I consider Plato’s argument, in the dialogue Cratylus, against both of two opposed views of the “correctness of names.” The first is a conventionalist view, according to which this relationship is arbitrary, the product of a free inaugural decision made at the moment of the first institution of names. The second is a naturalist view, according to which the correctness of names is initially fixed and subsequently maintained by some kind of natural assignment, rooted in the things themselves. I argue (...) that: 1) Plato’s critical challenge to both views anticipates considerations introduced by Wittgenstein in the Philosophical Investigations ’ consideration of rules and rule-following; 2) Understanding Plato’s appeal to the “form” [ eidos ] of a thing in resolving the problems of both views helps to explicate Wittgenstein’s own appeal to “forms of life” as the “given” ground of linguistic practice; and 3) We should not understand the grounding of language in form-of-life either as a basis in the plural practices of different communities, or as a biological/anthropological basis in the specific nature of the human organism. Rather, it points to an autonomous dimension of form, which articulates the relationship between language and life as it relates to the possibility of truth. (shrink)

One of the questions regarding the Parmenides is whether Plato was committed to any of the arguments developed in the second part of the dialogue. This paper argues for considering at least one of the arguments from the second part of the Parmenides, namely the argument of the generation of numbers, as being platonically genuine. I argue that the argument at 142b-144b, which discusses the generation of numbers, is not deployed for the sake of dialectical argumentation alone, but it rather (...) demonstrates key platonic features, such as the use of the greatest kinds and the generation principle. The connection between the argument for the generation of numbers and Plato’s philosophy of mathematics is strengthened by the exploration of a possible reference in Aristotle’s Metaphysics A6. Taken as a genuine platonic theory, the argument could have significant impact on how we understand Plato’s philosophy of mathematics in particular, and the ontology of the late dialogues in general – that numbers can be reduced to more basic entities, i.e the greatest kinds, in a way similar to the role the greatest kinds are assigned in the Sophist. (shrink)

SummaryThe term ‘category mistake’ began to turn up regularly in public discourse in the 1990s as a general term to describe a confusion between different fields of thought with serious practical consequences. But it began its career in philosophy, introduced by Gilbert Ryle in The Concept of Mind in 1949 to attack Cartesian dualism and assert a monistic solution to the so-called mind-body problem. This paper traces the stages by which it came into general usage, arguing that while by the (...) later 1960s it had generally been rejected by philosophers, it was saved from disappearance by its migration into fields such as psychology and theology. From there, it moved into critical theory and then into international relations. Its entry into these latter areas first made plain its potential in political argument. Eventually, multiple meanings of the term came to coexist with one another, with the practical and rhetorical usage supplementing rather than replacing its original philosophical sense. (shrink)

This chapter discusses the first part of Aristotle's Posterior Analytics A-33, 88b30-89a10. I claim that Aristotle is not concerned with an epistemological distinction between knowledge and belief in general. He is rather making a contrast between scientific knowledge (which is equivalent to explanation by the primarily appropriate cause) and some explanatory beliefs that falls short of capturing the primarily appropriate cause.

To what extent do true predications correspond to truthmakers in virtue of which those predications are true? One sort of predicate which is often thought to not be susceptible to an ontological treatment is a predicate for instantiation, or some corresponding predication (trope-similarity or set-membership, for example). This paper discusses this question, and argues that an "ontological" approach is possible here too: where this ontological approach goes beyond merely finding a truthmaker for claims about instantiation. Along the way a version (...) of the problem of the regress of instantiation is posed and solved. (shrink)

The conceptualisation of numbers is culturally bound. This may seem like a counterintuitive claim, but one illustration thereof is the limitations of the resemblance of the ancient Greek concept of number to that in modern mathematics.

This article is an annotated bibliography, listing and discussing research by, on, and in dialogue with Gilbert Ryle. It contains sections on Ryle's biography, his monographs and collected papers, overviews of Ryle's work, as well as sections on his thinking about philosophical method, ancient philosophy, philosophy of mind, epistemology, and ethics.

The Parmenides has been unduly overlooked in discussions of hypothesis in Plato. It contains a unique method for testing first principles, a method I call ‘exploring both sides’. The dialogue recommends exploring the consequences of both a hypothesis and its contradictory and thematizes this structure throughout. I challenge the view of Plato’s so-called ‘method of hypothesis’ as an isolated stage in Plato’s development; instead, the evidence of the Parmenides suggests a family of distinct hypothetical methods, each with its own peculiar (...) aim. Exploring both sides is unique both in its structure and in its aim of testing candidate principles. (shrink)

The third deduction in Plato’s Parmenides is often given a constructive reading on which Plato’s Parmenides, or even Plato himself, presents us with a positive account of the relation between parts and wholes. However, I argue that there is a hitch in the third deduction which threatens to undermine the mereology of the third deduction by the lights of the dialogue. Roughly, even if the Others partake of the One, the account of the third deduction leads to an ontology of (...) gunk, that is, an ontology on which there are no mereological atoms (except for the One). Hence, it is unclear whether the participation relation between the Others and the One is sufficient to impose the sort of structure on the Others which, in the context of this deduction, Parmenides (or Plato) seems to hope for. Instead of the constructive reading of the third deduction, I therefore offer an aporetic reading on which the third deduction raises further difficulties for the participation relation at the heart of young Socrates’ theory of Forms. (shrink)

Corrective intervention in Plato's metaphysics replacing the standard view of Plato as a metaphysical dualist with a novel and revolutionary paradigm of unitary pluralism in a single reality built on ontological diversity.

La exposición y crítica de las doctrinas antiguas tiene un lugar importante en los escritos de Aristóteles. Sin embargo, ciertas dudas se han vuelto corrientes acerca de la confiabilidad de sus descripciones. Más aún, se ha sostenido que Aristóteles deforma la comprensión histórica a través de la introducción de conceptos y términos propios. En este libro se aborda el problema a través de un análisis de las críticas que Aristóteles dirige a la teoría platónica de las Ideas, que permite explicar (...) la constitución y desarrollo de importantes conceptos aristotélicos a partir de la confrontación dialéctica con las doctrinas de su maestro. En efecto, las dificultades genuinas que Aristóteles descubre en el platonismo constituyen el motor para gestar nuevos conceptos, que no son ajenos, sino que surgen como implicaciones del examen crítico. Así, la imposición de términos propios no debe interpretarse como distorsión, sino como el modo que Aristóteles adopta para exhibir su particular solución a los problemas que los filósofos anteriores dejaron sin solución. (shrink)

The Parmenides poses the question for what entities there are Forms, and the criticism of Forms it contains is commonly supposed to document an ontological reorientation in Plato. According to this reading, Forms no longer express the excellence of a given entity and a Socratic, ethical perspective on life, but come to resemble concepts, or what concepts designate, and are meant to explain nature as a whole. Plato’s conception of dialectic, it is further suggested, consequently changes into a value-neutral method (...) directed at tracing the interrelation of such Forms, an outlook supposedly documented in certain passages on method from the Sophist and the Statesman as well. -/- The article urges that this reading is untenable. For in the Parmenides the question for what entities one should posit Forms is left open, and the passages on method from the Sophist and Statesman neither encourage a non-normative ontology nor a value-neutral method of inquiry. What the three dialogues encourage us to do is rather to set common opinions about the relative worth and value of things aside when conducting ontological inquiries; and this attitude, the article concludes, demonstrates a close kinship, rather than a significant difference, between Plato’s Socrates and his Eleatic philosophers. (shrink)

In his dialogues, Plato presents different ways in which to understand the relation between Forms and particulars. In the Symposium, we are presented with yet another, hitherto unidentified Form-particular relation: the relation is Love (Erôs), which binds together Form and particular in a generative manner, fulfilling all the metaphysical requirements of the individual’s qualification by participation. Love in relation to the beautiful motivates human action to desire for knowledge of the Form, resulting in the lover actively cultivating and bringing into (...) being new beauty in the world, and in herself. Chapters 1 and 2 of this thesis offer a survey of the arguments and examples Plato puts forward in the text of the corpus regarding the nature of Forms and the nature of participation, alongside a framework of the traditional interpretations of these two Platonic concepts in the literature. Chapter 3 turns to a close examination of Erôs in the Symposium, arguing that the love Plato presents in this dialogue is of a different sort than appetitive emotion. It is an aesthetic and intellectual attraction, capable of stimulating cognitive achievement. Erôs, however, does not stop there. The lover is led not only to contemplation of beauty, but to the generation of beauty, which is the subject of Chapter 4. The emotive-turn-to-cognitive relation of Erôs, I argue, is the clearest picture Plato paints of how possession of properties can be explained through participation in Forms. Erôs leads the lover to produce beauty in the world and in the soul, which explains how love in relation to the beautiful can lead to becoming beautiful. The object of love is the generation of beauty, the mortal mechanism of participation in the Form by which the lover herself becomes beautiful. Finally, Chapter 5 focusses on beauty itself and its role in moral education. Beauty, for Plato, is required for creative generation and can be understood as a uniquely powerful virtue of soul. (shrink)

This dissertation explores the concepts of naturalness, intrinsicality, and duplication. An intrinsic property is had by an object purely in virtue of the way that object is considered in itself. Duplicate objects are exactly similar, considered as they are in themselves. The perfectly natural properties are the most fundamental properties of the world, upon which the nature of the world depends. In this dissertation I develop a theory of intrinsicality, naturalness, and duplication and explore their philosophical applications. Chapter 1 introduces (...) the notions, gives a preliminary survey of some proposed conceptual connections between the notions, and sketches some of their proposed applications. Chapter 2 gives my background assumptions and introduces notational conventions. In chapter 3 I present a theory of naturalness. Although I take ‘natural’ as a primitive, I clarify this notion by distinguishing and explicating various conceptions of naturalness. In chapter 4 I give a theory of various notions related to naturalness, especially intrinsicality and duplication. I show that ‘intrinsic’ and ‘duplicate’ are interde nable, and then give analyses of these and other notions in terms of naturalness. If, as I think likely, naturalness cannot be analyzed, then what is the proper response? David Lewis suggests: accept naturalness as a primitive. I am sympathetic to this proposal, but not to the form Lewis gives it: chapter 5 contains an argument against Lewis’s theory of naturalness. In chapter 6 I reject the idea that naturalness is analyzable in terms of immanent universals. I focus on the work of D. M. Armstrong. I also criticize Armstrong’s arguments against transcendent universals. (shrink)

On Malcolm Schofield’s highly influential reading of the Similarity Regress in Part I of the Parmenides, the problem that the Regress poses is explanatory. Socrates posited the Similarity Form in order to explain why similar things are similar: similar things are similar because they participate in the Form Similarity as copies of the same original. Yet, the Similarity Regress generates an infinite series of Similarity Forms such that explanation is deferred ad infinitum. Schofield provides a philosophical incentive for adopting his (...) reading. He argues that the treatment of similarity in Part II of the dialogue yields a complete explanation of similarity. If we adopt this account, we can avoid the Similarity Regress altogether since a Form of Similarity is not needed in order to explain why similar things are similar. Thus, his interpretation has a hugely important philosophical pay-off. However, there is a different way to read the argument. Socrates claims that each Form is only one. Yet, the Similarity Regress is an argument that generates an infinite series of Similarity Forms. This results in a violation of the principle of non-contradiction: there is both only one Similarity Form and infinitely many Similarity Forms. Yet, anything that is incompatible with the principle of non-contradiction is surely absurd. Nobody, as far as I am aware, has explored whether this reading also has philosophical pay-off if we look at it together with similarity in Part II. However, should this interpretation pay off, it would be a viable alternative to Schofield’s. In this paper, I explore both views in the context of the treatment of similarity in Part II of the Parmenides. I argue for an account of similarity that differs from Schofield’s. Although my account is not wholly dismissive of Schofield’s, it renders the pay-off of Schofield’s account less appealing than he suggests. Furthermore, I show that the account of similarity in Part II also yields important lessons for the proponent of the alternative reading of the Similarity Regress: similarity as treated in Part II simply leads to further infinite regresses, thereby pushing us to consider rejecting the account of similarity in Part II too and to look for some other account intead. (shrink)

The strange and challenging stretch of dialectic with which Plato’s Sophist begins and ends has confused and frustrated readers for generations, and despite receiving a fair amount of attention, there is no consensus regarding even basic issues concerning this method. Here I offer a new account of bifurcatory division as neither joke nor naïve method, but instead a valuable, propaedeutic method that Plato offers to us readers as a means of embarking upon the kind of mental gymnastics that will stretch (...) us properly in preparation for further, more challenging dialectical work. Considering several interpretive issues, I argue that bifurcatory division is a process of collective inquiry into the common through which an account, both definitional and taxonomical, is discovered. Depending on the level of understanding exhibited by the inquirers, this account may or may not allow for noetic understanding of the object in the deepest sense. (shrink)

Section 1 contrasts the approaches to Plato of F.M.Cornford and Gilbert Ryle, two of the early twentieth century’s leading Plato interpreters. Then I trace and evaluate attempts to discern in Plato’s Theaetetus a recognition of the role of the proposition. Section 2 focuses on the hunting of the proposition in Socrates’ Dream in the Theaetetus. Ryle, inspired by Logical Atomism, argued that Plato there anticipated an insight about the difference between names and propositions that Russell credited to Wittgenstein. I rehearse (...) difficulties for understanding the logos of the Dream as a proposition, preferring a reading of logos there as something like definition: a reading Wittgenstein also adumbrated. Section 3 examines attempts by writers such as Burnyeat and Kahn to find Plato allocating a starring role to the proposition in the argument at Theaetetus 185–6: perception, since it cannot grasp being, cannot grasp truth and hence cannot be knowledge. On their reading a grasp of being is understood as a grasp of something propositional. Problems for the propositional reading include Socrates’ talk of grasping ‘the truth of something’ (alētheia tinos), and the way the dialogue develops after 186. (shrink)

Stanford Encyclopedia of Philosophy article.

In this paper, I provide an interpretation of the symploke ton eidon at Soph. 259e. My goal is to show that the specific metaphysical view expressed by the interweaving of forms best accounts for Plato’s explanation of truth and falsehood. In the first section, I introduce the fundamentals of the interpretation of the greatest kinds and their functions. After that, I propose an interpretation of the assertion at 259e, the upshot of which is that the interweaving of forms only deals (...) with extra-linguistic items, that it is related to both truth and meaning of linguistic items, in a very complex way which I aim to explain throughout the paper, and that it never involves sensible particulars. In the second section, I put forward my reading of the Stranger’s description of how logoi are structured and how they work. I pay particular attention to the view that words reveal being when they intertwine to form a statement. In the third section, I interpret the statements concerning Theaetetus. My goal is to advance a new reading of the specific role that kinds and their interweaving play with regard to the truth and falsehood of the statements concerning Theaetetus. The result is the very specific view that the kinds, which are the separated ontological cause of what happens in space and time, are the grounds of both the truth and the meaning of statements. (shrink)

The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)