This chapter addresses the question of what makes expressions meaningful according to the conception of meaning offered by Donald Davidson. It addresses this question by reflecting on Kathrin Glüer’s recent response to it. It argues that Glüer misconstrues both the evidence for meaning that the radical interpreter must rely on and the way in which the principle of charity must be deployed. The articulation of the correct construal of the evidence and the principle reveals the thoroughly non-reductionist aspect of Davidson’s (...) conception of meaning. This aspect becomes even clearer in his later work, through the articulation of the triangulation argument. I try to show how this argument, which is reconstructed in accordance with Claudine Verheggen’s interpretation of it, helps answer the initial question. The question whether the conception has the resources to account for the objectivity of meaning is briefly discussed. (shrink)

There are various ways in which context matters in ethics. Most clearly, the context in which an action is performed might determine whether the action is morally right: though it is often wrong not to keep a promise, it might be permissible in certain contexts. More radically, proponents of moral particularism (see particularism) have argued that a reason for an action in one context is not guaranteed to be a reason in a different context: whether it is a reason against (...) an act that it breaks a promise or inflicts pain might depend on the particulars of the situation. In moral epistemology, Timmons (1999: Ch. 5) argues that whether a moral judgment is epistemically responsible depends both on the basic moral outlook of the moral judge and on whether the context of judgment is one of engaged moral thinking, or one of distanced, skeptical reflection. In the former, the judge’s basic moral outlook can serve to justify the judgment; not so in the latter (see epistemology, moral). -/- Our focus here, however, will be on forms of metaethical, and more precisely semantic, contextualism in moral discourse and moral thinking. According to these forms of contextualism (henceforth “metaethical contextualism,” or just “contextualism”), the meaning or truth-conditions of a moral judgment depend not only on the properties of the act it concerns, but also on features of the context in which the judgment is made, such as the standards endorsed by the moral judge or the parties of the conversation. If metaethical contextualism is correct, it might be that when two persons judge that abortions must be banned, one person’s judgment might be true whereas the other person’s is false, because they accept different fundamental norms. This would undermine the idea that there are objectively correct answers to moral questions. -/- Metaethical contextualism is supported from three directions. First, what is expressed by terms such as “good” and “ought” seems to be context-dependent when used outside ethics, being dependent on a variety of interests and concerns. One might therefore expect similar context dependence when these terms are used to express moral judgments, assuming a corresponding variety of interests and concerns in moral contexts. Second, many have thought that deep moral disagree- ments suggest that the interests and concerns behind moral judgments do vary in this way. Finally, contextualism promises to make sense of what seems to be an intrinsic yet defeasible connection between moral judgments and moral motivation, by tying the meaning or truth-conditions of moral judgments closely to interests and concerns of moral judges. At the same time, contextualism faces two broad kinds of problems: to make sense of the seemingly categorical or objective preten- sions of moral claims, and to explain why the parties to deep moral disagreement often behave as if they were disagreeing about substantive issues rather than talking past each other. In the sections that follow, we look closer at both sources of support and problems for contextualism. (shrink)

This article lies at the crossroads of education, technology, and culture, examining the assumption that societal cultures can exert influence on educational technologies. It is informed by a hypothesis that educational technology is not merely a matter of education and technology alone but is also about the societal culture wherein that educational technology is implemented. The study explores those societally and culturally informed factors that promote the rejection of educational technologies. It answers the research question: To what extent do societal (...) cultures challenge educational technologies? This question is addressed by carrying out a quantitative enquiry into Israel and Saudi Arabia. Having analyzed the collected data using an exploratory factor analysis, societally and culturally directed factors were revealed that flew in the face of educational technologies. The theoretical proposition that could be drawn from this is that educational technologies can be rejected not based on educational or technological interests alone but rather based on societally and culturally promoted anxieties. The recommendation for research policy is thus that, when researching an educational technology, there should be constant consideration of how societally and culturally compatible it is with the wider societal culture wherein it will be or already is situated. (shrink)

Are inferences, theoretical and practical, subject to requirements of rationality? If so, are these of the form 'if … ought …' or 'ought … if …'? If the latter, how are we to understand the 'if'? It seems that, in all cases, we get unintuitive implications if 'ought' connotes having reason. It is difficult to formulate such requirements, and obscure what they explain. There might also be a requirement forbidding self-contradiction. It is a good question whether self-contradiction constitutes, or evidences, (...) irrationality; but talk of a rational requirement causes trouble. (shrink)

Are inferences, theoretical and practical, subject to requirements of rationality? If so, are these of the form 'if … ought …' or 'ought … if …'? If the latter, how are we to understand the 'if'? It seems that, in all cases, we get unintuitive implications if 'ought' connotes having reason. It is difficult to formulate such requirements, and obscure what they explain. There might also be a requirement forbidding self-contradiction. It is a good question whether self-contradiction constitutes, or evidences, (...) irrationality; but talk of a rational requirement causes trouble. (shrink)

The syntactic structure of the deontic “ought” has been much debated in philosophy and linguistics. Schroeder argues that the deontic “ought” is syntactically ambiguous in the sense that it can be associated with either a control or raising construction. He distinguishes between deliberative and evaluative “ought”s and argues that the deliberative “ought” is control while the evaluative “ought” is raising. However, if there is a control sense of “ought,” it implies that there is a sense of “ought” in which the (...) word carries an external argument. Chrisman (2012) proposes two linguistic tests to verify this prediction. I add a new test, which I call the intensionality test, to the list. (shrink)

Survey of some recent literature on normativity, including nonreductionist, neo-Aristotelian, neo-Humean, expressivist, and constructivist views.

Some philosophers hold that „ought‟ is ambiguous between a sense expressing a propositional operator and a sense expressing a relation between an agent and an action. We defend the opposing view that „ought‟ always expresses a propositional operator against Mark Schroeder‟s recent objections that it cannot adequately accommodate an ambiguity in „ought‟ sentences between evaluative and deliberative readings, predicting readings of sentences that are not actually available. We show how adopting an independently well-motivated contrastivist semantics for „ought‟, according to which (...) „ought‟ is always relativized to a contrast set of relevant alternatives, enables us to explain the evaluative-deliberative ambiguity and why the availability of these readings depends on sentential grammar. (shrink)

The requirements of rationality are fundamental in practical and theoretical philosophy. Nonetheless, there exists no correct account of what constitutes rational requirements. This paper attempts to provide a correct constitutive account of ‘rationality requires’. I argue that rational requirements are grounded in ‘necessary explanations of subjective incoherence’, as I shall put it. Rationality requires of you to X if and only if your rational capacities, in conjunction with the fact that you not-X, explain necessarily why you have a non-maximal degree (...) of subjective coherence. (shrink)

Moral contextualism is the view that claims like ‘A ought to X’ are implicitly relative to some (contextually variable) standard. This leads to a problem: what are fundamental moral claims like ‘You ought to maximize happiness’ relative to? If this claim is relative to a utilitarian standard, then its truth conditions are trivial: ‘Relative to utilitarianism, you ought to maximize happiness’. But it certainly doesn’t seem trivial that you ought to maximize happiness (utilitarianism is a highly controversial position). Some people (...) believe this problem is a reason to prefer a realist or error theoretic semantics of morals. I argue two things: first, that plausible versions of all these theories are afflicted by the problem equally, and second, that any solution available to the realist and error theorist is also available to the contextualist. So the problem of triviality does not favour noncontextualist views of moral language. (shrink)

Normative concepts have a special taste, which many consider to be proof that they cannot be reductively analyzed into entirely nonnormative components. This paper demonstrates that at least some intuitively normative concepts can be reductively analyzed. I focus on so-called ‘hypothetical imperatives’ or ‘anankastic conditionals’, and show that the availability of normative readings of conditionals is determined by features of grammar, specifically features of tense. Properly interpreted, these grammatical features suggest that these deontic modals are analyzable in terms of conditional (...) necessity with a certain temporal structure. (shrink)

As Kant claimed in the Groundwork, and as the idea has been developed by Korsgaard 1997, Bratman 1987, and Broome 2002. This formulation is agnostic on whether reasons for ends derive from our desiring those ends, or from the relation of those ends to things of independent value. However, desire-based theorists may deny, against Hubin 1999, that their theory is a combination of a principle of instrumental transmission and the principle that reasons for ends are provided by desires. Instead, they (...) may say, there is just one principle, a principle of, if you will, instrumental transmutation: if one desires the end, then one has reason to take the means. See the discussion of General Production, in section 8, for a doubt about this. (shrink)

If our mental attitudes were reasons, we could bootstrap anything into rationality simply by acquiring these mental attitudes. This, it has been argued, shows that mental attitudes cannot be reasons. In this paper, I focus on John Broome’s development of the bootstrapping objection. I distinguish various versions of this objection and I argue that the bootstrapping objection to mind-based accounts of reasons fails in all its versions.