A. L. Kroeber, who together with C. Kluckhohn wrote a now classical review of the concept of culture (1958), claimed that the most significant accomplishment of anthropology in the first half of the twentieth century was the extension and clarification of the concept of culture. In the book mentioned they analyzed about 300 different definitions of the concept. In a critical review of Kroeber's and Kluckhohn's book their colleague L. A. White contests Kroeber's claims and writes: “On the contrary, I (...) believe that confusion has increased as conceptions of culture have been multiplied and diversified” (1954, p. 461). (shrink)

The paper considers T.S. Eliot's 'dissociation of sensibility' thesis, considering its philosophical value and attempting to defend it against published objections. While accepting some of the criticisms, it is argued that Eliot's argument is sound to a significant extent. Eliot's account retains explanatory power with regard to an enduring arts-science divide in schooling and, more broadly, in environmental ethics. In both these areas, educators can, and should, find greater synergies between arts and science, and theoria and praxis, despite continuing pressures (...) on the school curriculum to move in the opposite direction. It is suggested that an acknowledgement of living as semiosis can be helpful in this respect. (shrink)

This essay attempts to provide a systematic reconstruction of Nāgārjuna's philosophical thought by understanding it as a critique of the attachment to linguistic expressions and their referents. We first present an outline of Nāgārjuna's philosophy, centering on such notions as 'dependent origination', 'emptiness' and 'self-nature'. Then we discuss Nāgārjuna's dismissal of a metaphysical use of language, particularly his contention that language can function well without assuming the reality of its referents. We also consider his statement that he has no assertion (...) and explain his provisional use of language. Towards the end of the essay, we direct our attention to a paradoxical formula in a Buddhist sutra that should help in evaluating the contemporary significance of Nāgārjuna's linguistic critique. (shrink)

Consider a potter throwing a vessel on the wheel. Think of the complex ways brain, body, wheel and clay relate and interact with one another throughout the different stages of this activity and try to imagine some of the resources (physical, mental or biological) needed for the enaction of this creative process. Focus, for instance, on the first minutes of action when the potter attempts to centre the lump of clay on the wheel. The hands are grasping the clay. The (...) fingers, bent slightly following the surface curvature, sense the clay and exchange vital tactile information necessary for a number of crucial decisions that are about to follow in the next few seconds. What is it that guides the dextrous positioning of the potter’s hands and decides upon the precise amount of forward or downward pressure necessary for centring a lump of clay on the wheel? How do the potter’s fingers come to know the precise force of the appropriate grip? What makes these questions even more fascinating is the ease by which the phenomena which they describe are accomplished. Yet underlying the effortless manner in which the potter’s hand reaches for and gradually shapes the wet clay lies a whole set of conceptual challenges to some of our most deeply entrenched assumptions about what it means to be a human agent. (shrink)

The concept of structure is central to Giddens’s structuration theory because it apparently accounts for the reproduction of the social system without derogating the lay actor in functionalist or structuralist fashion. In fact, the concept of structure involves the very derogation of the lay actor which Giddens highlights as the principal error of these objectivist social theories and which he wishes to avoid. However, although Giddens fails to recognize it, the concept of “practical consciousness” which Giddens also regards as central (...) to structuration theory avoids this relapse into objectivism and offers a route to a sustainable social theory which highlights the agency of social actors. (shrink)

Program comprehension is an essential part of software engineering. The paper describes the constructivist theory of comprehension, a process based on assimilation and accommodation of knowledge. Assimilation means that the new facts are either added to the existing knowledge or rejected. Accommodation means that the existing knowledge is reorganized in order to absorb new facts. These processes are illustrated by case studies of knowledge-level reengineering of a legacy program and of incremental change. In both cases, we constructed preliminary knowledge from (...) the program documentation, and then adjusted it by comprehending the actual code. The case studies supported constructivism as a suitable theory of program comprehension. (shrink)

Goldstein reported multiple cases of failure to categorise colours in patients that he termed amnesic or anomic aphasics. These patients have a particular difficulty in producing perceptual categories in the absence of other aphasic impairments. We hold that neuropsychological evidence supports the view that the task of colour categorisation is logically impossible without labels.

Our Book Review Editor, James Keller, invited William Hasker to write a review of the Book by D.Z. Phillips, The Problem of Evil and the Problem of God and then in consultation with the Editor-in-Chief invited Phillips to respond. Aware of both their respect for each other and their philosophical differences we planned that Hasker’s review and Phillips’ response would appear in the same issue of the International Journal for Philosophy of Religion. Unfortunately that was not to be. Dewi, as (...) he was known to his many friends throughout the world, collapsed at his desk on 25 July, 2006 in the library of his beloved University of Wales, Swansea. Although we were not able to have the review and response appear in the same issue as we had all planned, we are now printing his response to Hasker’s review, “D.Z. Phillips’s Problems with Evil and with God,” which appeared in IJPR, Vol. 61,3. Dewi had completed the review and thanks to the efforts of Helen Baldwin who prepared the manuscript and Dewi’s wife, Monica, and family we are able to print it here. Since Dewi was responding to an earlier version of Hasker’s review, a few minor editorial changes have been made. Dewi’s death is a great loss to the philosophical community and a deep personal loss to his family and friends, but I am confident that he would be pleased to have this response appear. He might even have a story to tell, a comment that those who knew him well will fully understand. Eugene Thomas Long. (shrink)

Frege ridiculed the formalist conception of mathematics by saying that the formalists confused the unimportant thing, the sign, with the important, the meaning. Surely, one wishes to say, mathematics does not treat of dashes on a bit of paper. Frege’s idea could be expressed thus: the propositions of mathematics, if they were just complexes of dashes, would be dead and utterly uninteresting, whereas they obviously have a kind of life. And the same, of course, could be said of any proposition: (...) Without a sense, or without the thought, a proposition would be an utterly dead and trivial thing. And further it seems clear that no adding of inorganic signs can make the proposition live. And the conclusion which one draws from this is that what must be added to the dead signs in order to make a live proposition is something immaterial, with properties different from all mere signs. But if we had to name anything which is the life of the sign, we should have to say that it was its use. (Blue Book, p. (shrink)

There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human evolution are all there is to say about thinking that is worthwhile or educationally significant. The movement of critical thinking also tends to treat thinking ahistorically, focusing on universal processes of (...) logic and reasoning. Against this trend and against the scientific spirit of the age this paper presents a historical and philosophical picture of thinking. By contrast with dominant cognitive and logical models the paper emphasizes kinds of thinking and styles of reasoning. The paper grows out of interests primarily in the work of Nietzsche, Heidegger and Wittgenstein, and in the extension and development of their work in Critical Theory and French poststructuralist philosophy. The paper draws directly on some of this work to argue for the recognition of different kinds of thinking, which are explored by reference to Heidegger, and also the significance of styles of reasoning, which are explored by reference to Wittgenstein and to Ian Hacking. (shrink)

A recurrent theme in ethnomethodological research is that of instructed actions. Contrary to the classic traditions in the social and cognitive sciences, which attribute logical priority or causal primacy to instructions, rules, and structures of action, ethnomethodologists investigate the situated production of actions which enable such formulations to stand as adequate accounts. Consequently, a recitation of formal structures can not count as an adequate sociological description, when no account is given of the local production ofwhat those structures describe. The natural (...) sciences can be described as a domain of practical action in whichthe use of methods enables the intersubjective reproduction of naturalistic observations and experiments. As numerous sociological studies of laboratory practices have shown, the achievement of intersubjective order cannot be reduced to formal methods; instead, it arises from the work of custom-fitting relevant methods to the local circumstances of the research. In this paper we discuss a possible extension of this idea to cover two intertwined aspects of molecular biology: (1) the work of following instructions on how to perform routine laboratory procedures, and (2) the relationship between cellular orders and the encoded instructions contained in the DNA molecule. We suggest that a classic conception of scientific action is implied by the way formal instructions are treated as a primary basis, both for molecular biologists' actions and the cellular functions they study, and we envision an ethnomethodological alternative to those conceptions of social and biological order. (shrink)

The original publication can be found at www.springerlink.com.

This article offers an argument against solipsism, the view that there is only one mind that exists, my own, and that the world is a projection of my mind.1 We begin by offering a reductio ad absur...

Despite all fundamental divergences, the similarities formed between some interpretations of the later-Wittgenstein’s philosophy of religion and the tradition of Islamic Mysticism (Sufism), can yet be philosophically recognized. These basic analogies are as follows: 1) The inextricability of belief and practice and the priority of practice over knowledge 2) The characterization of the core religious beliefs as the primal ground of man’s perception and understanding, in contrast to the view that considers fundamental religious beliefs as theoretical conclusions derived from purely (...) rational courses of reflection 3) A new practice-laden narrative of religious realism. Given that, one can even shed a new Wittgensteinian light on even the most abstract and metaphysical elements of the mystical worldview. If fundamental religious beliefs are interpreted not as metaphysical doctrines but as a set of descriptions arising from a specific form of practical life, then the ability to see a sort of transcendent and sacred unity in the whole universe will be based on a way of purposive engagement and wayfaring in the natural and social world. (shrink)

The guiding question for this essay is: who is the learner? The aim is to examine and criticize one answer to this question, sometimes referred to as the theory of the learning brain, which suggests that the explanation of human learning can be reduced to the transmitting and storing of information in the brain’s formal and representational architecture, i.e., that the brain is the learner. This essay will argue that this answer is misleading, because it cannot account for the way (...) people strive to learn in an attempt to lead a good life as it misrepresents the intentional life of the mind, which results in its counting ourselves out of the picture when it attempts to provide a scientific theory of the learning process. To criticize the theory of the learning brain, this essay will investigate its philosophical foundation, a theory of mind called cognitivism, which is the basis for the cognitive sciences. Cognitivism is itself built on three main tenets: mentalism, the mind-brain identity theory and the computer analogy. Each of these tenets will be criticized in turn, before the essay turns to criticize the theory of the learning brain itself. The focus of this essay is, in other words, mainly negative. The hope is that this criticism will lay the groundwork for an alternative view of mind, one that is better equipped to give meaningful answers to the important questions we have about what it means to learn, i.e., what we learn, how we do it and why. This alternative will emphasize the holistic and intentional character of the human mind, and consider the learning process as an intentional activity performed, not by isolated brains, but by people with minds that are extended, embodied, enacted and embedded in a sociocultural and physical context. (shrink)

The question of whether social structures are efficacious can be tackled by examining how they are produced. There are roles and rules, and there are people. Only the latter have the necessary powers to generate social worlds as products. Changing the social world can be achieved only by changing the rules and customs active people follow. Selectionist models of change also draw our attention to rules. Finally, there are obstacles to social change in `reductions' - the minute social practices that (...) shape actual social orders. (shrink)

In this article it is argued that social power can be created based upon either the reproduction of social order or coercively but that in complex societies the former is the more important. Building upon the ideas of a number of authors - including Arendt, Parsons, Barnes, Bachrach and Baratz, Lukes, Giddens, Foucault and Clegg - a typology of seven forms of power creation is developed in a manner which allows for diverse phenomena from previously divergent perspectives to be woven (...) together into a theoretical whole which renders them commensurable. At the foundational level, social order presupposes the recreation of shared meanings which enable actors to act in collaboration in a way which they could not otherwise do. This observation is used as the basic premise from which to re-examine the reproduction of social order and the relationship between power, structure and knowledge. Among other things, this allows the author to render Lukes' `false consciousness' argument commensurable with Foucault's power/knowledge hypothesis. (shrink)

This article starts with the idea that the task of social philosophy can be defined as the diagnosis and therapy of social pathologies. It discusses four conceptions of social pathology. The first two conceptions are ‘normativist’ and hold that something is a social pathology if it is socially wrong. On the first view, there is no encompassing characterization of social pathologies available: it is a cluster concept of family resemblances. On the second view, social pathologies share a structure (e.g. second-order (...) disorder). The last two conceptions are ‘naturalist’ and hold that something is wrong because it is pathological. The third view takes it that society is the kind of substance that can fall ill – an organism. The fourth view operates with the notion of a social life that can degenerate. The four conceptions are compared along six criteria: (1) is the view plausible?; (2) is it informative (if true)?; (3) does it help define the task of social philosophy?; (4) does it take naturalistic vocabulary seriously?; (5) does it hold that pathologies share a structure?; and (6) how does it see the primacy of being wrong and being pathological? (shrink)

The possibility of autonomous artificially intelligent systems has awaken a well-known worry in the scientific community as well as in popular imaginary: the possibility that beings which have gained autonomous intelligence either turn against their creators or at least make the moral and ethical superiority of creators with respect to the created questionable. The present paper argues that such worries are wrong-headed. Specifically, if AAIs raise a worry about human ways of life or human value it is a worry for (...) a certain human way of thinking about what it is to be human. What is threatened is a way of thinking about what it is to be human, not human ways of life or human value. (shrink)

The first part of this thesis articulates and defends the Subjectivist View of the Mental. According to this view, my mental states are essentially different from the mental states of everyone else, but the fact that they are is a subjective fact, rather than an objective one. Chapter 1 explains what it takes for a fact to be subjective, what kind of difference holds between my mental states and everyone else's mental states and what kind of intuitions lead me to (...) believe that there is such a difference. Chapter 2 defends the Subjectivist View of the Mental from objections and discusses some of its most significant implications. In the second part of the thesis, I explore the advantages that the Subjectivist View of the Mental offers when it comes to accounting for three basic features of our knowledge of the mental. Chapter 3 deals with the asymmetry between self-knowledge and knowledge of other minds. It is argued that, if the Subjectivist View of the Mental is true, we can explain why this asymmetry holds without assuming that self-knowledge and knowledge of other minds are involved with substantially different ways of knowing. Chapter 4 focuses on the immunity to error through misidentification of mental self-ascriptions. I show that, while there has been a temptation to explain this phenomenon by following Lichtenberg and Wittgenstein in taking the content of mental self-ascriptions to be general rather than particular, this proposal cannot be made to work unless something like the Subjectivist View of the Mental is true. Chapter 5 is concerned with experiential knowledge. I argue that, if experiential truths are taken to be objective truths, it is not easy to see why experiential knowledge should have the peculiar 'first-hand' character it has. The problem disappears if experiential truths are regarded as subjective rather than objective. (shrink)

Although death statutes permitting physicians to declare brain death are relatively uniform throughout the United States, academic debate persists over the equivalency of human death and brain death. Alan Shewmon showed that the formerly accepted integration rationale was conceptually incomplete by showing that brain-dead patients demonstrated a degree of integration. We provide a more complete rationale for the equivalency of human death and brain death by defending a deeper understanding of the organism as a whole and by using a novel (...) strategy with shared objectives to justify death determination criteria. Our OaaW account describes different types of OaaW, defining human death as the loss of status as a human OaaW. We defend human death as similar to nonhuman death in terms of wakefulness, but also distinct in terms of the sui generis properties, particularly conscious awareness. We thereby defend the equivalency of brain death and human death using a resulting neurocentric rationale. (shrink)

Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled (...) as learning games and epistemic practices in science education are characterized as enacted epistemic games emerging through the unfolding of learning games. Science practices are modeled as source epistemic games since they are the source of the knowledge at stake in pedagogical practices. From this point, we examine closely how playing learning games can enable students to play enacted epistemic games and then in turn the source epistemic games at the core of conceptual understanding. Thus, the main contribution of this paper is to link pedagogical practices to epistemic practices in science education and to science practices in general. Our method is consistent with this epistemological framework as our case study on the concept of earthquakes in a 5th grade classroom sequence illustrates. Following an investigation of two experienced teachers and their classes during a teaching unit, our analysis shows how teaching effectiveness is determined by a dialectic. This entails on the one hand a didactic continuity between learning games and enacted epistemic games and, on the other, an epistemic continuity between enacted epistemic games and source epistemic games. (shrink)

We present the fundamentals of the quantum theoretical approach we have developed in the last decade to model cognitive phenomena that resisted modeling by means of classical logical and probabilistic structures, like Boolean, Kolmogorovian and, more generally, set theoretical structures. We firstly sketch the operational-realistic foundations of conceptual entities, i.e. concepts, conceptual combinations, propositions, decision-making entities, etc. Then, we briefly illustrate the application of the quantum formalism in Hilbert space to represent combinations of natural concepts, discussing its success in modeling (...) a wide range of empirical data on concepts and their conjunction, disjunction and negation. Next, we naturally extend the quantum theoretical approach to model some long-standing ‘fallacies of human reasoning’, namely, the ‘conjunction fallacy’ and the ‘disjunction effect’. Finally, we put forward an explanatory hypothesis according to which human reasoning is a defined superposition of ‘emergent reasoning’ and ‘logical reasoning’, where the former generally prevails over the latter. The quantum theoretical approach explains human fallacies as the consequence of genuine quantum structures in human reasoning, i.e. ‘contextuality’, ‘emergence’, ‘entanglement’, ‘interference’ and ‘superposition’. As such, it is alternative to the Kahneman–Tversky research programme, which instead aims to explain human fallacies in terms of ‘individual heuristics and biases’. (shrink)

The continued presence and importance of Christian moral values in our daily lives, coupled with the fact that faith in Christianity is in continual decline, raises the question as to why having lost faith in Christianity, we have also not lost faith in our Christian moral values. This question is also indicative of a more pressing phenomenon: not only have we maintained our faith in Christian values, we fail to see that the widespread collapse of Christianity should affect this faith. (...) To tackle this latter phenomenon, I claim, we have to pose the Nietzschean question of the value of our moral values, so as to see that this value can be a possible object of questioning. In chapter one, I consider different approaches found in the history of moral philosophy that look like potential candidates for this task. I argue that, ultimately, the task requires simultaneously taking our familiarity with Christian moral values as both sui generis and a questionable phenomenon. In chapter two, I articulate in detail the sui generis nature of this familiarity with moral values,in terms of the phenomena of habituation and sedimentation. In chapter three, I consider the possibility of estrangement that is built into our familiarity with moral values, by focusing on the role of cognition. I demonstrate how cognition, in the form of self-consciousness, can disrupt the sedimented, habituated nature of our moral values through a form of ironic disruption. In chapter four, I develop this account by considering the possibility of an appeal to an alternative moral outlook. To do so, I draw upon the structural isomorphism that is present between the process of estrangement and a rite of passage. (shrink)

This article takes as its starting-point that a viable account of concept acquisition must be ontogenetically sound, and analyses in detail two alternative accounts of concept acquisition, one conceptualist and the other non-conceptualist, concluding that the conceptualist account is to be preferred.

My purpose here is to describe a type of argument characterized by the fact that one of its premises is a directive—i.e. what is expressed by a directive sentence: a general instruction how to proceed or act. This directive premise brings an ostensive mechanism for the inclusion of visual or multimodal elements in an argument. If an argument is an invitation to inference, by using such a directive utterance the addresser is inviting the addressee to make an inference from an (...) image, not from a proposition. Hence I will call them arguments from ostension or from deixis. (shrink)

The paper aims to provide a detailed assessment of Tim Crane’s recent invocation of the notion of scientific models in the way of dealing with the issue of the brain’s representational states. In this paper, I assess Crane’s proposal under a charitable and a less charitable reading. I argue that Crane’s use of scientific models is at best compatible with his expression of psychological realism. However, Crane’s use of model-based strategy by no means underlay, support, or strengthen his psychological realism. (...) Rather, traditional reasons from the metaphysics of mind, acting quite separately from empirical scientific reasons, must be used to support this realism, and Crane has merely removed the threat posed to these metaphysical arguments by the existence of the so-called mereological fallacy in empirical neuroscience. Therefore, while he has saved the neuroscientific language from philosophical attack, he has perhaps even strengthened the divide between neuroscience and philosophy. I conclude the paper by outlining the sketch of a broadbrush scientifically informed strategy for defending psychological realism. (shrink)

The skeptical Dream argument appeals to the possibility of dreaming. The skeptic holds that states of being awake are subjectively indistinguishable from possible dream states and that this means that we do not know that we are awake. This, the skeptic then claims, means that we have to accept that we do not have external world knowledge.It is natural to assume that there must be a connection between the Dream argument and epistemic internalism, the view that a belief is justified (...) for a given person if and only if the person has cognitive access to all the factors that are needed for the belief to be justified. The problem, the skeptic thinks, is that in order for my belief that I am awake to be justified I have to have cognitive access to something that establishes that I am awake. But according to the skeptic, even if I am awake, this is not something I have cognitive access to. However, the more precise connections between internalism and the skeptical argument are not so clear. (shrink)

The Philosophical Underpinnings of Social Constructionist Discourse Analysis Although discourse analysis emerges as a multi-faceted research method reflecting various schools of thought, disciplines and approaches, it is possible to pinpoint some meta-theoretical issues or fundamental assumptions common for most of them. This article aims to investigate different philosophical aspects and theoretical foundations that inform discourse analysis, such as the interplay between epistemological and ontological dimensions or the definition of language itself. Because space does not allow an in-depth discussion of all (...) the theoretical orientations collectively contributing to the development of social constructionist discourse analysis, this paper focuses on poststructuralist, constructivist, and social realist positions, and also attempts to trace the roots of social constructionism in linguistic philosophy, phenomenology, and hermeneutics. Hopefully, this article will provide the opportunity to develop meta-theoretical reflections on discourse analysis, thus striking the balance between the philosophy, methodology and practice. (shrink)

Fallacy theory has three significant challenges to it: the generality, scope, and negativity problems. To the generality problem, the connection between general types of bad arguments and tokens is a matter of refining the use of the vocabulary. To the scope problem, the breadth of fallacy’s instances is cause for development. To the negativity problem, fallacy theory must be coordinated with a program of adversariality-management.

In the generative tradition, the language faculty has been shrinking—perhaps to include only the mechanism of recursion. This paper argues that even this view of the language faculty is too expansive. We first argue that a language faculty is difficult to reconcile with evolutionary considerations. We then focus on recursion as a detailed case study, arguing that our ability to process recursive structure does not rely on recursion as a property of the grammar, but instead emerges gradually by piggybacking on (...) domain-general sequence learning abilities. Evidence from genetics, comparative work on non-human primates, and cognitive neuroscience suggests that humans have evolved complex sequence learning skills, which were subsequently pressed into service to accommodate language. Constraints on sequence learning therefore have played an important role in shaping the cultural evolution of linguistic structure, including our limited abilities for processing recursive structure. Finally, we re-evaluate some of the key considerations that have often been taken to require the postulation of a language faculty. (shrink)

The Nèiyè 內業 talks of “a heart-mind within a heart-mind” that is somehow connected to or prior to language. In the context of the overall advice on looking “inward” or “internally” as part of the meditation and mysticism practice that the Nèiyè introduces, this talk of a heart-mind within a heart-mind arguably invites comparisons with a Cartesian “inner theater” conception of mentality. In this paper, I examine the “inner” talk of the Nèiyè in order to tease out its identifiable commitments (...) in philosophical psychology. I consider the ways in which the “inner” talk of the text might be read as marking out one or more of three different inner/outer distinctions, and I argue that we can consistently read the Nèiyè without seeing it as marking any inner/outer distinction that is related to what is often referred to in English as “inner experience.”. (shrink)

How distinct is European philosophy of science? The first step is to characterize what is or might be considered as ‘European philosophy of science’. The second is to analyse philosophy of the social sciences as a relevant case in the European contribution to philosophy of science. ‘European perspective’ requires some clarification, which can be done from two main angles: the historical approach and the thematic view. Thus, there are several structural and dynamic things to be considered in European philosophy of (...) science and compare with other conceptions: the topics discussed; the contents proposed; and the style of thought used. The case of philosophy of the social sciences is relevant for the historical approach and for the thematic view. Historically, the Erklären–Verstehen methodological controversy arose in this continent, where the main authors and most of the influential approaches are located. Thematically, we can consider the contributions made by these European approaches... (shrink)

Authority figures permeate our daily lives, particularly, our political lives. What makes authority legitimate? The current debates about the legitimacy of authority are characterised by two opposing strategies. The first establish the legitimacy of authority on the basis of the content of the authority’s command. That is, if the content of the commands meet some independent normative standard then they are legitimate. However, there have been many recent criticisms of this strategy which focus on a particular shortcoming – namely, its (...) seeming inability to account for who can legitimately command whom. This is the basis of the second strategy, which attempts to characterize the normative relationship that underlies and makes possible authoritative commands. The central point of Part I is that these two strategies are, in fact, not opposed and both raise questions which a theory of legitimacy must answer. If this is the case, then we need to ask: how ought we to determine the legitimacy both of the content of commands as well as who can command whom? Part II will answer this question. Starting with the question of standing, I argue that we ought not to look for normative principles outside of the institutions in which authority is embedded. Rather, one ought to start by elaborating the ontology of institutions in which a sui generis form of normativity arises. A joint commitment account of social ontology provides the tools necessary to see how the direction obligations emerge concurrently with the formation of institutions. Similarly, the question of content can be answered by paying close attention to the social ontology of institutions. We need not look beyond the internal constitutive standards of the institution itself. The constitutive standards provide an internal criterion by which the legitimacy of commands can be established. (shrink)

‘Competitive’ is one of the most commonly and confidently used words in sports. I argue that, while this term does have necessary and sufficient conditions, it is still a fairly useless one. Knowing someone is competitive does not tell one about the type of desire to win, the type of quantity of that desire, and the precise way in which one wants to be better. We also don’t know who a person feels a desire to beat, when winning actually becomes (...) a goal, and what kind of knowledge and talents that person has at their disposal. Without this information, knowing someone is competitive tells you very little. (shrink)