Cognitive architectures are unified theories of cognition that take the form of computational formalisms. They support computational models that collectively account for large numbers of empirical regularities using small numbers of computational mechanisms. Empirical coverage and parsimony are the most prominent criteria by which architectures are designed and evaluated, but they are not the only ones. This paper considers three additional criteria that have been comparatively undertheorized. (a) Successful architectures possess subjective and intersubjective meaning, making cognition comprehensible to individual cognitive (...) scientists and organizing groups of like-minded cognitive scientists into genuine communities. (b) Successful architectures provide idioms that structure the design and interpretation of computational models. (c) Successful architectures are strange: They make provocative, often disturbing, and ultimately compelling claims about human information processing that demand evaluation. (shrink)

According to the received opinion there is a theoretical incompatibility between Herbert Hart's The Concept of Law and Alf Ross's On Law and Justice, and, according to the received opinion, it stems above all from Hart's emphasis on the internal point of view. The present paper argues that this reading is mistaken. The Concept of Law does not go beyond On Law and Justice in so far as both present arguments to the effect that law is based on a shared (...) understanding between participants in a project perceived by every participant to be a project in common. The paper demonstrates that there are substantive parallels between Hart's combination of “acceptance” or “acknowledgement” and a “critical reflective attitude” and Ross's combination of “motivation” or “feeling” and a “coherent whole of meaning and motivation.” The main conclusion is that the views of norms and normativity put forward in The Concept of Law and On Law and Justice are very close in essential respects, and, more specifically, that the two works are at root identical in their representation of the basis of normativity in reality. (shrink)

Abstract: In this article I contest a reading of Wittgenstein's Philosophical Investigations —a reading of it as debunking philosophy. I concede that such a reading is not groundless, but I show why it is nonetheless mistaken. To do so, I distinguish two different ways of viewing Philosophical Investigations and its concern with philosophical problems, an External View and an Internal View. On the External View, readers of the book are taken to know ahead of time what philosophical problems are. On (...) the Internal View, readers are not taken to know this ahead of time: the task of the book is to disclose what philosophical problems are, to show them coming into being. One thing disclosed is our participatory role in philosophical problems coming to be. Learning about the nature of philosophical problems is thus learning about our own nature; metaphilosophical knowledge is in part self-knowledge. If the Internal View is correct (as I believe it is), then Philosophical Investigations does not debunk philosophy but provides a different conception of philosophy and the philosopher's task. (shrink)

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about (...) their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction. Key Words: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein. (shrink)

Gordon Baker in his last decade published a series of papers (now collected in Baker 2004), which are revolutionary in their proposals for understanding of later Wittgenstein. Taking our lead from the first of those papers, on "perspicuous presentations," we offer new criticisms of 'elucidatory' readers of later Wittgenstein, such as Peter Hacker: we argue that their readings fail to connect with the radically therapeutic intent of the 'perspicuous presentation' concept, as an achievement-term, rather than a kind of 'objective' mapping (...) of a 'conceptual landscape.' Baker's Wittgenstein, far from being a 'language policeman' of the kind that often fails to influence mainstream philosophy, offers an alternative to the latent scientism of Wittgenstein's influential 'elucidatory' readers. (shrink)

In modern times a gap has appeared between the arts of history and literature, and the sciences of historicism and criticism. Many modern critics, historians, and teachers of literature and history (and even many so‐called authors of literature) have welcomed, or at least complied with, the “scientification” of their arts, resulting in widespread illiteracy with regard to literature and history. The solution to this problem lies in a (re‐)investigation of how the art of literature teaches us the truth. I maintain (...) that the lifeblood of literature is the set of common joys and griefs, the common blessings and sufferings, of mankind. Without a communication of these passions as passions with the result of a transformation or shaping of the soul – without a mimesis, as the Greeks would say –across the boundaries of tribe, race, gender and era, there is no literature; and no literacy. Using a scene from Solzhenitsyn's First Circle, I argue that these passions are part of the truth (or falsity) of any story involving human beings. So literature and history would both be restored if the writers, readers, and teachers of each developed a deeper concern for the whole truth. (shrink)

In Culture and Value Wittgenstein remarks: ‘Thoughts that are at peace. That's what someone who philosophizes yearns for’. The desire for such conceptual tranquillity is a recurrent theme in Wittgenstein's work, and especially in his later ‘grammatical-therapeutic’ philosophy. Some commentators (notably Rush Rhees and C. G. Luckhardt) have cautioned that emphasising this facet of Wittgenstein's work ‘trivialises’ philosophy – something which is at odds with Wittgenstein's own philosophical ‘seriousness’ (in particular his insistence that philosophy demands that one ‘Go the bloody (...) hard way’). Drawing on a number of correlations between Wittgenstein's conception of philosophy and that of the Pyrrhonian Sceptics, in this paper I defend a strong ‘therapeutic’ reading of Wittgenstein, and show how this can be maintained without ‘trivialising’ philosophy. (shrink)

I start from Phillips' discussion of Rhees's dissatisfaction with the idea of a language‐game. Then, from a rereading of Moore, I go on to exemplify interconnected uses of the expressions “language‐game,”“recurrent procedure,”“world‐picture,”“formal procedure,”“agreement in judgment,”“genre picture” and “form of life.” The discussion is related to sense perception, our knowledge of time and space, and the picture‐theory. These topics connect with Wittgenstein's earlier treatment of the will – which changed markedly later. The subtext (in footnotes) confronts (i) the sceptical methods of (...) Descartes and Hume with the grammatical methods of Leibniz, Kant and Wittgenstein, and (ii) the realism of Leibniz and the Tractatus with the transcendental idealism of Kant. My conclusion is that, although the method of Wittgenstein's later work remains in a sense grammatical, (i) in its new form it can free us from the conviction that the intellect can and must resolve one way or the other the conflicts that arise in the course of the latter confrontation, and that (ii), although release from such a conviction is to be seen as the aim of philosophical discourse in general, it allows philosophy to retain its overriding significance. A positive element in that lies in the respect the method demands for that in a human life which is transcendental to the activity of scientific theorising: respect, therefore, for the unique perspective of the individual historical agent. (shrink)

In recent years, numerous articles and books in the humanities and the social sciences have been devoted to understanding the ascription of race, gender, ethnicity, sexual orientation, mental illness, and other ‘human kind’ concepts to persons. What may be more surprising given the enormous volume of this research and the diversity of its sources is that much of it shares a common commitment to understanding the categories picked out by these concepts in an non- essentialist way. For example, Iris Marion (...) Young suggests of social groups (including races, genders, classes, age groups, and ethnicities) that they. (shrink)

Simon Glendinning explains the mysteries of phenomenology.

Pain continues to be one of the most controversial subjects in neurophilosophy. One focus of current debates is the apparent absence of an ideal brain‐based biomarker that could function as a coherent and distinct indicator for pain. One prominent reaction to this in the philosophical literature is scientific pain eliminativism. In this article, I argue for a non‐eliminative alternative that builds on family resemblances and provides a useful heuristic in the tradeoff between the idiosyncrasy of the neural processes corresponding to (...) different pain cases and the demand for generalizability in pain research. (shrink)

Shamik Dasgupta has argued that realists about natural properties (and laws, grounding, etc.) cannot account for their epistemic value. For "properties are cheap": in addition to natural properties and any value the realist might attach to them, there are also "shmatural" properties (standing to natural properties like charge and mass as Goodman's grue and bleen stand to green and blue) and a corresponding "shmvalue" of theorizing in terms of them. Dasgupta's challenge is one of objectivity: the existence of the "shmamiked" (...) network of concepts threatens the objectivity of facts stated using the unshmamiked network. But the challenge can be repelled given a proper understanding of objectivity itself. (shrink)

The purpose of this paper is threefold: First, I provide a framework – based on Sellars' distinction between the manifest and the scientific image – for illuminating the distinction between liberal and ‘orthodox’ scientific naturalism. Second, I level a series of objections against expanded liberal naturalism and its core commitment to the autonomy of manifest-image explanations. Further, I present a view which combines liberal and scientific naturalism, albeit construed in resolutely non-representationalist terms. Finally, I attempt to distinguish my own (Sellars- (...) and Peirce-inspired) position from the very similar pragmatic liberal naturalist view, that of Huw Price. I do this by suggesting that a ‘monistic’ Peircian evolutionary naturalism which accepts the Sellarsian scientia mensura principle not only is consistent with ungrudging recognition of the irreducibility of normative facts and the plurality of our discursive practices, but also shows how this irreducibility, by being understood in terms of an evolution-by-selection of a population of perceptual-practical-inferential habits, can be at the same time considered as naturalistically explicable – without any appeal to an expanded manifest-image conception of nature. (shrink)

Alice Crary has recently developed a radical reading of J. L. Austin's philosophy of language. The central contention of Crary's reading is that Austin gives convincing reasons to reject the idea that sentences have context-invariant literal meaning. While I am in sympathy with Crary about the continuing importance of Austin's work, and I think Crary's reading is deep and interesting, I do not think literal sentence meaning is one of Austin's targets, and the arguments that Crary attributes to Austin or (...) finds Austinian in spirit do not provide convincing reasons to reject literal sentence meaning. In this paper, I challenge Crary's reading of Austin and defend the idea of literal sentence meaning. (shrink)

In Intention, Anscombe characterises intentional actions as “the actions to which a certain sense of the question ‘Why?’ is given application”. Some philosophers have seen Anscombe's reference to “Why?”, and to other workings of language, as heuristic devices only. I argue that, on the contrary, we should see the enquiry-and-response dialogue, and related dialogues, as essential foci of the sort of investigation Anscombe is undertaking, one which looks to a certain kind of language-game and the human purpose or purposes which (...) lie behind it. This approach can be fruitfully extended to other questions in the philosophy of action and of mind. (shrink)

Recent discussions concerning the ethics of nursing care have gained added impetus from articulations of die so‐called ‘ethic of carersquo; in moral philosophy. This paper addresses the question of recognizing and elaborating the ethics of nursing care by exploring the problems and the possibilities of diese intersecting discourses. In the first part of the paper it is argued that appropriation of ‘the ethic of care’ by nursing theorists as the central value of nursing, in contradistinction to other moral values such (...) as beneficence or justice, runs the risk of reinforcing the conventional approaches to ethics that ‘the ethic of care’ seeks to overturn. Central to ‘the ethic of care’ is the recognition that caring entails a focus on the particularities and context of the relationships in which it is expressed. Accordingly die application of a unitary concept of care to the context of nursing relations may seriously distort dieir diverse and complex‐specific ediical possibilities. The dynamic complexity of nursing ethics may be more adequately understood by working through an array of specific examples of nursing practice highlighting the differences and similarities between them and other ethical practices of care. Experience of a set of examples in this way will draw attention to the multiplicity, ambiguity, and particularity of the ethics of nursing while facilitating the ability to recognize how other practices may or may not be understood as examples of ediical nursing care. In the second part of the paper a beginning is made on this project by addressing the work of several different theorists of care who have examined different practices of nursing from the overlapping perspectives of nurses, patients and the socio‐historical construction of their relationships. (shrink)

This article argues that there is ultimately a very close convergence between prominent conceptions of being in mainstream Anglo‐American philosophy and mainstream postmodern Continental philosophy. One characteristic idea in Anglo‐American or analytic philosophy is that we establish what is meaningful and so what we can say about what is, by making evident the limits of sense or what simply cannot be meant. A characteristic idea in Continental philosophy of being is that being emerges through contrast and interplay with what it (...) is not, with what has no being at all and so is beyond sense. The two traditions consequently conceive being in significantly related ways. As a result, what the Continental tradition gets at with “the meaning of being as such and in general,” and how it gets at it, has much in common with what the Anglo‐American tradition gets at, and how it gets at it, by establishing “what can be meaningfully said.”. (shrink)

Extending work of Wittgenstein, Lakoff and Johnson I suggest that it is the metaphors we rely on in order to conceptualise time that provide an illusory space for time-travel-talk. For example, in the “Moving Time” spatialisation of time, “objects” move past the agent from the future to the past. The objects all move in the same direction – this is mapped to time always moving in the same direction. But then it is easy to imagine suspending this rule, and asking (...) why the objects should not start moving in the opposite direction. This is one way of generating the idea of time-travel “back” into the past. Time-travel-talk essentially involves the unaware projection of fragments of our time-talk – taken from powerful conceptual metaphors – onto the nature of reality itself. Understanding this dissolves away the charm and attractions of such talk. (shrink)

Wittgenstein's insistence in his later philosophy that explanation comes to an end in the explication of what it is to follow a rule provides a locus for the awakening of wonder, analogous to the mystical awe referred to in the "Tractatus". While Wittgenstein did not explore this analogy, it provides a point of entry into the examination of the relevance of his work to religious concerns. Every regular practice is built on capacities of reaction, uptake, and response which are the (...) endpoints of explanation, whose sheer givenness in their relation to our physical and social environment can bring on amazement. This wonder at the end of explanation has been explored -- from quite a different perspective -- by Stephen Gould, whose conclusions complement Wittgenstein's own. (shrink)

In §50 of Philosophical Investigations Wittgenstein wrote the sentence, “There is one thing of which one can say neither that it is one metre long, nor that it is not one metre long, and that is the standard metre in Paris.” Although some interpreters have claimed that Wittgenstein’s statement is mistaken, while others have proposed various explanations showing that this must be correct, none have questioned the fact that he intended to assert that it is impossible to describe the standard (...) meter as being a meter long. Given that Wittgenstein introduces this sentence as analogous to the claim that “existence cannot be attributed to an element,” and that the preceding passages discuss a language-game the simples of which can be described by their own names, there is good reason to think that Wittgenstein did not intend to assert this infamous sentence. (shrink)

Wittgenstein and the logical positivists attempted to explain logical necessity in terms of linguistic conventions. It is often thought that their respective accounts have been conclusively refuted by objections from Quine, Dummett and others. We argue that this verdict is premature. Several of the most popular anti‐conventionalist arguments fail, partly because they misconstrue the idea of truth by convention in Wittgenstein and/or logical positivism. Correctly understood, conventionalism claims that, given certain linguistic conventions, some sentences are unconditionally true, that is true (...) irrespective of how the world happens to be. This claim is difficult to deny, and the corresponding conventionalism about logical necessity remains a viable position. (shrink)

This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill and Rachael Wiseman. The two books show us how Anscombe, Murdoch, Foot and Midgley (...) became friends united in their hostility to the logical-positivist orthodoxy of the day and its deleterious influence on Oxford moral philosophy. And we see how their friendship had a formative influence on their subsequent—highly distinguished—careers, so that it is possible to discern, if not exactly a school of thought, then various common themes, ideas and concerns, which are expressed and developed in contrasting ways. While Lipscomb represents the work of the Quartet as of largely historical significance, my paper defends what I take to be Mac Cumhaill and Wiseman's position that their legacy is very much a living one, containing insights that are not just of enduring relevance, but can transform how we see ourselves and how we do philosophy. For Mac Cumhaill and Wiseman, the key idea shared by the members of the Quartet is to place the concept of life at the centre of philosophical attention. This commitment has at least four dimensions: (i) an interest in the ordinary; (ii) a focus on virtue, goodness and human flourishing; (iii) an affirmation of our animal nature; (iv) recognition of the normative landscape that structures our lives. I try to bring out the philosophical significance of these themes in a way relevant to the philosophical elucidation of education. (shrink)

The concepts of philosophy and imaginative literature have unclear boundaries and blurred edges; they can hardly be defined essentially in any fruitful manner. But we can talk of indicators of a text being philosophical or literary. The concepts of philosophy and literature are contestable. Further, there are no clear‐cut signs of cognitive progress in philosophy and literature. It is also far from certain that there are any philosophical or literary truths. Actually, works of philosophy and literature deal more in possibilities (...) than in actualities. In addition, fictional narratives play an important role in both philosophical and literary texts. Moreover, philosophy and literature share a tendency to thematize themselves, reflect on themselves. If, however, argumentation were to disappear entirely from all philosophical texts, while every literary text is dominated by argumentative discourse, then the concepts of literature and philosophy would become almost devoid of content. Despite this, there is no gap between philosophy and imaginative literature. (shrink)

This study documents and characterizes a phenomenon in naturally‐occurring conversation which I have termed interactional reconstruction. Interactional reconstruction involves retroactive reinterpretation of an earlier utterance (or set of utterances) on the basis of a more recent utterance (or set of utterances). This work is meant to serve two functions: first, to enrich our theories of human communication; and second, to explore directions and implications for theories of meaning and discourse modeling within cognitive science.

This note will challenge G. A. Cohen's view of the interaction between legal systems and economic structures; such interaction raises the so‐called problem of legality, which Cohen sets out to solve in the eighth chapter of Karl Marx's Theory of History . In the course of this note, we shall interrogate the presumed rigor of Cohen's theory of base/superstructure relations, to which his understanding of law is central. His approach will not be simply destroyed, but will be resituated in a (...) network of problems that can highlight a certain fissure between his aspirations and his performance. (shrink)

This article compares Wittgenstein and Heidegger with respect to three inter-related issues: 1) The relation between their use of equimental metaphors and the role of the concept of seeing-as in their visions of the human relation to the world. 2) Their linking the correct method in philosophy to establishing an appropriate relationship to the ordinary or the everyday. 2) Their status as representatives of what Stanley Cavell has called the tradition of Moral Perfectionism, as manifest in the spiritual goals they (...) see for their writing and its intended effect upon their readers. (shrink)

Imperatives cannot be true or false, so they are shunned by logicians. And yet imperatives can be combined by logical connectives: "kiss me and hug me" is the conjunction of "kiss me" with "hug me". This example may suggest that declarative and imperative logic are isomorphic: just as the conjunction of two declaratives is true exactly if both conjuncts are true, the conjunction of two imperatives is satisfied exactly if both conjuncts are satisfied—what more is there to say? Much more, (...) I argue. "If you love me, kiss me", a conditional imperative, mixes a declarative antecedent ("you love me") with an imperative consequent ("kiss me"); it is satisfied if you love and kiss me, violated if you love but don't kiss me, and avoided if you don't love me. So we need a logic of three -valued imperatives which mixes declaratives with imperatives. I develop such a logic. (shrink)

Almost everything that we do, we do by doing other things. Even actions we perform without deliberation or conscious planning are composed of ‘smaller’, subsidiary actions. But how should we think of such subsidiary actions? Are they fully-fledged intentional actions (in the sense of things that we do for reasons) in their own right? In this paper I defend an affirmative answer to this question, against a recently influential form of scepticism. Drawing on a distinctive kind of ‘action-demonstrative’ representation, I (...) show that the sceptic's arguments do not go through. (shrink)

On the strength of a clarification of the nature of philosophy of education, a critical overview is offered of Wittgenstein's impact on the field. The focus then narrows to give attention to Wittgenstein's claim that “Nothing is hidden”, pitched here in a questionable relation to contemporary concerns with transparency. Familiar readings of this passage are challenged in connection with Wittgenstein's late writings on psychology, especially with regard to imagination and pretence. These are argued to be essential to the development of (...) mind and world, from the child's first entry into language, and hence crucial to education. (shrink)

In 1930 Husserl wrote that phenomenology is ‘a transcendental idealism that is nothing more than a consequentially executed self-explication in the form of an egological science, an explication of my ego as subject of every possible cognition, and indeed with respect to every sense of what exists, wherewith the latter might be able to have a sense for me, the ego.’ In transcendental-phenomenological theory, according to Husserl, ‘every sort of existent itself, real or ideal, becomes understandable as a “product” of (...) transcendental subjectivity, a product constituted in just that performance.’ This appears so inimical to the fundamental bases of feminist theory that the question of the very possibility of a ‘feminist phenomenology’ inevitably arises, not least because so much associated with the contributions of feminist theory to philosophy concern precisely the critique of the transcendental, isolated, disembodied subject. This chapter explores the different kinds of feminist phenomenology of pregnancy and birth with this problem in mind. Although phenomenology has developed and transformed itself in ways more accommodating to feminist theory we are still entitled to ask what makes it phenomenology? What are the presuppositions of any feminist phenomenology if it is still to count as phenomenology, rather than descriptive social-psychology or feminist metaphysics or feminist ethics? Is phenomenology essentially tied to first-personal description, or can third-person accounts be a legitimate part of its analyses? If third-person descriptions are accepted as a legitimate, what considerations govern the inevitable interpretative aspect of their analysis? Can there be any phenomenology, feminist or otherwise, without some conception of transcendental subjectivity? And what is at stake in the continued use of the transcendental problematic, granted its immanent phenomenological criticism and its various theoretical transformations? This chapter addresses the question of the philosophical specificity of feminist phenomenology by pursuing its distinction from the use of phenomenological research methods in practice disciplines and qualitative psychology, via two of the pivotal questions raised above: can there be any phenomenology, feminist or otherwise, without some conception of transcendental subjectivity? And what is the role of third person testimony in phenomenology? I will argue that the first of these questions remains a problem for feminist phenomenology, in a way that is not easily solved with recourse to third person testimony, the use of which remains under-theorized in the feminist phenomenological literature. Finally, I will show how the problem of transcendental subjectivity is particularly acute for the feminist phenomenology of pregnancy and birth when we consider the generative metaphorics of its philosophical origin in Kant’s philosophy. (shrink)

This article characterizes aspect-perception as a distinct form of judgment in Kant's sense: a distinct way in which the mind contacts world and applies concepts. First, aspect-perception involves a mode of thinking about things apart from any established routine of conceptualizing them. It is thus a form of concept application that is essentially reflection about language. Second, this mode of reflection has an experiential, sometimes perceptual, element: in aspect-perception, that is, we experience meanings—bodies of norms. Third, aspect-perception can be “preparatory”: (...) it may help us to decide what linguistic norms to develop and how to conceptualize—make the world thinkable. Fourth, the article discusses the forms of justification for which aspect-perception allows—the necessity and normativity involved in employing this form of judgment. (shrink)

In this article we present the bases for a computational theory of the cognitive processes underlying human communication. The core of the article is devoted to the analysis of the phases in which the process of comprehension of a communicative act can be logically divided: (1) literal meaning, where the reconstruction of the mental states literally expressed by the actor takes place: (2) speaker's meaning, where the partner reconstructs the communicative intentions of the actor; (3) communicative effect, where the partner (...) possibly modifies his own beliefs and intentions; (4) reaction, where the intentions for the generation of the response are produced; and (5) response, where an overt response is constructed. The model appears to be compatible with relevant facts about human behavior. Our hypothesis is that, through communication, an actor tries to exploit the motivational structures of a partner so that the desired goal is generated. A second point is that social behavior requires that cooperation be maintained at some level. In the case of communication, cooperation is, in general, pursued even when the partner does not adhere to the actor's goals, and therefore no cooperation occurs at the behavioral level. This important distinction is reflected in the two kinds of game we introduce to account for communication. The main concept implied in communication is that two agents overtly reach a situation of shared mental states. Our model deals with sharedness through two primitives: shared beliefs and communicative intentions. (shrink)

We offer a reading of Anselm's Ontological Argument inspired by Wittgenstein which focuses on the fact that the “argument” occurs in a prayer addressed to God, making it a strange argument since as a prayer it seems to presuppose its conclusion. We reconstruct the argument as expressive. Within the religious perspective, the issues are to be focused on the right object not to present an argument for the existence of God. While this sort of reading lets us understand much about (...) the argument, it also opens new avenues of criticism, one of which is the problem of worship. (shrink)

: I argue that a response‐dependence account of a concept can yield metaphysical results, and not merely epistemological or semantical results, which has been a prevalent view in the literature on response‐dependence. In particular, I show how one can argue for a conferralist account of a certain property by arguing that the concept of the property is response‐dependent, if certain assumptions are made.

In this paper, I argue that genuine ethical deliberation, and hence ethical agency, is incompatible in principle with the possession of determinate practical prescriptions concerning how best to act in a concrete ethical situation. I make this argument principally by way of an analogy between gameplay and ethical deliberation. I argue that trivially solved games of perfect information (the example I use is tic‐tac‐toe) are, or become, in some sense unplayable for the individual for whom the game is trivially solved. (...) The reason for this, I suggest, is that there ceases to be space within the game for the distinction between that individual being a better and being a worse player of the game. I then use this example as an occasion to reflect on the kind of epistemic indeterminacy that appears to be a condition of genuine ethical deliberation. (shrink)

The paper addresses the methodological tensions between Husserl’s phenomenology and history by reinterpreting the Addendum III of the Krisis-work in view of genetic phenomenology. Thus, the paper starts out by retracing the traditional criticism against the unhistorical character of Husserl’s phenomenology as voiced by Heidegger, Adorno and others. Afterwards, it moves on to analyse the troubled relationship between static and genetic phenomenology, on the one hand, and between genetic phenomenology and empirical genesis, on the other hand. Finally, it arrives at (...) a step by step methodological reconstruction of Husserl’s considerations on the “origin of geometry”, which are regarded to be an application of the methods of genetic phenomenology to the field of history. (shrink)

Argues that a coherent theory of ethics requires an account of selfhood.

Journal of Philosophy of Education, Volume 55, Issue 1, Page 263-281, February 2021.

This paper considers the nature of academic judgement. It also suggests that academic judgement is not the special preserve of academics as such and is something with which students can be imbued. It is further suggested that academic judgement is best considered in the context of critical learning which is contrasted with demonstrative learning. The paper then proceeds with an analysis of judgement by considering the ideas of Peter Geach on this particular subject. It then moves to considering judgement in (...) the context of a practice, as set out by Alasdair MacIntyre. Whilst providing insight into the nature of practical judgement, this approach is found wanting nonetheless and attention is next turned to considering judgement within the space of reasons – that is, the approach of John McDowell. The paper then suggests that the idea of the space of reasons can be given greater substance through consideration of two further kinds of judgement – epistemic and reflective. (shrink)

In trying to make clear whether understanding is a mental state Wittgenstein asks a series of questions about the timing and duration of understanding. These questions are awkward, and they have posed a great challenge for commentators. In this paper I review the interpretations by Mole and by Baker and Hacker, and point out their problems. I then offer a new interpretation which shows (1) that a “mental state” in this context means a state of consciousness, (2) that Wittgenstein's questions (...) are intended to elicit the grammars of the words “understand” and a “state of consciousness”, (3) that, in this way, he clearly shows that understanding is not a state of consciousness and (4) that he also provides a therapy to dissolve the problem. (shrink)

As you face a life-defining change, you might ask yourself: Who will I become? This can be understood as a question about the nature and character of your future life, asked from your first person, or subjective, perspective. The nature and character of your conscious, first person, lived experience is a defining constituent of what it is like to be you. Framed this way, knowing the nature of your future lived experience is a way of knowing your future self. In (...) this paper, I explore this way of understanding one’s self and its implications for understanding life-defining changes in high-stakes contexts. My exploration of this way of understanding one’s self highlights the role of experience in grasping perceptual truths, and the importance of imagination, empathy, and testimony in self-understanding and prediction. (shrink)

Several commentators have argued that with his concept of anonymity Merleau-Ponty breaks away from classical Husserlian phenomenology that is methodologically tied to the first person perspective. Many contemporary commentators see Merleau-Ponty’s discourse on anonymity as a break away from Husserl’s framework that is seen as hopelessly subjectivistic and solipsistic. Some judge and reproach it as a disastrous misunderstanding that leads to a confusion of philosophical and empirical concerns. Both parties agree that Merleau-Ponty’s concepts of anonymity mark a divergence from classical (...) Husserlian phenomenology. I will question this view and demonstrate that Merleau-Ponty’s discourse on anonymity remains Husserlian in two important senses: it analyses senses in terms of constituting selves and communities of such selves, and it accounts for the formation of experience by the temporal sedimentation of intentional activity. The argument proceeds in four steps. The first section argues against the widely spread notion according to which Merleau-Ponty’s anonymous subject is collective. In the second section, I offer an alternative reading by demonstrating that Merleau-Ponty uses the term “anonymous” primarily to characterize the lived body of a personal subject. In section three, I introduce Merleau-Ponty’s idea of trace and show that for him both the perceived thing and the perceiving body are traces and as such refer to earlier constitutive acts of alien subjects. I then argue that Husserl’s concepts of sedimentation are crucial for the understanding of this idea. Finally, in section four, I show how Husserl’s theory of depresentation informs Merleau-Ponty’s discourse on anonymity. (shrink)

. Implicit in the cognitive social learning model of personality as articulated by Walter Mischel, Albert Bandura, and others, is an epistemology which emphasizes the activity of the mind in the construction of knowledge. Using Mischel's five person variables as an outline, the epistemic implications of this model of personality are developed and then illustrated by application to William James's typology of the religious personality and to the current debate over hermeneutic and empirical approaches to studying human behavior. This approach (...) explicates the connection between personality characteristics and epistemological approaches in terms of cognitive social learning theory. (shrink)

Abstract: According to deflationism, grasp of the concept of truth consists in nothing more than a disposition to accept a priori (non-paradoxical) instances of the schema:(DS) It is true that p if and only if p.According to contextualism, the same expression with the same meaning might, on different occasions of use, express different propositions bearing different truth-conditions (where this does not result from indexicality and the like). On this view, what is expressed in an utterance depends in a non-negligible way (...) on the circumstances. Charles Travis claims that contextualism shows that ‘deflationism is a mistake’, that truth is a more substantive notion than deflationism allows. In this paper, I examine Travis's arguments in support of this ‘inflationary’ claim and argue that they are unsuccessful. (shrink)