This paper analyzes three contrasting strategies for modeling intentional agency in contemporary analytic philosophy of mind and action, and draws parallels between them and similar strategies of scientific model-construction. Gricean modeling involves identifying primitive building blocks of intentional agency, and building up from such building blocks to prototypically agential behaviors. Analogical modeling is based on picking out an exemplary type of intentional agency, which is used as a model for other agential types. Theoretical modeling involves reasoning about intentional agency in (...) terms of some domain-general framework of lawlike regularities, which involves no detailed reference to particular building blocks or exemplars of intentional agency. Given the contrasting procedural approaches that they employ and the different types of knowledge that they embody, the three strategies are argued to provide mutually complementary perspectives on intentional agency. (shrink)

In this paper I attempt to show how my graduate work in interpretive studies transformed my previous work as a special education consultant. Using Hans-Georg Gadamer's hermeneutics, as well as Ivan Illich's notions of iatrogenesis and counter-productivity, I discuss my work with a school team as they struggled throughout a school year with a special education classroom for students with diagnosed mental health disorders.

Fulford’s chapter discusses the conceptual challenges facing person-centred care and the role of philosophy in addressing these challenges. He is right that this role - to investigate underlying meanings and reveal assumptions - need not and should not be restricted to the search for definitions of key terminology. The methods of “ordinary language philosophy” enable us to understand the meanings of terms by systematically examining their use in context, with a view to mapping a term's “logical geography”. He makes effective (...) use of this methodology to show that alternative accounts of what it means to be “person-centred” need not be contradictory and can indeed be fully complementary. The approach of mapping the usage of the key terms is necessary if we are to understand the discourse, but it is by no means sufficient in gaining a coherent understanding of the meaning and value of PCC - let alone one that could provide the basis for its effective implementation. While it is true that distinct accounts can reveal different and compatible “aspects” of PCC, the language of PCC - like that of “evidence” and “ethics” - is not simply diverse, it is contested. Fulford argues that “genuine” PCC provides a proper balance between the “extremes” of paternalism and consumerism. This language is clearly normative, going beyond what he characterises as the “empirical” exercise of mapping usage. A broader inquiry, based on the distinction between philosophy as a body of theory and as dialogue, and incorporating a direct engagement with normative questions, is necessary if we are to address the challenges Fulford identifies. The exercise of “mapping logical geography” reminds us that health discourse has no clear borders such that, by following its links to their logical limits, we will find ourselves inevitably in the midst of broader dialogues about the social nature of persons, the nature of value, agency and the basis for our obligations to one another. (shrink)

By pointing to deep philosophical confusions endemic to cognitive science, Wittgenstein might seem an enemy of computational approaches. We agree that while Wittgenstein would reject the classicist’s symbols and rules approach, his observations align well with connectionist or neural network approaches. While many connectionisms that dominated the later twentieth century could fall prey to criticisms of biological, pedagogical, and linguistic implausibility, current connectionist approaches can resolve those problems in a Wittgenstein-friendly manner. We present the basics of a Vector Symbolic Architecture (...) formalism, inspired by Smolensky, and indicate how high-dimensional vectors can operate in a context-sensitive and object-independent manner in biologically plausible time scales, reflecting Wittgenstein’s notions of language-games and family resemblance; we show how “soft” symbols for such a formalism can be formed with plausible learning cycles using Sparse Distributed Memory, resolving disputes surrounding Wittgenstein’s private language argument; and show how connectionist networks can extrapolate meaningful patterns to solve problems, providing “ways to go on” without explicit rules, which indicates linguistic plausibility. Connectionism thus provides a systematicity and productivity that is more than a mere implementation of a classical approach, and provides Wittgenstein-friendly and Wittgenstein-illuminating models of mind and language for cognitive science. (shrink)

What if education were not about becoming something, making something of yourself, becoming some thing? What if we were to consider education as becoming-world? These questions are posed against the background of the current populist nationalist backlash against the consequences of globalization, along with growing anti-intellectualism and anti-democratic sentiment. How can education contribute locally and globally to fostering and safeguarding the very possibility of democratic practices against the neoliberal consecration of reified social relations? Becoming Things, Becoming-world contributes to contemporary discussions (...) in philosophy of education by developing a vision of a critical educational cosmopolitanism founded upon a renewed critique of reification. While cosmopolitan education has often been articulated in terms of an ethical and political response to globalization, this thesis proposes a different outlook. I argue that the idea of cosmopolitan education predates the onset of what we now term globalization, and that it provides a meaningful conception of education beyond the present socio-political condition. Moreover, I propose to rethink cosmopolitan education as a critique of reification, i.e. a critique of social relations taking on the character of mere things. The critique of reification helps to foreground aspects that have previously been neglected and marginalized in educational cosmopolitanism, such as its economic-material dimensions. At the same time, a critical cosmopolitan perspective is needed for a timely de-centering of critical social theory. Re-assessing the Cynic tradition and drawing on critical theorists such as Gerard Delanty and Axel Honneth as well as on New Wittgensteinian philosophers as Alice Crary, I advance a post-universalist understanding of cosmopolitanism. This is based on dynamic social relations and a broad understanding of rationality which includes imaginary aspects as well as the education of our sensitivities. Cosmopolitanism is understood as a lived practice which critically challenges reified social and cultural relations, including the strictures of particular socio-economic structures. The notion of reification is distinguished from other forms of alienation, objectification and instrumentalization and is deployed to characterize lasting distortions of our relations to each other, to the world and to ourselves. Against any idealizing take on communicative practice, I show that language, knowledge, and education do not necessarily counter-act reifying tendencies. Indeed, they themselves can become sources for enhancing processes of reification. A fresh look at the critique of reification allows us adequately to describe and understand the interrelation between contemporary capitalism, the forms of subjectivity it produces and the possibilities of democratic education and education towards democracy. Such an understanding is needed in face of the apparent impossibility of imagining a society, and envisioning an education, beyond the conditions formulated by contemporary neoliberal policies. Education as becoming-world maintains a hopeful outlook on the possibilities of our globalizing and pluralizing social reality as well as a keen focus on the tensions and challenges that this poses for contemporary educational endeavors on individual as well as structural levels. (shrink)

This is part 2 of an interview with Prof. J. Conant, conducted by Niklas Forsberg.

ABSTRACTCarnap famously argued that there are two kinds of questions and claims concerning the existence or reality of entities: internal and external ones. We focus on Carnapian external ontological claims of the form: ‘Xs really exist’, where ‘X’ stands for some traditional metaphysical category, such as ‘substance’, ‘fact’ or ‘structure’. While Carnap considered them as meaningless, we consider them as faultlessly meaningful. However, in line with an expressivist guise, we do not claim that they have the meaning they have in (...) virtue of representing a certain range of entities in the world or describing pieces of reality. Quite the contrary, we maintain that they are meaningful because they perform a function that is fundamentally expressive, that is, a non-descriptive function. In particular, they may imply a distinctive type of metalinguistic expressive function. Moreover, we avoid accuses of mentalism insofar as we explain the meaning of external ontological claims in terms of the practical commitments to the adoption of certain linguistic forms they express, rather than as expressing some kind of mental state. (shrink)

Fogelin’s Wittgensteinian view of deep disagreement as allowing no rational resolution has been criticized from both argumentation theoretic and epistemological perspectives. These criticisms typically do not recognize how his point applies to the very argumentative resources on which they rely. Additionally, more extremely than Fogelin himself argues, the conditions of deep disagreement make each position literally unintelligible to the other, again disallowing rational resolution. In turn, however, this failure of sense is so extreme that it partly cancels its own meaning (...) as a failure of sense. Consequently, it paradoxically opens new possibilities for sense and therefore rationally unexpected resolutions. (shrink)

From a Wittgensteinian point of view, my goal is to argue against the idea that teaching critical thinking should have as one of its aims the possibility of changing or adapting our deeply held beliefs. As pointed out by the Austrian philosopher in On Certainty, we have a world-picture which is neither true nor false, but above all, ‘it is the substratum of all my enquiring and asserting’. Besides that, in his remarks on Frazer’s Golden Bough, Wittgenstein insists on the (...) idea that different communities have their own rituals that express ways of acting, which become crystallized in their customs and institutions, similar to the magical rituals described by Frazer. The degree of similarity among them is greater than we suspect, and what interested Wittgenstein was to understand how we see things by looking for the links between the various ritualistic events. Based on these remarks, I argue that, if our deeply held beliefs are a source of necessity, instead of aiming to change/adapt them, teaching critical thinking should—by showing the links between diverse cultures—essentially avoid employing them in a dogmatic way, since our own deeply held beliefs could have been different ones. (shrink)

This article argues that the representation of animals in Romantic poetry contributes to the contemporary philosophical and ethical discussion of the question of animals by providing a literary expression of the latter. Conversely, reading depictions of animals in Romantic poetry with their philosophical implications in mind throws light on the oppositions between different human groups, such as between Orientals and Occidentals, or between males and females, in Romantic poetry. These categories connect with each other in different ways in the works (...) of three prominent Romantic poets: William Wordsworth, Lord Byron and Alexander Pushkin. Animals in their poetry reflect their views of various entities falling under the category of the self and that of the other; and indicate the relationships of these entities with such concepts as language, difference, passivity and subjectivity. These concepts find their formulations in the contemporary philosopher Jacques Derrida’s writing on the question of the animals. My analysis will focus on three poems: Wordsworth’s “There was a Boy”, Byron’s “Childe Harold’s Pilgrimage” and Pushkin’s “The Fountain of Bakhchisaray”. It will offer a reading of them side by side with Derrida’s essay “And Say the Animal Responded”. (shrink)

Stefan Ramaekers and Joris Vlieghe’s ‘Infants, childhood and language in Agamben and Cavell: education as transformation’ is an insightful discussion of an important facet of educational experience. In the article, they consider a Fred Astaire dance sequence from the 1953 Vincente Minnelli film, The Band Wagon, in combination with a remarkable article about this same sequence by Stanley Cavell. On the strength of this, they develop an interesting line of thought regarding the experience of language, exploring connections between the ideas (...) of Cavell and Agamben. Rich and thought-provoking though their discussion is, I find that it deflects attention from the most important aspects of the film sequence and the literature that has developed in response – specifically regarding questions of race and praise. The present discussion attempts to address these matters. (shrink)

Writing philosophy to be read by people who are not professional philosophers ought to be central to the work of professional philosophers. Writing for the public should be central to their work because their professional end is to produce ideas for use by people who are not professional philosophers. Philosophy is unlike most disciplines in that the ideas produced by professional philosophers generally have to be understood by a person before they can be of any use to them. As a (...) tool for delivering philosophical ideas to the public, writing philosophical works is invaluable. The need to write philosophy directly for the public should be clear regardless of one’s conception of the value of philosophy, since writing directly for the public is in the spirit of all the most popular modern philosophical movements. (shrink)

One can attack a philosophical claim by identifying a misuse of the language used to state it. I distinguish between two varieties of this strategy: one belonging to Norman Malcolm and the other to Ludwig Wittgenstein. The former is flawed and easily dismissible as misled linguistic conservatism. It muddies the name of ordinary language philosophy. I argue that the latter avoids this flaw. To make perspicuous the kind of criticism of philosophical claims that the second variety makes available, I draw (...) a comparison between Wittgenstein’s recommendation that philosophers study ordinary language and Alfred Schütz’s recommendation that social scientists study the methods of the agents they study. Both do so in an attempt to sensitise philosophers and social scientists respectively to particular artefacts of method which can be easily mistaken for features of that which is studied. (shrink)

According to expressivism about avowals, the meaning of typical self-ascriptions of mental states is a matter of expressing an attitude, rather than describing a state of affairs. Traditionally, expressivism has been glossed as the view that, qua expressions, avowals are not truth-evaluable. Contemporary neoexpressivists like Finkelstein and Bar-On have argued that avowals are expressions, and truth-evaluable besides . In contrast, this paper provides a defence of the view that avowals are, qua expressions, truth-evaluable. This defence is based on an argument (...) from disagreement, to the effect that an adequate explanation of the existence of disagreement involving both cases of avowals and cases of nonlinguistic expression (like winces) supports a view according to which genuine (sincere, truthful) expression is what truth amounts to in avowals. (shrink)

Philosophical Explorations, Volume 17, Issue 2, Page 172-187, June 2014.

The present study provides an ethnomethodologically informed respecification of intention in the context of architectural education. The analyses focus on the ways in which participants deal with the relation between formulations of intention and designed objects. Claimed mismatches between stated intention and design make relevant instructional sequences elaborating alternative ways of understanding the design and possible routes by which articulated intentions could have been realized. The practice of topicalizing intentions appears to be a technique by which aspects of architectural competence (...) are made visible and instructed. In particular, the practice makes otherwise unattended aspects of the design process accountably available for assessment and remark. Furthermore, the complexities of architectural consequence in relation to individual design decisions are addressed as an instructional matter. The study expands existing work on intention ascription and avowal by examining a setting where participants deal with the intentional status of designed objects. It is argued that the analyzed assessment sequences are shaped and organized with reference to the particularities of architectural knowledge as well as to the educational character of the activity. Their basic logic, however, is grounded in ordinary understandings of action and intentionality. (shrink)

In this article, I am intent on rehabilitating Strawson's overall anti-sceptical strategy. First, I focus on his earlier attempt, which ignited the debate about the adequacy of transcendental arguments against the sceptic. I present Stroud's main reservation that Strawson's viewpoint is unworkable because it does not take into consideration the view of the external world upon which the sceptic is based in order to challenge our knowledge claims. I then focus on Strawson's later attempt, which is based upon a Humean-like (...) naturalistic strategy. I show that his naturalism is intractable for two reasons: first because it reproduces the proof structure of transcendental arguments and ends up employing a rational proof to counter rational proofs; and second, because it matches the sceptic's advice that we should live according to our natural inclinations without ever trying to justify our beliefs. In the last section, I claim that it is possible to rehabilitate transcendental arguments as sound anti-sceptical proofs if we argue for the senselessness of the idea of thing in itself completely apart from our powers of conceptualisation. (shrink)

This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children (...) classes. Our co-research was a methodological experiment in merging genres of research in which we adapted and combined Philosophy for Children and qualitative research techniques in a philosophical exploration of philosophical discussion. Bringing together the children's philosophical expertise and my interest in the use of qualitative research methodologies, I explored how and whether 'to do philosophy' is 'to do research'. (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

We clarify some points previously made by Andrews, and defend the claim that Davidson's account of belief can be and is challenged by the existence of some people with autism. We argue that both Bouma and Andrews (Philosophical Psychology, 15) blurred the subtle distinctions between the psychological concepts of theory of mind and joint attention and the Davidsonian concepts of interpretation and triangulation. And we accept that appeal to control group studies is not the appropriate place to look for an (...) individual who can speak but who has significant problems with interpretation. In this paper we argue that by turning to the clinical literature we can more readily find such a challenge to Davidson's account. (shrink)

Kaplan and Craver :601–627, 2011) and Piccinini and Craver :283–311, 2011) argue that only mechanistic explanations of cognition are genuine causal explanations, because only evidence of mechanisms reveals the causal structure of cognition. I first argue that this claim is grounded in a commitment to the mechanistic account of causality, which cannot be endorsed by a defender of causal-nonmechanistic explanations. Then, I defend the epistemic theory of causality, which holds that causal explanations are not genuine to the extent that they (...) reveal mechanistic causal structure, but, rather, to the extent that they have evidential support and yield successful prediction, explanation, and control inferences. Finally, I enact an epistemic unification of causal explanation in cognitive science, according to which both mechanistic and nonmechanistic explanations of cognition can be genuine causal explanations. (shrink)

Following Alvesson and Kärreman's influential essay on the modes and interpretation of organizational discourse, this article reports on a longitudinal study of naturally occurring interactions that took place before, during, and after a meeting between representatives of Médecins sans Frontières, a well-known humanitarian organization, and representatives of local health centers in a region of the Democratic Republic of Congo. This episode is used to exemplify the fruitfulness of adopting a view that incorporates two dimensions of discourse, that is, what Alvesson (...) and Kärreman identify as its transient and muscular nature. The longitudinal aspect of our study allows us to show what interactants accomplish in particular settings, while illustrating a crucial aspect of the trans-local dimension of their talk. As shown in this article, a given Discourse must be embodied, materialized or even incarnated in discourses, that is, tokens of text or talk, in order for it to be reproduced, sustained and transported from one point to another, that is, to become what Latour calls an immutable mobile. A given Discourse can thus maintain its shape across time and space only if a lot of interactive work is done to assure the stability of its associations in the ordinary day-to-day activity of the people who embody it. (shrink)

As Van Dijk proposed in the first issue of Discourse and Communication, the main purpose of this journal is to bridge the two cross-disciplines of communication and discourse studies. Given this goal, this article sought to help clear the ground for such interdisciplinary development by investigating how organizational researchers use the terms `discourse' and `communication' and cast discourse—communication relationships. By reviewing 112 organizational discourse studies from major journals in communication, organizational studies, and interdisciplinary journals published between 1981 and 2006, this (...) study identified diverse conceptualizations of these basic concepts. The findings help dispel some of the misunderstandings that scholars from one research field may possess toward the other and sort through some, if not all, the confusions regarding the terms `discourse', `communication', and their relationships. (shrink)

Unconscious emotions are of central importance to psychoanalysis. They do, however, raise conceptual problems. The most pertinent concerns the intuition, shared by Freud, that consciousness is essential to emotion, which makes the idea of unconscious emotion seem paradoxical. In this paper, I address this paradox from the perspective of the philosopher R. C. Roberts’ account of emotions as concern-based construals. I provide an interpretation of this account in the context of affective neuroscience and explore the form of Freudian repression that (...) emotions may be subject to under such an interpretation. This exploration draws on evidence from research on alexithymia and utilises ideas from free-energy neuroscience. The free-energy framework, moreover, facilitates an account of repression that avoids the homunculus objection and coheres with recent work on hysteria. (shrink)

This paper provides a conceptual exploration of the implication of Jeffrey’s rule of belief revision to account for rule-following behavior in a game-theoretic framework. Jeffrey’s rule reflects the fact that in many cases learning something new does not imply that one has full assurance about the true content of the information. In other words, the same information may be both perceived and interpreted in several different ways. I develop an account of rule-following behavior according to which, in the context of (...) strategic interactions, following a rule is defined by two conditions. First, that agents must frame the interaction in a sufficiently similar way and be aware of the same salient properties, i.e. they must have the same partition of the event. Second, they must ascribe to others the same revised probabilities to what they take to be the common partition. In a game-theoretic framework, this also indicates that rule-following behavior cannot be identified merely to the existence of a common prior. (shrink)

A key phrase in working with horses, “bringing up life” is taken in its literal sense of moving expressively and energetically in order to animate the movements of the horses. The phrase also points to both what the radical phenomenologist Michel Henry referred to as the auto-affectivity of life and the vital powers of an essential hetero-affectivity. “Bringing up life” is the kinetic, kinaesthetic, affective expression of this fundamental impression that life is shared with other animate beings and that it (...) is all the more powerfully felt for being so. Working with horses – in spite of all the human conceits that groundwork, liberty training, and the riding disciplines hold – can thus reveal what it means to “bring up life” as more than a topic of very practical interest and specific phenomenological description. Through the impressional investigation of this expression we may well begin to feel our way toward more life-affirming, life-enhancing interactions with others of our own and many other animal kinds. (shrink)

Intentionality may be dealt with in two different ways: either ontologically, as an ordinary relation to some extraordinary objects, or epistemologically, as an extraordinary relation to some ordinary objects. This paper endorses the epistemological view in order to provide a model of semiotic intentionality defined as the meaning-and-cognizing process that constitutes to power of the mind to be about something on the basis of a semiotic system. After a short introduction that presents the components of semiotic intentionality (viz. sign, act, (...) content, referent) along with their division into an intending and a fulfilling side (Sect. 1), the first main part of the paper analyzes semiotic intentionality at its primary level (a.k.a. 'concrete intentionality') as a real and subjective relation between meaning-intending and meaning-fulfilling acts grounded in the manipulation of some semiotic system (Sect. 2). Then, building on such concrete intentionality, the second main part of the paper analyzes semiotic intentionality at its secondary level (a.k.a. 'abstract intentionality') as an ideal and objective relation between intentional and fulfillment contents, which in turn: (i) proceed from an abstraction performed on the intending and fulfilling acts, respectively, and (ii) retroactively categorize the intending and fulfilling acts, respectively (Sect. 3). Finally, from this combination of an act-based conception of content with a presentationalist account of intentionality, the conclusion of this paper produces the intended model of semiotic intentionality in such a way that knowledge and truth are then respectively defined in it as the subjective correspondence between the two acts of concrete intentionality and as the objective correspondence between the two contents of abstract intentionality (Sect. 4). (shrink)

It is sometimes claimed that we perceive people’s mental states in their expressive features. This paper clarifies the claim by contrasting two possible readings, depending on whether expression is conceived relationally or non-relationally. A crucial difference between both readings is that only a non-relational conception of expression ensures direct access to other minds. The paper offers an argument for a non-relational conception of expression, and therefore for the view that we directly perceive people’s mental states in their expressive features.

This paper presents an analysis of the structure of contemporary sociological knowledge in terms of a theory of scientific discourse. The concept of 'discourse' is introduced as a theoretical refinement of the concept of 'paradigm' and is applied to the classes of knowledge claims of the natural and social sciences. It is concluded that general modes of scientific discourse are definable in terms of their vertical differentiation from everyday discourse, while particular modes of sociological discourse are additionally definable in terms (...) of their horizontal differentiation. A classification is then proposed which identifies three modes of sociological discourse: natural, technical and formal. (shrink)

The aim of this article is to provide a critical review of recent writings about jealousy in psychology, as seen from a philosophical perspective. At a more general level of inquiry, jealousy offers a useful lens through which to study generic issues concerned with the conceptual and moral nature of emotions, as well as the contributions that philosophers and social scientists can make to understanding them. Hence, considerable space is devoted to comparisons of psychological and philosophical approaches to emotion research (...) in general. It turns out that although arguments about the necessary conceptual features of jealousy qua specific emotion, do carry philosophical mileage, they may fail to cut ice with psychologists who tend to focus on jealousy as a broad dimension of temperament. The review reveals a disconcerting lack of cross-disciplinary work on jealousy: the sort of work that has moved the discourse on other emotions forward in recent years. (shrink)

In this paper, we advance a novel conception of normative ethics and draw out its implications within the domain of professional ethics. We argue that all moral agents, and thus professionals, share a fundamental and constitutive normative interest in correctly conceiving of their ends. All professionals, we claim, by virtue of their positions of social power, have special role responsibilities in cultivating and sustaining societies oriented by this shared ideal of practically oriented ethical understanding. We defend this conception against a (...) familiar opponent of a philosophical approach to professional ethics: the morally skeptical student. By taking the skeptic’s challenge seriously, we clarify the conditions for a sound account of normative ethics and then provide a response that meets this test. Against this type of skeptic, we claim that a fundamental commitment to the ideal of understanding our ends ought to be included within any curriculum of professional et... (shrink)

In this thesis I investigate causal inquiry in the social sciences, drawing on examples from various disciplines and in particular from conflict studies. In a backlash against the pervasiveness of statistical methods, in the last decade certain social scientists have focused on finding the causal mechanisms behind observed correlations. To provide evidence for such mechanisms, researchers increasingly rely on ‘process tracing’, a method which attempts to give evidence for causal relations by specifying the chain of events connecting a putative cause (...) and effect of interest. I will ask whether the causal claims process tracers make are defensible, and where they are not defensible I will ask how we can improve the method. Throughout these investigations, I show that the conclusions of process tracing are constrained both by the causal structure ofthe social world and by social scientists’ aims and values. My central argument is this: all instances of social phenomena have causally relevant differences, which implies that any research design that requires some comparison between cases is limited by how we systematize these phenomena. Moreover, such research cannot rely on stable regularities. Nevertheless, to forego causal conclusions altogether is not the right response to these limitations; by carefully outlining our epistemic assumptions we can make progress in causal inquiry. While I use philosophical theories of causation to comment on the feasibility of a social scientific method, I also do the reverse: by investigating a popular contemporary method in the social sciences, I show to what extent our philosophical theories of causation are workable in practice. Thus, this thesis is both a methodological and a philosophical work. Every chapter discusses both a fundamental philosophical position on the social sciences and a relevant case study from the social sciences. (shrink)

Knowledge is important for us, human beings, for a variety of reasons, starting with trivial but necessary reasons to live your life. Western man also has a collective project that is constitutive of its culture: science; and the aim of science is to gather knowledge about the world in its broadest meaning: from the origin of a particular disease to the origin of man, life, planet Earth and the universe, from why the orbits move as they do to why a (...) mass of people behaves differently from individuals, from why the sky is blue to why the sea is salty, from why the climate seems to change to why rainbows appear, etc. etc. The quest to understand what knowledge is, is as old as philosophy itself, and the philosophy o. (shrink)

In this paper I argue that a “use-based” approach to narrative and narrative arguments provides the kind of conceptual architecture necessary for developing a much-needed intersectional analysis of arguers’ identities, their arguments, and the contexts that inform their positions. Without such an approach, we risk coming away with an understanding of narrative argument that, at best, fails to capture its dynamism, or, worse yet, risks being conditioned on methodologically ethnocentric grounds.

Instead of presuming the ‘observer’ as given, we are (re)sensing the observer and are thereby offering an ‘open order cybernetics’ (OOC). We are first of all concerned about our acquisition and use of language as the precondition for any meaningful statement. This self-reflexive point of departure distinguishes our project from philosophers who are presuming ‘something’ (‘closure’, ‘selforganization’, ‘self ’, ‘auto-poiesis’, ‘senses’, ‘objects’, ‘subjects’, ‘language’, ‘nervous systems’ etc.) in the first place without being aware of their presumptions i.e. that they are (...) able to already talk meaningfully about ‘something’. We are undertaking a self-reflexive loop towards our already undertaken ‘meaningful’ actions, reflecting inside our concepts on our concepts, trying to find out how our concepts about ‘something’ have come into existence. We are reflecting on our concepts through this ongoing open investigation. We are sketching the ramifications of such a self-reflexive loop for epistemology as well as for the main research areas within cognitive science (i.e. language acquisition, perception, consciousness). We are also pointing towards virtual reality in combination with the arts as an awareness aid, helping us in our self-reflexive endeavours. (shrink)

The author defends a combination of Strawson’s account of definite descriptions as devices of singular reference par excellence with the Russellian truth-evaluation of utterances of sentences with descriptions. The complex Russellian proposition is, according to the author’s view, introduced by such utterances into communication as a by-product of the instrumental side of an attempt to make a singular statement. This, precisely like the instrumental aspects of similar attempts exploiting names or demonstratives has to be reflected by analysis but should not (...) be confused with the communicative function of utterances. The success of all these attempts depends on the fulfilment of empirical conditions of various types, given by semantics of descriptions, names or demonstratives . But their communicative function does not consist in claiming that these conditions are fulfilled.The author agrees with Strawson that the first two conjuncts of the complex Russellian proposition are introduced into communication as presuppositions: but argues in favour of defining presupposition in normative, rather the intentional terms. (shrink)

The purpose of this work is twofold: (1) to present an artistic experiment on how to use artificial intelligence to develop a “different kind” of DJ, and (2) to test a cognitive model on how music expresses emotions. Based on a former model conceived by the author, electronic music loops were tagged according to the type and intensity of the expressed emotion. Then, using a feedback model, an artificial personality was arranged, which was affected by the music and played the (...) loops depending on the emotional state the artificial personality was in. The efficiency and credibility of the model was tested in a “live event” during the Z2000 art festival in Berlin, with encouraging results. (shrink)

In the fifth of his John Locke Lectures, Robert Brandom takes up the challenge to define a formal semantics for modelling conceptual contents according to his normative analysis of linguistic practices. The project is to exploit the notion of incompatibility in order to directly define a modally robust relation of entailment. Unfortunately, it can be proved that, in the original definition, the modal system represented by Incompatibility Semantics (IS) collapses into propositional calculus. In this paper I show how IS can (...) be technically amended so to overcome this failure: the required modifications are already known and consist in adapting and including the main notions of Kripke's standard framework of possible worlds. I also show that the modifications do not jeopardize Brandom's original project. (shrink)

Plusieurs auteurs se sont inspirés des thèses du deuxième Wittgenstein pour proposer une nouvelle approche en sciences sociales qui viserait la justification plutôt que l'explication de l'action. Sur la base d'une étude de trois types d'énoncés formulés grâce au langage de l'action (factuels, normatifs et attributifs d'états mentaux), cet article évalue les difficultés et possibilités d'une telle suggestion.

Although hailing from cognate analytical schools, the contributors to Hedwig te Molder and Jonathan Potter’s edited volume Conversation and Cognition hold a remarkable diversity of views on the nature of “mental states” and their import for the purposes of analyzing naturally occurring interaction. I offer a critical analysis of some of the contributors’ discussions of cognition in social interaction in an effort to clarify some obstinate issues with respect to the meanings of words in our cognitive vocabulary (e.g. “thought” and (...) “realization”) and their identification in analyses of conversation. (shrink)

Positivism, in its standard outlook, is normative contextualism: If legal reasons are content-independent, then their content may vary with the context or point of view. Despite several advantages vis-à-vis strong metaphysical conceptions of reasons, contextualism implies relativism, which may lead further to the fragmentation of the point of view of agency. In his Oxford Hart Lecture, Coleman put forward a fresh account of the moral semantics of legal content, one that lays claim to preserving the unity of agency while retaining (...) the social facts thesis, which has been a key intuition of positivism. The present essay identifies potential weaknesses with this account and proposes a reconstruction along rationalist lines: First, it advances a descriptive account of reflective agency that is delivered in terms of a modest conceptual analysis; secondly, this is combined with a context-sensitive or "buck-passing" account of value, which illustrates that substantive reasons for action must be anchored, ontologically speaking, to particular social practices (Social Dependency Thesis). In the end the unity of agency comes at an affordable price, for it is no longer necessary to resort to metaphysical necessity and the most demanding conditions this imposes, in order to defend it. (shrink)