appreciate it? This paper deals with the problem ofintrospective opacity in aesthetics (that is, the unreliability of self-knowledge) in the light of traditional philosophical issues, but also of recentpsychological insights, according to which there are many instances ofmisleading intuition about one’s own mental processes, affective states orpreferences. Usually, it is assumed that (...) aesthetic statements are intuitivelyclear and self-evident. However, a long tradition in psychological researchhas called the idea of introspective transparency and the infallibility of self-knowledge into question (Wilson 2002). This topic has only recently beenrecognized as an interesting problem in aesthetics (Melchionne 2011, Irvin2014). In this paper I will discuss the main shortcomings in introspective self-knowledge, mostly referring to psychological findings. As a consequence, thedevelopment of a folk psychological account of aesthetic experience could beneeded, investigating how people develop intuitive and naïve theories abouttheir aesthetic reactions, taste, and feelings, distinct from a more objectiveand empirically grounded account of how judgment and preferences areactually formed in ourselves, even on a neurobiological level. However, itwill also be argued that bypassing the individual judgment and his expressedchoices in favor of allegedly more objective levels of description would notbe an innocent step to take. (shrink)

Though ancient Pyrrhonian skepticism is apparently based on disagreement, this aspect of skepticism has been widely neglected in contemporary discussion on skepticism. The paper provides a rational reconstruction of the skeptical argument from disagreement that can be found in the books of Sextus Empiricus. It is argued that this argument forms a genuine skeptical paradox that has no fully satisfactory resolution. All attempts to resolve it make knowledge or justified belief either intuitively too easy or impossible.

While a number of classical pragmatists crafted their philosophies in conjunction with a careful study of Hegel's works, others saw their philosophies emerge in antagonism with proponents of Hegel. In this paper, we offer an instance of the latter case. Namely, we show that the impetus for Charles S. Peirce's early articulation and avowal of realism (the claim that some generals are real) was William Torrey Harris's claim that the formal laws of logic lacked universal validity. According to Harris, the (...) leading representative of Hegelism in the United States, the universal validity of the laws of logic rested on a nominalistic metaphysics that a Hegelian-realism showed to be false. In response to this charge, we articulate how Peirce's attempt to prove the universal validity of the laws of logic resulted in avowing a realism that differed from both nominalism and Harris's Hegelian-realism. (shrink)

We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...) result improve their ability to engage in further and more frequent DRT. Sustained intellectual progress occurs when the inquiry reaches a point whereby students can thoughtfully move between the position of disequilibrium (doubt) and equilibrium (belief) whilst understanding the impermanency of any fixed belief, which, in turn, enables reconstruction of thinking and appropriation of learning in the context of collaborative philosophical inquiry. (shrink)

Esta enciclopédia abrange, de uma forma introdutória mas desejavelmente rigorosa, uma diversidade de conceitos, temas, problemas, argumentos e teorias localizados numa área relativamente recente de estudos, os quais tem sido habitual qualificar como «estudos lógico-filosóficos». De uma forma apropriadamente genérica, e apesar de o território teórico abrangido ser extenso e de contornos por vezes difusos, podemos dizer que na área se investiga um conjunto de questões fundamentais acerca da natureza da linguagem, da mente, da cognição e do raciocínio humanos, bem (...) como questões acerca das conexões destes com a realidade não mental e extralinguística. A razão daquela qualificação é a seguinte: por um lado, a investigação em questão é qualificada como filosófica em virtude do elevado grau de generalidade e abstracção das questões examinadas (entre outras coisas); por outro, a investigação é qualificada como lógica em virtude de ser uma investigação logicamente disciplinada, no sentido de nela se fazer um uso intenso de conceitos, técnicas e métodos provenientes da disciplina de lógica. O agregado de tópicos que constitui a área de estudos lógico-filosóficos é já visível, pelo menos em parte, no Tractatus Logico-Philosophicus de Ludwig Wittgenstein, uma obra publicada em 1921. E uma boa maneira de ter uma ideia sinóptica do território disciplinar abrangido por esta enciclopédia, ou pelo menos de uma porção substancial dele, é extrair do Tractatus uma lista dos tópicos mais salientes aí discutidos; a lista incluirá certamente tópicos do seguinte género, muitos dos quais se podem encontrar ao longo desta enciclopédia: factos e estados de coisas; objectos; representação; crenças e estados mentais; pensamentos; a proposição; nomes próprios; valores de verdade e bivalência; quantificação; funções de verdade; verdade lógica; identidade; tautologia; o raciocínio matemático; a natureza da inferência; o cepticismo e o solipsismo; a indução; as constantes lógicas; a negação; a forma lógica; as leis da ciência; o número. (shrink)

John Hick’s theory concerning plurality of religions is an ontologic pluralism according to which all religions are authentic ways for man to attain the "real an sich". Gods of religions are real as perceived and veridical hallucinations; while the “real an sich” has ineffable substantial and trans-categorical properties. Hick’s view suffers from several problems. As a second order analysis of religions, Hick’s view is not a correct one. To reject naturalism, it falls into an epistemological circle, where distinction between formal (...) and substantial properties fades away. It seems that Hick is captured by a category mistake in the presentation of his own theory concerning authenticity of all religions to attain the "real an sich". (shrink)

Kelly suggested that it was useful to consider anyone as functioning as a scientist, in the business of applying theories, making hypotheses and predictions and testing them out in the practice of everyday life. One of Charles Peirce’s major contributions was to develop the disciplines of logic and the philosophy of science. We can deepen and enrich our understanding of Kelly’s vision by looking at what Peirce has to say about the process of science. For Peirce, the essence of science (...) was the application of the laws of inference. He developed a much broader concept of logic, elaborating the processes of deduction and induction and adding to these the logic of hypothetical inference, or ‘abduction’, even as Kelly broadened it further in his “departure from classical logic”. Examining the implications of these three forms of inference allows us to elaborate the dynamics involved in the process of construing, ordinacy and the cycles of experience, creativity and decision making. This is the second of a three part series examining the relationship between the work of Peirce and Kelly. The third will include a look at phenomenology, bipolarity, the self, dialogical process and sociological considerations. (shrink)

Kelly’s work was formed and developed in the context of the American philosophical movement known as pragmatism. The major figures to which this tradition is attributed are Charles S. Peirce, William James and John Dewey. In Personal Construct Psychology, Dewey was acknowledged by Kelly and by subsequent writers as perhaps his most important influence. It has recently become increasingly apparent, however that Peirce was a much more pervasive and crucial influence on James and Dewey than has previously been recognized. Kelly (...) did not mention Peirce but a close reading of the two writers reveals a remarkable correspondence and relationship between their two bodies of work. To set these two thinkers side by side proves to be an interesting and productive exercise. In this paper, after introducing Peirce and examining the relationship between him and Dewey, Kelly’s basic philosophical assumptions, as outlined at the beginning of Volume 1 of the Psychology of Personal Constructs, are used as a framework for exploring their similarities and differences. The result is an enrichment of our understanding of Kelly’s philosophy which allows us to make links with many different subsequent thinkers’ ideas and provides a basis for exploring the psychological aspects of the two men’s work. The latter forms the subject of Part II of this series which is in preparation. (shrink)

How anything acts depends upon what it is, both as a kind of thing and as a distinct individual of that kind: “agere sequitur esse” — action follows being. This is as true of signs as it is of lions or centipedes: therefore, in order to determine the range or extent of semiosis we need above all to determine the kind of being at stake under the name “sign”. Since Poinsot, in a thesis that the work of Peirce centuries later (...) confirmed, the proper being of signs as signs lies in a relation, a relationship irreducibly unifying three distinct terms: a foreground term representing another than itself — the representamen or sign vehicle; the other represented — the significate or object signified; and the third term to or for whom the other-representation is made — the interpretant, which need not be a person and, indeed, need not even be mental. The action of signs then is the way signs influence the world, including the world of experience and knowledge, but extending even to the physical world of nature beyond the living. It is a question of what is the causality proper to signs in consequence of the being proper to them as signs, an indirect causality, just as relations are indirectly dependent upon the interactions of individuals making up the plurality of the universe; and a causality that models what could or might be in contrast to what is here and now. To associate this causality with final causality is correct insofar as signs are employed in shaping the interactions of individual things; but to equate this causality with “teleology” is a fundamental error into which the contemporary development of semiotics has been inclined to fall, largely through some published passages of Peirce from an essay within which he corrects this error but in passages so far left unpublished. By bringing these passages to light, in which Peirce points exactly in the direction earlier indicated by Poinsot, this essay attempts a kind of survey of the contemporary semiotic development in which the full vista of semiosis is laid out, and shown to be co-extensive with the boundaries of the universe itself, wherever they might fall. Precisely the indirect extrinsically specificative formal causality that signs exercise is what enables the “influence of the future” according to which semiosis changes the relevance of past to present in the interactions of Secondness. Understanding of this point (the causality proper to signs) also manifests the error of reducing the universe to signs, the error sometimes called “pansemiosis”. (shrink)

In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...) from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. To this end we offer comparisons and contrasts between Camus and the pragmatist educational discourse centred on communities of philosophical inquiry (or, more broadly, collaborative philosophical inquiry). In particular we focus on the phenomenology of inquiry, namely, that “inquiry must begin with a problem, question, or doubt and must aim at a solution or resolution, both of which are genuinely felt—something in which the inquirer actually has a stake” (Gregory & Granger, 2012: 13). We conclude that what Camus calls lucidity has implications for the notion of reconstruction, prominent in Dewey’s thoughts on education, and central to Lipman’s focus on philosophy functioning educationally. (shrink)

In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry (...) that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments. (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 paper, I want to focus on the question whether Hegel's philosophy shares its main characteristics with pragmatism. I will answer this question affirmatively. In the first part, I sketch the understanding of pragmatism that allows me to call Hegel a pragmatist. In the second part, I turn to the specific project of Hegel's Phenomenology and try to substantiate the claim that Hegel is a pragmatist in this sense. I end with a discussion about the limits of my thesis (...) in the third part of my paper. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“An Equivocal Couple Overwhelmed by Life”A Phenomenological Analysis of PregnancySara HeinämaaTwo conceptions of human generativity prevail in contemporary feminist philosophy. First, several contributors argue that the experience of pregnancy, when analyzed by phenomenological tools, undermines several distinctions that are central to Western philosophy, most importantly the subject-object distinction and the self-other and own-alien distinctions. This line of argument was already outlined by Iris Marion Young in her influential essay (...) “Pregnant Embodiment: Subjectivity and Alienation” (1984). The other dominant argument is related to the first one, and it states that organic birth is the event that establishes the first experiential separation between the self and the other. On this understanding, the mother-fetus relation would not involve any relations between two corporeal selves; all such relations would be postnatal. This notion has been defended, for example, by Christine Schües (1997; 2000) and Johanna Oksala (2003).1On the other hand, classical phenomenology is dominated by the idea that the rigorous first-person methodology that is essential to phenomenology dictates that the sense of birth must be studied primarily by reflection on the structures of our own recollection or memory. Consequently, the primary sense of human birth would be that of an unattainable limit. This is argued on the basis of the existential fact that we all are born but cannot recall our own birth, or else on the basis of the transcendental fact that the structure [End Page 31] of retention ties each living present to an earlier one and implies that the transcendental ego cannot be subject to generation.2 From this perspective, all analyses and reflections of the experiences of labor, gestation, and pregnancy would be secondary since the sense of birth that these experiences involve is the nativity of another human being and not the nativity of the reflecting self.This paper challenges both the feminist and the classical phenomenological approach. I maintain that careful phenomenological analyses of the experience of pregnancy undermine both notions. Such analyses show, on the one hand, that pregnancy does not imply a nondistinction or self-other fusion but on the contrary involves a specific self-other divide. At the same time, they demonstrate that the sense of birth is more complex than the classical recollection-paradigm suggests and that it includes more components than the signification of an unattainable limit. A proper phenomenology of birth must take into account not only the universal fact that we all are born, but also the equally universal fact that each of us is born from another human being, that is, some other human subject.3 This other human being who “gave” us birth or “from whose flesh we were born” provides us with a unique perspective on our own past, beyond the limits of our own recollection. Her perspective is incomparable to any other external perspective; rather than simply giving us an additional third-person viewpoint on our own organic birth, this one person is able to open a second-person perspective on our pre- and postnatal life and the transition between them—all of which is beyond our own recollection.My argument proceeds by the following steps:First, I develop a fresh discourse on the experience of pregnancy, by studying a set of remarks to be found in Julia Kristeva’s postphenomenological discourse on maternity, on the one hand, and in Simone de Beauvoir’s existential-phenomenological discourse on feminine embodiment, on the other hand. I use these remarks as leading clues for a novel phenomenological study of the experience of pregnancy.4 Contra Young’s influential account mentioned above, I argue that gestation, as experienced by women who live it in the first person, includes a separation between two sensory-motor beings in a nesting relation: the pregnant self and the embryonic other. The alternative account that I provide hinges on my analysis of the experience of fetal movements and the role of touch-sensations and kinesthetic sensations in such experiences. Ultimately, I argue that pregnancy does not erode the self-other boundary or the own-alien boundary but reestablishes both divisions.Second, I compare my account of the experience of pregnancy to Merleau... (shrink)

What is an inference? Logicians and philosophers have proposed various conceptions of inference. I shall first highlight seven features that contribute to distinguish these conceptions. I shall then compare three conceptions to see which of them best explains the special force that compels us to accept the conclusion of an inference, if we accept its premises.

Over the last decade, theorists have persistently criticised the assumption that the International Criminal Court (ICC) can produce a noteworthy deterrent effect. Consequently, consensus has emerged that we should probably look for different ways to justify the ICC or else abandon the prestigious project entirely. In this paper, I argue that these claims are ill founded and rest primarily on misunderstandings as to the idea of deterrence through punishment. They tend to overstate both the epistemic certainty as to and the (...) size of the deterrent effect necessary in order to thus justify punishment. I argue that we should in general expect reasonably humane punitive institutions to lead to better consequences than if we abolish punishment entirely, and I show that, contrary to widespread assumption among critics of the ICC, we should not expect the conditions characteristically surrounding mass atrocity to undermine this presumption. Properly understood, the ICC equals adding another “slice of cheese” to our comprehensive crime preventive system modelled along the lines of James Reason’s Swiss cheese model of accident causation and risk management. Undoubtedly, some future perpetrators will elope through the holes in this layer too, but others will be deterred. (shrink)

With Humean empiricism and its agnostic stance regarding the future as a foil, I take a bird’s eye view of the links between past and future prescribed by ordinary concepts of everyday things and processes, and by scientific models of phenomenal situations. I argue that they entitle us to claim knowledge of the future—including, where appropriate, its necessary course—in a humanly affordable sense of ‘knowledge’.

Résumé -/- Dans son premier livre (Philosophie de l’arithmétique 1891), Husserl élabore une très intéressante philosophie des mathématiques. Les concepts mathématiques sont interprétés comme des concepts de « deuxième ordre » auxquels on accède par une réflexion sur nos opérations mentales de numération. Il s’ensuit que la vérité de la proposition : « il y a trois pommes sur la table » ne consiste pas dans une relation mythique quelconque avec la réalité extérieure au psychique (où le nombre trois doit (...) être exemplifié de quelque manière), mais bien dans le fait que les pommes sur la table peuvent être dénombrées correctement en tant qu’elles sont au nombre de trois. Nous avons affaire ici à une position « antiréaliste » fondant la vérité mathématique non pas dans un monde platonicien, mais bien sur le concept de rectitude de nos opérations formelles. -/- Abstract -/- In his first book (Philosophy of Arithmetic 1891) Husserl develops a very interesting philosophy of mathematics. Mathematical concepts are interpreted as « second order » concepts gained by reflection on our mental operations of counting. Accordingly the truth of the proposition « There are three apples on the table » consists not in any mythical relation to the extra-mental reality (where the number three should be somehow exemplified), but rather in the fact that the apples on the table can be correctly counted as three. We have here an « anti-realist » position grounding the mathematical truth not in platonic realms, but rather in the concept of correctness of our formal operations. (shrink)

The present work constitutes an attempt to make explicit those pragmatic norms successfully operating in empirical science. I will first comment on the initial presuppositions of the discussion, in particular, on those concerning the instrumental character of scientific practice and the nature of scientific goals. Then I will depict the moderately naturalistic frame in which, from this approach, the pragmatic norms make sense. Third, I will focus on the specificity of the pragmatic norms, making special emphasis on what I regard (...) as a key idea underlying them, namely, the view, vigorously advocated by classical pragmatists like C. S. Peirce and G. Vailati, that the best test for objectivity is the test of action. Finally, I am going to put forward a tentative list of pragmatic norms that can be abstracted from a careful observation and analysis of scientific practice as provided by current philosophers of experimentation (A. Franklin and F. Steinle among others). The norms will be divided into four classes corresponding to four aspects of science in which they rule, that is, self-correction, prediction, explanation and both experimentation and computation. In the following account, the formulation of those pragmatic norms successfully governing science will be understood as a contribution that scientifically-oriented pragmatism can make to the normative naturalistic project in epistemology. (shrink)

The aim of the present volume is to draw the balance of naturalism's success so far.

By what empirical means can a person determine whether he or she is presently awake or dreaming? Any conceivable test addressing this question, which is a special case of the classical metaphysical doubting of reality, must be statistical (for the same reason that empirical science is, as noted by Hume). Subjecting the experienced reality to any kind of statistical test (for instance, a test for bizarreness) requires, however, that a set of baseline measurements be available. In a dream, or in (...) a simulation, any such baseline data would be vulnerable to tampering by the same processes that give rise to the experienced reality, making the outcome of a reality test impossible to trust. Moreover, standard cryptographic defenses against such tampering cannot be relied upon, because of the potentially unlimited reach of reality modification within a dream, which may range from the integrity of the verification keys to the declared outcome of the entire process. In the face of this double predicament, the rational course of action is to take reality at face value. The predicament also has some intriguing corollaries. In particular, even the most revealing insight that a person may gain into the ultimate nature of reality (for instance, by attaining enlightenment in the Buddhist sense) is ultimately unreliable, for the reasons just mentioned. At the same time, to adhere to this principle, one has to be aware of it, which may not be possible in various states of reduced or altered cognitive function such as dreaming or religious experience. Thus, a subjectively enlightened person may still lack the one truly important piece of the puzzle concerning his or her existence. (shrink)

The recent drastic development of agriculture, together with the growing societal interest in agricultural practices and their consequences, pose a challenge to agricultural science. There is a need for rethinking the general methodology of agricultural research. This paper takes some steps towards developing a systemic research methodology that can meet this challenge – a general self-reflexive methodology that forms a basis for doing holistic or (with a better term) wholeness-oriented research and provides appropriate criteria of scientific quality.From a philosophy of (...) research perspective,science is seen as an interactive learning process with both a cognitive and a social communicative aspect. This means, first of all,that science plays a role in the world that it studies. A science that influences its own subject area, such as agricultural science, is named a systemic science. From this perspective, there is a need to reconsider the role of values in science. Science is not objective in the sense of being value-free.Values play, and ought to play, an important role in science – not only in form of constitutive values such as the norms of good science, but also in the form of contextual values that enter into the very process of science. This goes against the traditional criterion of objectivity. Therefore, reflexive objectivity is suggested as a new criterion for doing good science, along with the criterion of relevance. Reflexive objectivity implies that the communication of science must include the cognitive context, which comprises the societal,intentional, and observational context. Ina ccordance with this, the learning process of systemic research is shown as a self-reflexive cycle that incorporates both an involved actor stance and a detached observer stance. The observer stance forms the basis for scientific communication.To this point, a unitary view of science as a learning process is employed. A second important perspective for a systemic research methodology is the relation between the actual,different, and often quite separate kinds of science. Cross-disciplinary research is hampered by the idea that reductive science is more objective, and hence more scientific, than the less reductive sciences of complex subject areas – and by the opposite idea that reductive science is necessarily reductionistic. Taking reflexive objectivity as a demarcator of good science, an inclusive framework of science can be established. The framework does not take the established division between natural, social, and human science as a primary distinction of science.The major distinction is made between the empirical and normative aspects of science,corresponding to two key cognitive interests.Two general methodological dimensions, the degree of reduction of the research world and the degree of involvement in the research world, are shown to span this framework. The framework can form a basis for transdisciplinary work by way of showing the relation between more and less reductive kinds of science and between more detached and more involved kinds of science and exposing the abilities and limitations attendant on these methodological differences. (shrink)

A reading of Feyerabend in Against Method, and a comparison of C.S. Peirce.

From ancient times to the present, the discovery and presentation of new proofs of previously established theorems has been a salient feature of mathematical practice. Why? What purposes are served by such endeavors? And how do mathematicians judge whether two proofs of the same theorem are essentially different? Consideration of such questions illuminates the roles that proofs play in the validation and communication of mathematical knowledge and raises issues that have yet to be resolved by mathematical logicians. The Appendix, in (...) which several proofs of the Fundamental Theorem of Arithmetic are compared, provides a miniature case study. (shrink)

Charles Mills posits an epistemology of ignorance that underwrites the complicity of Whites, or people of Western European descent, as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated for a subcategory of White Americans because of being socialized into a White-dominant culture of caste-based Afroscepticism. (...) I argue, based on Peirce's conceptualization of doubt, as against Descartes, that Afroscepticism is a totalizing belief system predicated on a racial group-based social epistemology and maintains a settled stance of questioning the commensurate citizenship of Blacks or American descendants of slaves. These perceived social costs warrant educational interventions that can dismantle its reasoning architecture. White Afroscepticism poses a barrier to the teacher’s efforts to cultivate the democratic habitus in students; however, educator preparation that takes its existence into account can build on the standard classroom practices of critical social justice that promote equity, critical multicultural education, and critical thinking. (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)

Philosophical Perspectives, Volume 35, Issue 1, Page 404-418, December 2021.

In this paper, we provide a pragmatist conceptualization of affective habits as relatively flexible ways of channeling affectivity. Our proposal, grounded in a conception of sensibility and habits derived from John Dewey, suggests understanding affective scaffoldings in a novel and broader sense by re-orienting the debate from objects to interactions. We claim that habits play a positive role in supporting and orienting human sensibility, allowing us to avoid any residue of dualism between internalist and externalist conceptions of affectivity. We provide (...) pragmatist tools for understanding the environment's role in shaping our feelings, emotions, moods, and affective behaviors. However, we contend that in addition to environment, the continuous and recursive affective transaction between agent and environment are also crucially involved. We claim that habits are transformative, which is especially evident when we consider that emotions are often the result of a crisis in habitual behavior and successively play a role in prompting changes of habits. The final upshot is a conceptualization of affective habits as pervasive tools for feelings that scaffold human conduct as well as key features in the transformation of behaviors. (shrink)

The use of multiple means of determination to “triangulate” on the existence and character of a common phenomenon, object, or result has had a long tradition in science but has seldom been a matter of primary focus. As with many traditions, it is traceable to Aristotle, who valued having multiple explanations of a phenomenon, and it may also be involved in his distinction between special objects of sense and common sensibles. It is implicit though not emphasized in the distinction between (...) primary and secondary qualities from Galileo onward. It is arguably one of several conceptions involved in Whewell’s method of the “consilience of inductions” (Laudan 1971) and is to be found in several places in Peirce. (From M. Brewer and B. Collins, eds., (1981); Scientific Inquiry in the Social Sciences (a festschrift for Donald T. Campbell), San Francisco: Jossey-Bass, pp. 123–162.). (shrink)

In approaching the future, i.e. in planning projects and decision-making, the role of both affective and non-affective factors is considerable. But given that affectivity is not a homogeneous realm and that it is difficult, if not impossible, to isolate the affective and non-affective elements of a description, anticipation can be hardly described as purely affective, and, on the other, it is necessary to consider what kind or level of the hierarchical realm of affectivity is involved in the anticipation move. In (...) the paper several distinction are made in order to elucidate the role of affectivity in anticipating a person’s approach to the future. (shrink)

This paper is an attempt to convince anti-realists that their correct intuitions against the metaphysical inflationism derived from some versions of mathematical realism do not force them to embrace non-standard, epistemic approaches to truth and existence. It is also an attempt to convince mathematical realists that they do not need to implement their perfectly sound and judicious intuitions with the anti-intuitive developments that render full-blown mathematical realism into a view which even Gödel considered objectionable. I will argue for the following (...) two theses: that realism, in its standard characterization, is our default position, a position in agreement with our pre-theoretical intuitions and with the results of our best semantic theories, and that most of the metaphysical qualms usually related to it depends on a poor understanding of truth and existence as higher-order concepts. (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)

In 1929 Wittgenstein began to work on the first philosophical manuscripts he had kept since completing the Tractatus Logico-Philosophicus in 1918. The impetus for this was his conviction that the logic of the TLP was flawed: it was unable to account for the fact that a proposition that assigns a single value on a continuum to a simple object thereby excludes all assignments of different values to the object . Consequently Wittgenstein's "atomic propositions" could not be logically independent of one (...) another. ;Initially he thought he could replace the "logically perfect language" of the TLP with a "phenomenological language" in which experiential propositions about various "spaces" would form systems. The system described by a phenomenological language would be independent of the one described by ordinary "physicalistic" language; the physical "world" was known only by inference from the phenomenological. But he soon realized there was a fundamental error in this conception: phenomenology has to describe the same world as physics or it fails to provide a foundation for it. This suggests that there is only one world, and one language with two different modes of expression. Wittgenstein's now comes to his fundamental insight: ordinary language is biased towards the description of physical objects and their relations, but it is our only method of expressing phenomenological or abstract concepts. Failure to recognize this difficulty leads to the misapplication of physicalistic concepts, i.e., to grammatical errors. ;This insight had the following impact: the task of philosophy is not to invent logical or phenomenological languages, but to understand the grammar of ordinary language; the notion of a language of pure experience was itself connected with a false, physicalistic idea of the soul as an observer of a private world; the conception of analysis that had guided philosophy since Frege was based on a misused metaphor taken from the grammar of physics: the analysis of an object into its parts or chemical constituents. These ideas reach their ultimate expression in Wittgenstein's Philosophical Investigations. Thus his "later" work actually begins with these 1929--30 manuscripts. (shrink)

In investigating Dewey’s theory of the Great community, it is important to first examine closely Dewey’s theory of scientific inquiry and show how it evades the spectator theory of knowledge common to all modern epistemologies as closed systems. Dewey maintained that through controlled experimentalism we engage, and can solve, existential issues facing us for the purpose of expanding human freedom, promoting the democratic way of life and cultivating the institutions which foster these activities. The usage of inquiry to overcome problematic (...) situations therefore stands as one of the first conditions needed to attain the great community. Since Dewey did not view human beings as isolated and passive spectators he engaged in formulating what it means to become an individual with experimental habits. Dewey envisioned humans as organisms operating in a common cultural environment rather than private entities cut off from one another. We are communal by way of communication. The next condition required to bring about the great community is open communication. Dewey held that human beings need to operate through the development of such habits that assist them in overcoming obstacles by means of an education that secures the process of cultural growth. This aspect of his theory became the backbone of Dewey’s conception of ethical value and his political theory. Members of the Great community must trust and freely associate to accomplish the social growth that Dewey advocates therefore free association is another condition for the achievability of the great community. As I argue, for Dewey, any way of life which is oriented toward individual growth can be democratic. A democratic way of life is shown to be superior to any other currently pursued. Thus, any community which cultivates democratic practices throughout its culture can become a participant in the great community. By so doing it allows the individuals of that community to flourish as ethical and cognitive agents. Therefore democracy as a way of life requires that individuals participate within the cultivation of themselves and their community and this is the next condition for achieving the great community. The final condition for achieving the great community is the full integration and usage of individual’s potentialities. If these six conditions are met, Dewey held the conditions would be ripe to bring about a great community. He never completed the social task of what the great community would be once attained, but this dissertation will gather together the materials he did provide on it and trace the steps that would be needed to achieve it. (shrink)

The definition of knowledge as justified true belief is the best we presently have. However, the canonical tripartite analysis of knowledge does not do justice to it due to a Platonic conception of a priori truth that puts the cart before the horse. Within a pragmatic approach, I argue that by doing away with a priori truth, namely by submitting truth to justification, and by accordingly altering the canonical analysis of knowledge, this is a fruitful definition. So fruitful indeed that (...) it renders the Gettier counterexamples vacuous, allowing positive work in epistemology and related disciplines. (shrink)

Is displacement possible without language? This question was addressed in a recent work by Liszkowski and colleagues . The authors carried out an experiment to demonstrate that 12-month-old prelinguistic infants can communicate about absent entities by using pointing gestures, while chimpanzees cannot. The main hypothesis of their study is that displacement does not depend on language but is, however, exclusively human and instead depends on species-specific social-cognitive human skills. Against this hypothesis, we will argue that a symbolic representation is needed (...) to intentionally communicate absence and that this symbolic representation is tied to language. Moreover, data on the expression of displacement in home-sign systems will be taken into consideration. In light of this data, and in opposition to Liszkowski et al.'s claim, this paper will argue that displacement gestures are not foundational to language. Instead, they predate and predict .. (shrink)

Recent attention given to the upstart movement of experimental philosophy is much deserved. But now that experimental philosophy is beginning to enter a stage of maturity, it is time to consider its relation to other philosophical traditions that have issued similar assaults against ingrained and potentially misguided philosophical habits. Experimental philosophy is widely known for rejecting a philosophical reliance on intuitions as evidence in philosophical argument. In this it shares much with another branch of empiricist philosophy, namely, pragmatism. Taking Kwame (...) Anthony Appiah's forthright and cautious endorsement of experimental philosophy as my model, I show that experimental philosophy and pragmatist philosophy share more than adherents of either philosophical method have yet to allow. I then use this comparison to show how the new experimentalisms could benefit from a rereading of century-old pragmatist insights about philosophical methodology. (shrink)