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Stephen Yablo offers a solution to the problem of mental causation by claiming that the physical is a determinate of the mental's determinable, and therefore the mental and physical do not compete for causal relevance. I present Yablo's solution and argue that the mental‐physical relation cannot meet three necessary conditions for determination. That relation fails to meet the requirements that determinates of the same determinable be incompatible and that no property can be a determinate of more than one determinable. Further, (...) |
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Following P. F. Strawson, a number of philosophers have argued that if hard incompatibilism is true, then its truth would undermine the justification or value of our relationships with other persons. In this paper, I offer a novel defense of this claim. In particular, I argue that if hard incompatibilism is true, we cannot make sense of: the possibility of promissory obligation, the significance of consent, or the pro tanto wrongness of paternalistic intervention. Because these practices and normative commitments are (...) |
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According to Bernard Williams, philosophy is a humanistic discipline essentially different from the sciences. While the sciences describe the world as it is in itself, independent of perspective, philosophy tries to make sense of ourselves and of our activities. Only the humanistic disciplines, in particular philosophy, can do this, the sciences have nothing to say about it. In this note I point out some limitations of Williams’ view and outline an alternative view. |
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In this paper, I argue that there are universals. I begin (Sect. 1) by proposing a sufficient condition for a thing’s being a universal. I then argue (Sect. 2) that some truths exist necessarily. Finally, I argue (Sects. 3 and 4) that these truths are structured entities having constituents that meet the proposed sufficient condition for being universals. |
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Karl Jaspers argued that academics must be prepared to accept, perhaps even to welcome, the fact that most students 'will learn next to nothing' from a university education. In this paper I shall argue that, while Jaspers' model is unpersuasive as an ideal and inaccurate as a description, there is an uncomfortable truth lurking behind his forthright but gloomy conclusion; viz., that university teaching pays little direct attention to the needs of the student in the wider world (i.e. to the (...) |
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In this paper I argue that recent developments in higher education presuppose a conceptual framework that fails plausibly to account for indispensable aspects of educational experience—in particular that a university education is fundamentally a project of personal transformation within a particular social order. It fails, I suggest, primarily because it consists of mutually supporting but erroneous conceptualisations of knowledge and the human subject. In pursuit of transparency and codification we have seemingly forgotten education's existential dimension: that education is closely tied (...) |
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This paper reconstructs Susan Stebbing’s account of intelligent dealing with a problem and defends this account against charges that it relies on a “censurable kind” of intellectualism. This charge was made in Stebbing’s own time by Laird and Wittgenstein. Michael Kremer has recently made the case that Stebbing is also a proximate target of Gilbert Ryle’s attack on intellectualism. This paper argues that Stebbing should indeed be counted as an intellectualist since she holds that intelligent dealing with a problem requires (...) |
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I defend a new conception of the particular-universal distinction based on considerations about what David Lewis calls ‘amphibians’. I argue, first, that given the possibility of amphibians, two recently popular conceptions of the particular-universal distinction, namely the repeatability conception and the duplicability conception, are both objectionable since they are biased in one way or another. I then propose a more flexible conception that solves this problem by regarding amphibians as belonging to a sui generis sort of property distinct from what (...) |
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Is the assumption of a fundamental distinction between particulars and universals another unsupported dogma of metaphysics? F. P. Ramsey famously rejected the particular – universal distinction but neglected to consider the many different conceptions of the distinction that have been advanced. As a contribution to the piecemeal investigation of this issue three interrelated conceptions of the particular – universal distinction are examined: universals, by contrast to particulars, are unigrade; particulars are related to universals by an asymmetric tie of exemplification; universals (...) |
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The paper describes the evolution of russell's theory of judgment between 1910 and 1913, With especial reference to his recently published "theory of knowledge" (1913). Russell abandoned the book and with it the theory of judgment as a result of wittgenstein's criticisms. These criticisms are examined in detail and found to constitute a refutation of russell's theory. Underlying differences between wittgenstein's and russell's views on logic are broached more sketchily. |
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John Cook Wilson (1849–1915) was Wykeham Professor of Logic at New College, Oxford and the founder of ‘Oxford Realism’, a philosophical movement that flourished at Oxford during the first decades of the 20th century. Although trained as a classicist and a mathematician, his most important contribution was to the theory of knowledge, where he argued that knowledge is factive and not definable in terms of belief, and he criticized ‘hybrid’ and ‘externalist’ accounts. He also argued for direct realism in perception, (...) |
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