What do you get when you cross a fallacy with a good argument? A fugu, that is, a valid argument that tempts you to reach its conclusion invalidly. You have yielded to the temptation more than you realize. If you are a teacher, you may have served many fugus. They arise systematically through several mechanisms. Fugus are interesting intermediate cases that shed light on the following issues: bare evidentialism, false pleasure, philosophy of education, and the ethics of argument. Normally, a (...) fugu will not yield knowledge from known premises. But if the reasoning is only slightly fallacious, they do yield knowledge. These mild fugus show that we can gain knowledge by invalid reasoning. This is a conservative resource for historians. They want to credit discoveries to Euclid rather than those who made minor corrections to his proofs, such as David Hilbert. We also benefit from this practice of grandfathering in old standards of knowledge attribution. For we can compete spiritedly for priority. We do not need to worry that credit will instead go to future scholars who will make the minor amendments needed to raise present proofs to a future standard of demonstration. (shrink)

Finding the demarcation criterion for the identification of scientific knowledge is the most important task of normative epistemology. Pseudoscience is not a harmless leisure activity, it can pose a danger to the functioning of liberal democratic societies and the well-being of their citizens. First, there is an outline of how to define science instrumentally without slipping into the detrimental heritage of conceptual essentialism. The second part is dedicated to Popper’s falsification criterion and the objections of its opponents, which eventually led (...) to the abandonment of “naïve” falsificationism. Then I present two promising solutions to the problem, namely the ostensive definition of pseudoscience and the cognitive research of pseudoscientific thinking. In conclusion, I suggest to further extend the typology of alternatives to science to include parascience. (shrink)

There are a number of regions-based accounts of space/time, due to Whitehead, Roeper, Menger, Tarski, the present authors, and others. They all follow the Aristotelian theme that continua are not composed of points: each region has a proper part. The purpose of this note is to show how to recapture ‘points’ in such frameworks via Scottish neo-logicist abstraction principles. The results recapitulate some Aristotelian themes. A second agenda is to provide a new arena to help decide what is at stake (...) when adjudicating issues concerning the identity of neo-logicist abstracts — so-called ‘Caesar questions’. (shrink)