A promising recent approach for understanding complex phenomena is recognition of anticipatory behavior of living organisms and social organizations. The anticipatory, predictive action permits learning, novelty seeking, rich experiential existence. I argue that the established frameworks of anticipation, adaptation or learning imply overly passive roles of anticipatory agents, and that a fictionalist standpoint reflects the core of anticipatory behavior better than representational or future references. Cognizing beings enact not just their models of the world, but own make-believe existential agendas as (...) well. Anticipators embody plausible scripts of living, and effectively assume neo-Kantian or pragmatist perspectives of cognition and action. It is instructive to see that anticipatory behavior is not without mundane or loathsome deficiencies. Appreciation of ferally fictionalist anticipation suggests an equivalence of semiosis and anticipation. (shrink)

This paper defends Plotinus’ reading ofSophist248e-249d as an expression of the togetherness or unity-in-duality of intellect and intelligible being. Throughout the dialogues Plato consistently presents knowledge as a togetherness of knower and known, expressing this through the myth of recollection and through metaphors of grasping, eating, and sexual union. He indicates that an intelligible paradigm is in the thought that apprehends it, and regularly regards the forms not as extrinsic “objects” but as the contents of living intelligence. A meticulous reading (...) ofSophist248e-249d shows that the “motion” attributed to intelligible being is not temporal change but the activity of intellectual apprehension. Aristotle’s doctrines of knowledge as identity of intellect and the intelligible, and of divine intellect as thinking itself, are therefore in continuity with Plato, and Plotinus’ doctrine of intellect and being is continuous with both Plato and Aristotle. (shrink)

A number of significant contributions in the last four decades show that non-normal modal logics can be fruitfully employed in several applied fields. Well-known domains are epistemic logic, deontic logic, and systems capturing different aspects of action and agency such as the modal logic of agency, concurrent propositional dynamic logic, game logic, and coalition logic. Semantics for such logics are traditionally based on neighbourhood models. However, other model-theoretic semantics can be used for this purpose. Here, we systematically study multi-relational structures, (...) whose investigation is still relatively underdeveloped. After a brief introduction to two different versions of multi-relational semantics – which we call strong and weak multi-relational semantics – we proceed to study several modal schemata. Special attention is paid to the schemata CON and D. Finally we offer completeness proofs for several systems using both strong and weak semantic tools: The proofs thus cover both classical system.. (shrink)

Judith Butler’s influential work in feminist theory is significant for its insight that sexist discourse in popular culture affects the agency and consciousness of individuals, but offers an inadequate account of how such discourse might be said to touch, shape, or affect selves. Supplementing Butler’s account of signification with a Deweyan pragmatic account of meaning-making and selective emphasis enables a consistent account of the relationship between discourse and subjectivity with a robust conception of the bodily organism. An analysis of the (...) popular discourse surrounding Hillary Clinton in the 2008 Presidential campaign demonstrates why this hybrid pragmatic/poststructuralist account is necessary. (shrink)

My dissertation has two main parts. In the first half, I draw out an underlying presupposition of Descartes' philosophy: what I term "atomism of thought." Descartes employs a radical procedure of doubt in order to show that the first principle of his philosophy, the cogito, is an unshakeable foundation of knowledge. In the dialogue that follows his dissemination of the Meditations, Descartes reveals that a whole set of concepts and rational principles innate in our minds are never doubted. These fundamental (...) units of thought are indivisible, distinct, and isolated, and enable the possibility of any rational demonstration. Atoms of thought are perfectly individuated because God has created them as such. Likewise, our minds have been fashioned such that we necessarily have a clear and distinct perception every time we alight upon these simple notions. In the second part of the dissertation, I take up critiques of Descartes' view given by Nietzsche and Heidegger. In the chapter on Nietzsche, I attempt to fill a lacuna in scholarship about Nietzsche's commentary on Descartes. More specifically, I argue that once the foundation of God is displaced, the basis for accepting atomism of thought dissolves. In the final chapter, I analyze Heidegger's critique of Cartesian atomism. I first look at Heidegger's critique of classical truth as correspondence from Being and Time, and show how it is relevant to a critique of atomism. Then I show how the early Heidegger's holistic philosophical framework can provide an alternative that avoids the pitfalls of atomism. While I limit the scope of my analysis to Descartes' particular formulation, atomism of thought was an influential doctrine throughout modern philosophy. This aspect of Cartesianism has persisted and continues to be a significant theoretical underpinning of many contemporary views. It is my contention that Nietzsche and Heidegger have important contributions to make to this area of thought, and the relative neglect of their work in recent scholarship is a detrimental oversight. (shrink)

The paper explores Wittgenstein’s notion of grammar in the sense of a discipline or an activity, as opposed to the object sense of the term (grammar as a body of rules for the use of a language). I argue that the Wittgensteinian activity of grammar consists in giving expression to rules of our language use. It differs from the traditional grammarian’s activity not only in focusing on a different type of rules, but also in that it does not aim at (...) an explicit and exhaustive treatment of a specific domain of language. Instead, Wittgenstein conceives its goal as therapeutic: the dissolution of particular philosophical problems. Further, I attempt to reconcile his seemingly contradictory remarks on the character of grammatical statements, defining the senses in which they respectively can, and cannot, be considered descriptive assertions. I confront G. P. Baker’s and P. M. S. Hacker’s conceptions of the Wittgensteinian grammatical activity and I argue in favour of the former. Finally, I critically examine N. Garver’s claim that Wittgenstein, in his later conception of philosophy as grammar, succeeded in formulating a successfully self-referential criterion of philosophical critique. I also argue that grammatical activity, despite Wittgenstein’s overt commitment, is in fact not the only method of his later philosophy. (shrink)

In response to William Rehg’s and Barbara Fultner’s criticisms, I clarify and extend some arguments found in my book Reflection Revisited. I first redescribe how Hegel’s critique of Kant’s theory of reflection opens up the possibility for an intersubjective reflection. Habermas, I argue, can exploit such a theory of reflection since it is immune from the problems attendant on a ‘theory of consciousness’. Second, I address how by means of meta-discourses temporal claims can be formalized for the pragmatics Habermas is (...) developing. Finally, I take up Fultner’s suggestion that Robert Brandom provides a fruitful point of comparison with Habermas’s theory, and argue that norms are in fact formed and critiqued on the basis of - as Brandom describes - the modal capabilities or incompatibilities of their entailments. (shrink)

1. Setting the stage Dinda Gorlée’s seminal On Translating Signs explores translation of texts under the guise of ‘semio-translation.’ In her previous book, Semiotics and the Problem of Translation, Gorlée originally coined the term semiotranslation, which subsequently gained some notoriety in translation theory circles. She sees no need to give up the term, in fact including it in hyphenated form in the subtitle of the book under review. For, semio-translation ‘retains an ongoing excitement and creates a niche in semiotic and (...) translationtheoretical scholarship’. The author perpetuates its use with the hope that ‘it will remain a vital and fruitful challenge to future researchers everywhere, especially those who pay no mind to the noise of passing scholarly genres and fashions’. Thus OTS can be effectively read as a continuation of SPT. (shrink)

Hoewel misschien minder dan vroeger, zijn velen van ons op zoek naar waarheid, of ‘de’ waarheid . We beseffen dat het ‘hebben’ van waarheid een groot goed is. We beseffen ook dat waarheid, of ‘de’ waarheid, soms of vaak, moeilijk te achterhalen is: het is een soms of vaak ongrijpbaar goed. Wie echter geen volslagen scepticus is kan in beginsel lijsten aanleggen van beweringen waarvan hij weet dat ze waar zijn, beweringen waarvan hij weet dat ze onwaar zijn, maar ook (...) van beweringen waarvan hij niet weet of ze waar dan wel onwaar zijn. (shrink)

I distinguish between two phases of Rorty’s naturalism: “nonreductive physicalism” (NRP) and “pragmatic naturalism” (PN). NRP holds that the vocabulary of mental states is irreducible to that of physical states, but this irreducibility does not distinguish the mental from other irreducible vocabularies. PN differs by explicitly accepting a naturalistic argument for the transcendental status of the vocabulary of agency. Though I present some reasons for preferring PN over NRP, PN depends on whether ‘normativity’ can be ‘naturalized’.

Philosophy and schools, children and dynamite, elephants and postage stamps: each has a place, but not necessarily in any natural combination with the other. Whether schools and philosophy belong together depends largely on what we mean by both. To the extent that schools are instruments of government regulation and a mechanism for production of economic subjectivity, philosophy might be welcome as an ancillary technique for enhancing problem-solving skills or helping students to think more logically. If, on the other hand, teachers (...) are concerned to promote education as the development of independent thought beyond the realm of instrumental utility, then philosophy is a vital, and potentially critical, engagement with power, with the way schools function, and more generally with society and its government. With reference to some recent policy moves in education, this article argues that the focus on the economic productivity of education is intensifying, and that as educational institutions become more heavily regulated and monitored, there is little provision for, or toleration of, any form of structural criticism, philosophical or otherwise. The conclusion is that philosophy may have an explicit place within the existing school programmes, but that any philosophy which provides a basis for fundamental change in our patterns and expectations of schooling is likely to be undermined. Commitment to critical philosophy becomes, then, a surreptitious activity on the part of individual teachers, operating outside the official curriculum and frustrated by increasing surveillance and demands for accountability. (shrink)

Reason, objectivity, and human nature are now suspect ideas. Among postmodern thinkers, Richard Rorty has advanced an especially forceful critique of these notions. Drawing partly on Wittgenstein's philosophy of language, Rorty contends that objectivity is no more than a metaphysical name for intersubjective agreement, and that “human nature” is an empty category, there being nothing beneath history and culture. Wittgenstein himself, however, recognized within the world's many civilizations “the common behavior of mankind,” without which Rorty's ethnocentric “solidarity” would be inconceivable. (...) This common form of life—the life of those who speak—encompasses countless human activities that presuppose and are interwoven with the concepts of reason and objectivity. (shrink)

John Dewey's ideas on politics derive from his epistemology of inquiry as practical problem-solving. Dewey's philosophy is important for democratic theory because it emphasizes deliberation through questioning. However, Dewey's philosophy shares with positivism the same conception of answering as exclusively the dissolution of questions. While Dewey's ideas are distinct from positivism in important respects, he rejects a constitutive role for questioning by constructing knowledge as problem-solving via experience. The problem-solving ideal lends itself to a scientific conception of politics. Applying Michel (...) Meyer's philosophy of questioning, problematology, to Dewey's logic, reveals that Dewey's theory of inquiry is itself the product of an inquiry, confirming that questioning plays a constitutive role in knowledge. This suggests a problematological reconstruction of knowledge which extends Dewey's ideas by affirming an enhanced status for questioning. Grounding knowledge in the principle of questioning provides the basis for extending the rhetorical analysis of politics. (shrink)

The article presents an interpretation of certain aspects of John Dewey’s psychological works. The interpretation aims to show that Dewey’s framework speaks directly to certain problems that the discipline of psychology faces today. In particular the reflexive problem, the fact that psychology as an array of discursive practices has served to constitute forms of human subjectivity in Western cultures. Psychology has served to produce or transform its subject-matter. It is shown first that Dewey was aware of the reflexive problem, and (...) found that it needed to be addressed. Next, three concepts of Dewey’s psychology are drawn in: subjectivity, habit and morality. Dewey is interpreted as articulating what we today would call a practice-orientated approach to psychology, in which moral and practical reasoning is seen as a dimension of all knowledge and action. Subjectivity is understood as a function emerging with complex interaction. Finally, a Deweyan approach to how psychology and other social sciences can cope with, and make positive use of, the reflexive problem, is outlined. By acknowledging their existence in the world they study, i.e. by becoming moral sciences that realize their moral and political implications, the social sciences can become problem-solving instruments that serve to help create a democratic public, a community as an actual social idea. It is pointed out that Dewey had an attractive view both of psychology – the subject-matter and of Psychology – the discipline and its practices – and ventured on the rare attempt at explicating how they are connected in what he called Great Societies, what we today would call post- or late-modernity, and how Psychology can help to constitute Great Communities in which human beings might flourish. (shrink)

The ‘critique of intellectuals’ refers to a genre of normative discourse that holds intellectuals accountable for the consequences of their ideas. A curious feature of the contemporary, especially American, variant of this genre is its focus on intellectuals who were aligned with such world-historic losers as Hitler and Stalin. Why are Cold War US intellectuals not held to a similar standard of scrutiny, even though they turn out to have been aligned with the world-historic winners? In addressing this general question, (...) some self-serving tendencies of intellectual history are observed, in particular the asymmetry between the ease with which intellectuals are credited with the good consequences of their ideas and the difficulty with which they are blamed for the bad consequences. This asymmetry is particularly noted in Richard Rorty, whose pragmatism treats past ideas as a legacy intended for the (American) reader’s benefit. As a corrective, I advocate, in Paul Ricoeur’s terms, a ‘hermeneutic of suspicion’ that treats intellectual life as fraught with danger, as our adoption of ideas always amounts to passing judgement over those who have borne them in the past. (shrink)

The development of both the modern state and modern scientific discourses in the non-Western world are closely linked together, both being the outcome of the colonial encounter. Using a Foucauldian framework of power/knowledge and his notions of ‘episteme’ and ‘governmentality’, this article explores how colonial governmentality in India produced statistical knowledge of the country thus ushering in a new social scientific discourse of ‘progress’, ‘history’, ‘economy’ and ‘society’.

This article examines the ways in which E. B. Bax and R. G. Collingwood attempted to avoid relativism and irrationalism without postulating a pure and universal reason. Both philosophers were profound historicists who recognized the fundamentally particular nature of the world. Yet they also attempted to retain a universal aspect to thought - Bax through his distinction between the logical and alogical realms, and Collingwood through his doctrine of re-enactment. The article analyses both their metaphysical premises and their philosophies of (...) history. Finally an attempt is made to use their arguments as starting-points from which to arrive at a historicist resolution of the problems of relativism and irrationalism. (shrink)

Roy Bhaskar, Reclaiming Reality: a Critical Introduction to Contemporary Philosophy, London: Verso, 1989, £24.95, paper £8.95, ix + 218 pp.

In this paper, I examine how a manifest disagreement between Richard Rorty and Alasdair MacIntyre concerning the history of philosophy is but one of a series of deep and interrelated disagreements concerning, in addition, the history of science, the good life for human beings, and, ultimately, the character of and prospects for humankind as well. I shall argue that at the heart of this series of disagreements rests a dispute with regard to the nature of rationality. And this disagreement concerning (...) the norms of rationality, despite its theoretical and practical importance, is one which is, or so I argue, irresolvable. Moreover, the series of disagreements which I examine in the context of the debate between Rorty and MacIntyre is not peculiar or idiosyncratic to them. Their dispute reflects presumptions common to contemporary analytical philosophy. And while analytical philosophers have not made discussions of human nature one of their characteristic concerns, I indicate that such concerns do play a central role in the controversy which I examine. Differences of opinion concerning the political and social nature of human beings are reflected up and down the philosophical line. My argument is in no way concerned with issues of psychological priority or causality (e.g. whether having certain views disposes one psychologically to accepting other views). What I establish are the logical relations, and the points of philosophical contention, among certain epistemo logical and political theses. In Part I, I rehearse Rorty's epistemological views and examine how these views are connected to his views on morality and human nature. In Part II, I begin with MacIntyre's position concerning the virtues and modern moral philosophy and then reconstruct, ex pede Herculem, his views on rationality. Part III examines the prospects of reconciling the perspectives discussed in the first two sections. (shrink)

The philosophy of science has witnessed continuous controversy since the mid-twentieth century regarding the justification of science’s privileged position, and which has also reverberated in the philosophy of science education. This contribution brings to the discussion the viewpoint of Hans-Georg Gadamer’s philosophical hermeneutics. I suggest that by relating to the idea of the fallibility of knowledge, Gadamerian philosophy provides a compromise between the extreme positions in the aforementioned debate. Gadamerian hermeneutics also has implications for science education: from the Gadamerian perspective, (...) science education should (1) induce experiences of negation that familiarize learners with their own pre-understanding and (2) introduce learners to the fallibility of knowledge. Finally, I argue that both instances (1) and (2) aim to cultivate non-dogmatism in learners. (shrink)

The article tracks the development of Agnes Heller”s political philosophy as it evolves through the Marxism and reform communism of her years as a dissent Hungarian intellectual, followed by the period of her encounters with the Western Left and with the currents of postmodern liberalism.

La definición estándar del conocimiento intenta concebir el conocimiento proposicional como una creencia verdadera y justificada, y, con su modo de proceder, genera una serie de graves problemas. En respuesta a esto, este ensayo investiga un modelo interpretativo prometedor y alternativo del conocimiento como estructura o sistema que se acopla a las reflexiones de Nelson Goodman. A partir de una amplia base constituida por la teoría de los símbolos, es posible desarrollar un concepto de conocimiento plural y procesal que se (...) puede adecuar tanto a la pluralidad de distintos modos de conocimiento, como también a sus transformaciones históricas. En ello tiene un papel decisivo la interpretación de la comprensión como un proceso constructivo que sirve como punto de partida para realizar una descripción teórica de una dinámica transformativa. Del análisis de la relación entre procesos de comprensión y conocimiento se deriva un nuevo punto de vista que deja surgir con claridad el rasgo procesal del conocimiento y sus características específicas. Este artículo ofrece una base para una mayor diferenciación del ámbito epistémico en cuyo marco el concepto de conocimiento puede ser rehabilitado. (shrink)

Despite a prevalence of articles exploring links between sport and art in the 1970s and 1980s, philosophers in the new millennium pay relatively little explicit attention to issues related to aesthetics generally. After providing a synopsis of earlier debates over the questions ‘is sport art?’ and ‘are aesthetics implicit to sport?’, a pragmatically informed conception of aesthetic experience will be developed. Aesthetic experience, it will be argued, vitally informs sport ethics, game logic, and participant meaning. Finally, I will argue that (...) embodying pragmatic conceptions of art as its ideal metaphor re-opens space to best realize the deep potential of sport as a meaningful human practice. (shrink)

This article seeks to examine Rorty's contention that literary narrative, not political philosophy, is best able to address the problems of the West. It argues that although Rorty's conception of the novel as a valu able and informative medium is credible, he does not establish it as a valid alternative to political philosophy. Moreover Rorty retains the sort of reasoning that is characteristic of political philosophy, despite his assertions to the contrary.

The concept of agency, defined counterfactually as the freedom to 'act otherwise', occupies a central place in much of contemporary social and political theory. In criticizing this concept of agency I deploy what I call an 'immanent critique', focusing upon Bhaskar's 'transcendental realism' and Rorty's anti-realist theory of linguistic contingency. Invoking Wittgenstein's argumentation from On Certainty, I go on to contend that agency and freedom cannot be 'known' in the way that social and political theorists assert. I proceed to criticize (...) Bhaskar's pro vision of transcendental realist foundations for Marxism, and Rorty's use of Wittgenstein. I argue that Bhaskar's conception of social critique and Rorty's defence of 'bourgeois liberal society' are both predicated on a similar notion of individuals' 'private' possession of agency and free choice. (shrink)

This essay offers an account of Rorty's version of pragmatism after the so-called linguistic turn, including his attack on epistemology and metaphysics, his metaphilosophy, his theory of morality, and his political philosophy. Woven into this account of Rorty are some of the most important criticisms made of Rorty, and considerations about how Rorty has responded or could have responded.

The classical conception of rhetoric as the method of reasoned political judgment survived into the Renaissance but was reduced to academic critiques of style and "empty" public rhetoric with the rise of modern science and its representationalist theories of language. Recently, however, rhetoric, textuality, and the "linguistic turn" generally, have become central metaphors in the human sciences. This renewed rhetorical perspective not only fosters a critique of positive philosophy and of scientism in public discourse, it also offers affirmative methods by (...) which persons can construct their civic lives. (shrink)

The linguistic turn is a central aspect of Richard Rorty’s philosophy, informing his early critiques of foundationalism in Philosophy and the Mirror of Nature and subsequent critiques of authoritarianism in Contingency, Irony, and Solidarity. It is argued that we should interpret the linguistic turn as a methodological suggestion for how philosophy can take a non-foundational perspective on normativity. It is then argued that although Rorty did not succeed in explicating normativity without foundations (or authority without authoritarianism), we should take seriously (...) the ambition motivating his project. But taking that ambition seriously may require reconsidering the linguistic turn. (shrink)

Noting the prevalence of a misguided suspicion towards tradition, as well as an overt misunderstanding of the very notion of tradition in certain academic circles, this essay seeks to outline some of the basic tenets of an alternative understanding of tradition, based on a ‘sociological’ reading of several major philosophical works. It does so by revisiting and synthesizing some well-known, highly influential conceptual arguments that, taken together, offer a compelling, comprehensive interpretation and understanding of tradition, which manages to avoid and (...) overcome the false dichotomies that have dominated social-scientific thought. The article offers three corresponding analogies that capture the complex nature of tradition: tradition as language, tradition as narrative, and tradition as horizon. It then goes on to discuss the main implications these analogies carry to our understanding of tradition. (shrink)

Das Buch verschafft einen Überblick über die neuere Willensfreiheitsdebatte, wobei es auch die Konsequenzen der Hirnforschung für das Freiheitsproblem erörtert. Ferner entwickelt der Autor eine eigene Position, die er 'fähigkeitsbasierten Libertarismus' nennt. Er widerspricht dem breiten philosophischen Konsens, dass jedenfalls eine Art von Freiheit mit einem naturwissenschaftlichen Weltbild unverträglich sei, nämlich die Fähigkeit, sich unter gegebenen Bedingungen so oder anders zu entscheiden. Im Buch wird argumentiert, dass der libertarischen Freiheitsauffassung, die wir im Alltag alle teilen, bei näherer Betrachtung keine Tatschen (...) entgegenstehen, sondern nur philosophische Doktrinen. Zwar können wir durch unser Handeln keine Naturgesetze abändern und sind auch keine ersten Beweger, aber für ein So-oder-Anderskönnen bedarf es dessen nicht. (shrink)

This essay presents a new way of conceptualizing the problem of political obligation. On the traditional ‘normativist’ framing of the issue, the primary task for theory is to secure the content and justification of political obligations, providing practically applicable moral knowledge. This paper develops an alternative, ‘pragmatist’ framing of the issue, by rehabilitating a frequently misunderstood essay by Hanna Pitkin and by recasting her argument in terms of the ‘pragmatic turn’ in recent philosophy, as articulated by Robert Brandom. From this (...) perspective, the content and justification of political obligations cannot be determined in a way that is in principle separable from their application. This casts ‘political obligation’ not as a problem to be philosophically resolved, but as a political predicament that calls for a kind of practical engagement. The merit of this perspective is to draw our attention toward the conditions under which the problem appears as a lived predicament. (shrink)

This essay argues that scientific discourse is amenable to interpretation and assessment from the perspective of the narrative paradigm and its attendant logic, narrative rationality. It also contends that this logic entails a revised conception of knowledge, one that permits the possibility of wisdom. The text analyzed is James D. Watson and Francis H. Crick's proposal of the double helix model of DNA.

This article explores the question of the role of religion in the public square through the lens of Richard Rorty’s more general public–private distinction. When we note his various positions over the years on the role of religion in the public square we observe a shift that yields a more favorable public role for religion so long as it limits itself to social action and refrains from making knowledge-claims that serve as tools of the powerful. But if, according to Rorty, (...) religion per se is no longer the problem, then what becomes of his efforts to endorse a more general public–private distinction? The argument set forth assesses the inadequacies and limitations of Rorty’s assumptions about the public–private split and suggests another way of framing the issue that will prove productive in debates concerning the role of religion in the public square. (shrink)

In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses (...) different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value. (shrink)

Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation, truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers MacIntyre’s suggestion that the notion (...) of the educated public can solve the former tension and concurrently re-launch the notion of education in the postmodern world—central to MacIntyre’s plan is the reform of the university. And against it Rorty’s suggestion that acculturation and individuation be regarded as different but connected processes, with individuation conceived as self-creation and located in the non-vocational university. (shrink)

This article explores Jürgen Habermas’s critical employment of Noam Chomsky’s insights and the philosophical assumptions that motivate or justify Habermas’s early enrichment of his universal pragmatics with material drawn from generative linguistics. The investigation of the influence Chomsky’s theory has exerted on Habermas aims to clarify what Habermas means by universalism, reason embedded in language and the universal core of communicative competence—away from various misinterpretations of Habermas’s rationalist commitments and from reductive, conventionalist readings of his notion of consensus. Much against (...) hasty and unexamined incriminations of Habermasian pragmatics, a turn to a neglected and scantly researched topic such as the philosophical affinity of some Chomskian and Habermasian themes (and to the philosophical justification of the points where Chomsky and Habermas part company) will retrieve the kind of depth and nuance that may lead us beyond facile and simplistic understandings of what discursively reaching consensus might mean from a Habermasian point of view. (shrink)

The ubiquitous human practice of spontaneously gesturing while speaking demonstrates the embodiment, embeddedness, and sociality of cognition. The present essay takes gestural practice to be a paradigmatic example of a more general claim: human cognition is social insofar as our embedded, intelligent, and interacting bodies select and construct meaning in a way that is intersubjectively constrained and defeasible. Spontaneous co-speech gesture is markedly interesting because it at once confirms embodied aspects of linguistic meaning-making that formalist and linguistic turn-type philosophical approaches (...) fail to appreciate, and it also forefronts intersubjectivity as an inherent and inherently normative dimension of communicative action. Co-speech hand gestures, as linguistically meaningful speech acts, demonstrate both sedimentation and spontaneity (in the sense of Maurice Merleau-Ponty’s dialectic of linguistic expression ( 2002 )), or features of convention and nonconvention in a Gricean sense ( 1989 ). Yet neither pragmatic nor classic phenomenological approaches to communication can accommodate the practice of co-speech hand gesturing without some rehabilitation and reorientation. Pragmatic criteria of intersubjectivity, normativity, and rationality need to confront the non-propositional and nonverbal meaning-making of embodied encounters. Phenomenological treatments of expression and intersubjectivity must consider the normative nature of high-order social practices like language use. Reciprocally critical exchanges between these traditions and gesture studies yield an improved philosophy that treats language as a multi-modal medium for collaborative meaning achievement. The proper paradigm for these discussions is found in enactive approaches to social cognition. Co-speech hand gestures are first and foremost emergent elements of social interaction, not the external whirring of an isolated internal consciousness. In contrast to current literature that frequently presents gestures as uncontrollable bodily upsurge or infallible imagistic phenomenon that drives and dances with verbal or “linguistic” convention (McNeill 1992 , 2005 ), I suggest that we study gestures as dynamic, embodied, and shared tools for collaborative sense-making. (shrink)

O presente manual tem como intenção constituir um guia para uma disciplina introdutória de filosofia da linguagem. Foi elaborado a partir da leccionação da disciplina de Filosofia da Linguagem I na Faculdade de Letras da Universidade do Porto desde 2001. A disciplina de Filosofia da Linguagem I ocupa um semestre lectivo e proporciona aos estudantes o primeiro contacto sistemático com a área da filosofia da linguagem. Pretende-se que este manual ofereça aos estudantes os instrumentos necessários não apenas para acompanhar uma (...) iniciação ao campo da filosofia da linguagem mas também para o estudo e a investigação autónomos posteriores. Para isso é percorrido um trajecto que conduz das intuições pré-teóricas acerca de linguagem, de que todos dispomos, até um conhecimento disciplinar específico, histórico e temático, da filosofia da linguagem. Em termos práticos, são considerados como precedentes da disciplina de Filosofia da Linguagem I – mesmo se, pelo existem actualmente precedências em sentido estrito – as disciplinas de Lógica I e II e de Filosofia do Conhecimento I e II. Os programas dessas disciplinas nos últimos anos estiveram presentes por trás da elaboração do manual. (shrink)