We propose a liminality-based analysis of the process of ethical leadership/followership in organizations. A liminal view presents ethical leadership as a process taking place in organizational contexts that are often characterized by high levels of ambiguity, which render the usual rules and preferences dubious or inadequate. In these relational spaces, involving leaders, followers, and their context, old frames may be questioned and new ones introduced in an emergent way, through subtle processes whose evolution and implications may not be easy to (...) grasp even by those participating in them. (shrink)

Neuroscientists frequently use two folk psychology terms –self and consciousness– in formulating decision-making process models. According to Daniel Dennett, such notions lead them to dualistic view of brain functions and hence to dead ends or, at least, to less than optimal designs in the research field. Indeed, Dennett’s position offers interesting insights that may help neuroscientists to comprehend the distinction between conscious and non-conscious behavior. In this paper, I first explore how habitual behavior could be defined from Dennett’s model. Second, (...) taking his view into account, I try to offer a better interpretation of habits. Particularly, I define habits as involving a teleological and preconscious process whose traits and dynamics are indistinguishable from computational ones, but this is so more in their ends than in their origins. Finally, I propose seven lines of experimental hypothesis to support this definition. (shrink)

Starting from a comparison of the similarities between a poem by Sylvia Plath called Tulips and the words of someone in the thrall of a delusion I develop a phenomenology of how mood is basic to our articulation of the world. To develop this argument I draw on Heidegger’s concept of attunement [befindlichkeit] and his contention that basic emotions open up aspects of the world for closer inspection and articulation. My thesis in this paper is that there is an underlying (...) structural similarity between the forms of words used in poems and those found in medically diagnosed delusions and this similarity is based on the role of mood in both arenas. The difference, I argue, is that although both forms of articulation are negotiated ‘as if’ the subject matter was literal, the person writing the poem is self-aware that their uses of language are figurative and metaphorical. This is because the emotional lens they use to describe a situation poetically can always be removed by a return to a ground-mood of acceptance, that prevents them from becoming lost in the poetical mood. The person experiencing psychosis, on the other hand, is unable to extricate herself from the mood that underlies their delusional utterances as they have lost access to the ground-mood that the poet takes for granted. I illustrate the point using Hume’s famous statement about the mood he philosophises in and look at ways sufferers from delusions could regain a sense of the non-literal projections of their words. (shrink)

The paradox of analysis has been a problem for analytic philosophers at least since Moore’s time, and it is especially significant for those who seek an account of analysis along classical lines. The present paper offers a new solution to the paradox, where a theory of analysis is given where (1) analysandum and analysans are distinct concepts, due to their failing to share the same conceptual form, yet (2) they are related in virtue of satisfying various semantic constraints on the (...) analysis relation. Rather than distinguish between analysandum and analysans by appeal to epistemic considerations, the paper appeals to semantic considerations in giving a candidate account of the identity conditions for concepts. The distinctness of analysandum and analysans then serves to block the paradox in a straightforward way. (shrink)

In the sixth Logical Investigation, Husserl thematizes the surplus (Überschuß) of the perceptual intention whereby the intending goes beyond the partial givenness of a perceptual object to the object as a whole. This surplus is an apperceptive surplus that transcends the purely perceptual substance (Gehalt) or sensed content (empfundene Inhalt) available to a perceiver at any one time. This surplus can be described on the one hand as a synthetic link to future, possible, active experience; to intend an object is (...) to intend it as it would appear if we were to have an exhaustively synthetic explication of it. This perceptual apperceptive surplus is, on the other hand, distinguished from the surplus that categorial form represents over the perceptual sense data. In this paper I show how the apperceptive surplus can also be understood as a synthetic link to past experience that is passively operative in any present perception. The synthetic link to both past and possible experience is a link to non-actual perceptions. Links to non-actual experience are despite their non-actuality nevertheless genuinely intentional in that they enter into the sense of any actively constituted object understood as a unity of sense. Key to this interpretation is an explanation of how Husserl appropriated the key concepts of attention and apperception from psychologists of his day, such as Stumpf and Wundt. (shrink)

Traditional arguments against the identification of the language of thought with natural language assume a picture of natural language which is largely inconsistent with that suggested by contemporary linguistic theory. This has led certain philosophers and linguists to suggest that this identification is not as implausible as it once seemed. In this paper, I discuss the prospects for such an identification in light of these developments in linguistic theory. I raise a new challenge against the identification thesis: the existence of (...) ungrammatical but acceptable expressions seems to require a gap between thought and language. I consider what must be the case in order for this objection to be dealt with. (shrink)

This article argues, in opposition to a common interpretation of Wittgenstein deriving from Winch, that there is nothing especially problematic about the social sciences. Familiar Wittgensteinian theses about language, notably on the open-endedness of linguistic rules and on the importance of family resemblance concepts, have great relevance not only to the social sciences but also to much of the natural sciences. The differences between scientific and ordinary language are much less sharp than Winch, and probably Wittgenstein, supposed.

In general, in our ordinary life, we manage to make the difference between “strange” behavior and error or extravagant beliefs. The question is here to know how we do so, and against what background. There are also specialized contexts for evaluating whether certain types of behavior or discourse are normal or abnormal: courts of law and psychiatric hospitals are two examples. In these contexts, judgments are formed against a background of technical or scientific knowledge, but they also result from epistemic (...) means of evaluation that are similar to habitual ones. The paper seeks to highlight this similarity with respect to recognizing mental disturbance. Starting from Wittgenstein’s On Certainty, it attempts at extending it by drawing on notions of reciprocal perspectives and of judgments of incongruity. It documents its investigation by analyzing sequences from Malek Bensmail’s documentary, Aliénations, which examines the treatment of mental suffering in contemporary Algeria. (shrink)

Beginning with an anecdote from the Zhuangzi about a wheelwright who is unable to pass on his knack for wheel-making to his son, this article goes on to argue that the process of teaching and learning in this context should not be understood as one of transmitting knowledge but instead as one of cultivating habits. According to Zhuangzi, learning does not mean attaining truths given to one by another, but means familiarizing oneself with concepts by applying them in different situations. (...) To clarify these arguments, I compare Zhuangzi’s position to that of Wittgenstein, who I attempt to show has similar views on teaching and learning. Most significantly, I argue that both Zhuangzi and Wittgenstein see language as logically and phenomenally groundless, and that this view influences their endorsement of exemplification and practice over explanation and definition with regard to meaning and understanding. Given their perspectives on language and practice, any pedagogical process developed from the philosophies of these two thinkers would not be concerned with imparting knowledge or principles but with cultivating skills through emulation and habituation. Consequentially, before teachers can actually teach efficiently, they must themselves possess habits appropriate to what they are teaching. (shrink)

In this paper, I show how normative inferentialism could be used to explain several phenomena related to natural languages. First, I show how the distinction between the inferential potential and the inferential significance fits the standard distinction between the meaning of a sentence and the content of an utterance. Second, I show how the distinction could be used to explain ambiguity and free pragmatic enrichment from the perspective of normative inferentialism. The aim of this paper is to establish theoretical foundations (...) that enable normative inferentialism to enter the discussions within the literalism-contextualism debate. As I argue, the biggest advantage of inferentialism is that it provides one general framework for the representation of meaning/content that naturally incorporates contextual information and so it can be used to represent meanings of various types of context-dependent sentences. (shrink)

We argue that heterophenomenology both over- and under-populates the intentional realm. For example, when one is involved in coping, one’s mind does not contain beliefs. Since the heterophenomenologist interprets all intentional commitment as belief, he necessarily overgenerates the belief contents of the mind. Since beliefs cannot capture the normative aspect of coping and perceiving, any method, such as heterophenomenology, that allows for only beliefs is guaranteed not only to overgenerate beliefs but also to undergenerate other kinds of intentional phenomena.

The paper aims at meeting Blackburn’s challenge to explain the non-reductive supervenience of moral predicates on natural ones. It offers a critical examination of Hare’s model of moral thinking which can be used as a candidate for such an explanation. It is argued that, as it stands, Hare’s model fails to meet Blackburn’s challenge. Yet some revisions of the model are suggested, and it is claimed that the improved version does supply the required explanation. The model suggested in the paper (...) carries a meta-ethical implication concerning the superiority of the anti-realist understanding of moral discourse. (shrink)

This paper sets out a research agenda for a political theory of climate displacement, by critically examining one prominent proposal—the idea of a normative status for ‘climate refugees’—and by proposing an alternative. Drawing on empirical work on climate displacement, I show that the concept of the climate refugee obscures the complexity and heterogeneity of climate displacement. I argue that, because of this complexity and heterogeneity, approaches to climate displacement that put the concept of the climate refugee at their centre will (...) fail to treat like cases alike and relevantly different cases differently. In response to these failings, I outline an alternative—the pluralist theory of climate displacement—which confronts the specific challenges that climate displacement poses in different practical and institutional contexts, whilst also treating climate displacement as a unified phenomenon at the second-order level of burden-sharing. (shrink)

There is a danger that transition becomes a concept that aids the official reality of a school or education system to mask the unofficial system difficulties. This article distinguishes fou...

After a brief presentation of Feynman diagrams, we criticizise the idea that Feynman diagrams can be considered to be pictures or depictions of actual physical processes. We then show that the best interpretation of the role they play in quantum field theory and quantum electrodynamics is captured by Hughes' Denotation, Deduction and Interpretation theory of models, where “models” are to be interpreted as inferential, non-representational devices constructed in given social contexts by the community of physicists.

?Are the reasons for acting also the causes of action?? When this question was asked in the early 1960s it received by and large a negative reply: ?No, reasons are not causes?. Yet, when the same question ?Are the reasons for acting the causes of action?? is posed some twenty years later, the predominant answer is ?Yes, reasons are causes?. How could one and the same question receive such diverging answers in the space of only a couple of decades? This (...) paper argues that the shift from an anti-causalist to a causalist consensus is not fully accounted for by the results of first-order debates in the philosophy of action and is owing instead to a change in second-order meta-philosophical assumptions concerning the role and character of philosophical analysis. (shrink)

The award of the 2003 Barwise Prize to Daniel Dennett by the American Philosophical Association signifies Dennett’s importance in the developing area of philosophical inquiry into computing and information. One source of Dennett’s intellectual stature is his command of scientific and engineering ideas, which he effectively applies to philosophical debates over machine intelligence, consciousness, and intentionality. Dennett regards the computer as both a model and a tool that will transform the ways that philosophy is pursued in the 21st century. In (...) order to understand Dennett’s conception of how philosophy changes and fares, if his mechanistic and reductionist conception of the life of the mind succeeds, we turn to an examination of a central idea in Dennett’s thought: the intuition pump. (shrink)

This article is concerned with understanding continuity and stability in teaching, and their significance. It looks particularly at the work of Anthony Giddens on structure and agency, that of Martin Heidegger on the limits of discursive and theoretical analysis, and the communitarian strand within ethics. It applies this discussion to understandings of teachers’ work in the context especially of policy and agendas for change, arguing that continuity and the notion of a community of practitioners is critical to maintaining the distinctive (...) ethical quality of teaching. (shrink)

The paper presents H. L. A. Hart as a leading exponent of the analytic orientation in legal philosophy. Hart showed that the principles and methods of analytic philosophy yield fruitful implications to law, where they may foster fresh ideas and innovative solutions. The text emphasizes the linguistic aspect of Hart’s works; his achievements in legal theory are discussed in the context of the principles of ordinary language philosophy.

The more science progresses, the more it is evident that the physical world presents regularities. This raises a metaphysical problem: why is the world so ordered? In the first part of the article, I attempt to clarify this problem and justify its relevance. In the following three parts, I analyze three hypotheses already formulated in philosophy in response to this problem: the hypothesis that the order of the world is explained 1) by laws of nature, 2) by dispositions of the (...) fundamental physical entities, 3) or by a memory immanent to matter (a hypothesis developed by Peirce, Bergson and James). The third hypothesis may seem surprising. However, it can be shown that the three hypotheses have a psychomorphic dimension in the sense that they give to nature properties analogous to those of mind. In addition, this third hypothesis presents several interesting arguments. (shrink)

I object to Markos Valaris’s thesis that reasoning requires a belief that your conclusion follows from your premisses. My counter-examples highlight the important but neglected role of suppositional reasoning in the basis of so much of what we know.

According to The Consensus Gentium Argument from the premise: “Everyone believes that God exists” one can conclude that God does exist. In my paper I analyze two ways of defending the claim that somebody’s belief in God is a prima facie reason to believe. Kelly takes the fact of the commonness of the belief in God as a datum to explain and argues that the best explanation has to indicate the truthfulness of the theistic belief. Trinkaus Zagzebski grounds her defence (...) on rationality of epistemic trust in others. In the paper I argue that the second line of reasoning is more promising and I propose its improved version. (shrink)

Pain, pain talk and pain ascriptions seem to be universal features of human experience and to have little to do with politics. It is often assumed that pain is always bad, a sign of a malfunctioning machine, that pain talk describes this malfunction and that the humane thing to do is to seek to ameliorate or excise pain. I argue that this viewpoint is one-sided at best and imperialistic at worst. In section I, I outline what I term the ‘prima (...) facie model of pain’ and adumbrate later Wittgenstein’s criticism of it. In section II, I marshal ethnographic evidence that deepens Wittgenstein’s reimagining of pain and acknowledgment. In section III, I link this to ‘progressive’ politics and its normative understanding of the self. Finally, in section IV, I turn to Martin Luther King’s writing and discuss a use of pain that undermines this normative conception of the self and aligns with Wittgenstein’s account. (shrink)

A number of philosophers think that grounding is, in some sense, well-founded. This thesis, however, is not always articulated precisely, nor is there a consensus in the literature as to how it should be characterized. In what follows, I consider several principles that one might have in mind when asserting that grounding is well-founded, and I argue that one of these principles, which I call ‘full foundations’, best captures the relevant claim. My argument is by the process of elimination. For (...) each of the inadequate principles, I illustrate its inadequacy by showing either that it excludes cases that should not be ruled out by a well-foundedness axiom for grounding, or that it admits cases that should be ruled out. (shrink)

Currently, testimony is studied extensively in Anglo-American philosophy. However, most of this work is done from a justificationist perspective in which philosophers try to justify our reliance on testimony in some way. I agree with Popper that justificationism is radically mistaken. Thus, I construct an account of how we respond to testimony that in no way attempts to justify our reliance on it. This account is not a straightforward exegesis of Popper, as he never tackled testimony systematically. It makes use, (...) however, of several of Popper's key insights and incorporates them into a viable theory of testimony. Key Words: testimony • anti-justificationism • social epistemology • situational analysis • defeasibility. (shrink)

ABSTRACT The article criticizes certain subjectivist and isolationist stances on controversial issues, and construes the teaching of controversial issues as an interpersonal task. On this view the teacher (1) encourages students to enter into the perspectives of others; (2) establishes points of contact which make reasoned discourse possible; and (3) inducts students into a wider domain where they are provided with knowledge about controversies as well as the skills for handling those controversies. All of this requires considerable intervention on the (...) part of the teacher. Current doubts about such intervention are unjustified. (shrink)

Although it is commonly held that good sense is the most equally distributed of all things, it is just as commonly acknowledged that we humans excel at stupidity in its boundless varieties. The aim of these reflections is to make a start with a philosophical examination of stupidity, combining both literature, myth, and philosophy. Rather than propose a “theory” or “concept” of stupidity, this exploration charts the archipelago of stupidity in both its wisdom and folly.

The mental and the social are ‘two sides of the same coin’. In other words, ‘social relations are internal relations’. In showing how this was the point of Wittgenstein’s discussion of the practice of ‘following a rule’, Peter Winch has made an important contribution to social philosophy.

O conhecimento científico tem ficado a meio caminho entre a episteme - ou a veram &certam scientiam postulada por Descartes - e a doxa. Entre os cientistas é cada vez maior oreconhecimento de que mesmo que a verdade tenha sido alcançada não se tem como saberenquanto a pesquisa prosseguir. Na aparência, a filosofia é em alguns autores e em determinadosmomentos de sua história explicativamente mais pretensiosa que em outros. A tese que defendemosé a de que, no fundo, a hybris explicativa (...) é o traço distintivo dos Grandes Sistemas Filosóficos. Aconsciência metacientífica da falibilidade não tem contribuído para diminuir a arrogânciaexplicativa da maioria das filosofias. E se a soberba intelectual tem sido maior no tratamento dasquestões que fomentam disputationes seculares é porque é difícil, ou quiçá impossível, se chegar a umamodalidade de conhecimento sobre os Lebensproblemen. Para piorar, no panoramafilosófico contemporâneo a busca do conhecimento provado tem sido substituída com freqüênciapela arrogância do retorismo, isto é, pelo discurso vazio que tenta se fazer passar por boa filosofia. (shrink)

Berkeley's immaterialism aims to undermine Descartes's skeptical arguments by denying that the connection between sensory perception and reality is contingent. However, this seems to undermine Berkeley's (alleged) defense of commonsense by failing to recognize the existence of objects not presently perceived by humans. I argue that this problem can be solved by means of two neglected Berkeleian doctrines: the status of the world as "a most coherent, instructive, and entertaining Discourse" which is 'spoken' by God (Siris, sect. 254) and the (...) nature of language as a public social practice. Together these doctrines entail that ordinary physical objects, including those that are not presently perceived, are a joint product of divine discursive activity and human interpretive activity. (shrink)

The aim of the Nordic Network for the Archaeology and Archaeobotany of Gardening (NTAA), as it was phrased those first days in Alnarp in the beginning of March 2010, is to: ”bring researchers together from different disciplines to discuss the history, archaeology, archaeobotany and cultivation of gardens and plants”. We had no idea, then, how widely appreciated this initiative would become. The fifth seminar in five years was held on Visingsö June 1-3, 2014 and the sixth seminar will take place (...) in Kristiansand, Norway, June 12-14, 2015. We are very pleased to be able to publish this report, Sources to the History of Gardening: Four Interdisciplinary Seminars 2010–2013, Arranged By the Nordic Network for the Archaeology and Archaeobotany of Gardening (NTAA), based on the first four themes and seminars, in total 26 articles. Most of them origins from one of the seminar contributions 2010, 2011, 2012 and 2013 respectively. However, the editorial group has taken the opportunity, with the aim of the network in mind, to add supplementing contributions on some subjects. The articles are arranged in four themes according to the themes of the seminars. The first theme Archaeological Sources to the History of Gardens and the Cultural Landscape is linked to the first seminar in Alnarp, Sweden, 2010 which had a focus on method, the important connections between archaeology and archaeobotany and the interesting progress within garden archaeology during the last decade. The second theme Cabbage Patches and Kitchen Gardens deals with the second seminar in Norrköping, Sweden, 2011. Its focus was on historical, cultural geographical, archaeological and archaeobotanical research concerning utility gardens or kitchen gardens as well as the concept ‘kålgård’ (cabbage patch or kale yard), its shape and content over time. The third theme Cultural and Garden plants: Under Ground, Above Ground, In Herbariums and Archives connects to the third seminar in Uppsala, Sweden, 2012. It focused on sources, source criticism and interdisciplinary research to gain knowledge on the history of garden cultivation and cultural plants. The articles discuss, among other things, herbariums, written sources, DNA and molecular markers, pollen analysis and georadar. The fourth theme for NTAA’s annual seminar was Cultural Relict Plants and was held on Bornholm, Denmark, 2013. The focus on the seminar was on research and conservation of cultural relict plants, that is cultural plants which have survived in the same place for a long time after the actual cultivation has ceased. We dedicate this report to Kjell Lundquist (1955-2011) who were one of the initiators to this network and we hope it will inspire continuous research and new methodological discussions. (shrink)

Over the years I’ve written many papers defending an idiosyncratic version of interest-relative epistemology. This book collects and updates the views I’ve expressed over those papers. -/- Interest-relative epistemologies all start in roughly the same way. A big part of what makes knowledge important is that it rationalises action. But for almost anything we purportedly know, there is some action that it wouldn’t rationalise. I know what I had for breakfast, but I wouldn’t take a bet at billion to one (...) odds about it. Knowledge has practical limits. The first idiosyncratic feature of my version of interest-relative epistemology is how those limits are identified. Other interest-relative philosophers typically say that the limits have to do with stakes; in high stakes situations knowledge goes away. That’s no part of my view. I think knowledge goes away in long odds situations. High stakes situations are almost always are long odds situations, for reasons to do with the declining marginal utility of money. But the converse isn’t true. On my view, knowledge often goes away in cases where it is trivial to check before action. This idea, that interests matter in long odds cases, and not just in high stakes cases, is the main constant in what I’ve written on interest-relativity over the years. -/- But there are three other respects in which the view I’m going to set out and defend in this book is very different from the view I set out in older papers. -/- I used to identify the practical limits on knowledge with cases where relying on the purported knowledge would get the wrong answer. I focused, that is, on the outputs of inquiry. Knowledge goes away if relying on it would lead one to make a mistake. I now think I was looking at the wrong end of inquiry. Knowledge goes away if the thinker starts conducting an inquiry where the purported knowledge is an inappropriate starting point, and inappropriate for the special reason that it might be false. Now one way we can tell that something is a bad starting point is that starting there will mean we end up at the wrong place. But it’s not the only way. Sometimes a bad starting point will lead to the right conclusion for the wrong reasons. As the Nyāya philosophers argued, rational inquiry starts with knowledge. If it would be irrational to start this inquiry with a particular belief, that belief isn’t knowledge. -/- Not all inquiries are practical inquiries, but many are. And practical inquiries are usually going to be at the center of attention in this book. But what is someone trying to figure out when they conduct a practical inquiry? I used to think that they were trying to figure out which option maximised expected utility, and to a first approximation identified knowledge with those things one could conditionalise on without changing the option that maximised expected utility. As noted in the previous paragraph, I no longer think that we can identify knowledge with what doesn’t change our verdicts. But more importantly, I no longer think that expected utility maximisation is as central to practical inquiry as I once did. There are some theoretical reasons from game theory that raise some doubts about expected utility maximisation. Weak dominance reasoning is part of our theory of rational choice, and can’t be modelled as expected utility maximisation. Perhaps some kinds of equilibrium seeking are parts of practical inquiry, and can’t be modelled as expected utility maximisation. But there are also very practical reasons to think that practical inquiry doesn’t aim at expected utility maximisation. When there are a lot of very similar options - think about selecting a can from a supermarket shelf - and it’s more trouble than it’s worth to figure out which of them maximises expected utility, it’s best to ignore the differences between them and just pick. As I’ll argue in Chapter 6, this makes a big difference to how interests and knowledge interact. -/- In the version of interest-relativity that I’m defending here, everything in epistemology is interest-relative. Knowledge, rational belief, and evidence are all interest-relative. But they are all interest-relative in slightly different ways. The main aim here is to defend the interest-relativity of knowledge. A common objection to interest-relative theories of knowledge is that they can’t be extended into theories of all the things we care about in epistemology. Here I try to meet that challenge. The way I do so is a little messy. It would be nice if there was some part of epistemology that’s interest-invariant, as I used to think, or if all the interest-relative notions were interest-relative in the same way, as other interest-relative epistemologists argue. For better or worse, that’s not the view I’m defending. Interests matter throughout epistemology, and we just have to go case by case to figure out how and why they matter. (shrink)

We are pleased to release this edition of Ralph Johnson’s The Rise of Informal Logic as Volume 2 in the series Windsor Studies in Argumentation. This edition is a reprint of the previous Vale Press edition with some typographical errors and other minor mistakes corrected. The prime motive for gathering Ralph H. Johnson’s essays under one cover is their clear articulation of the goals, concerns and problems of the discipline of informal logic. To my knowledge all of the published articles, (...) even of the 1980s, are still in print. But some are obtainable only by special request of a journal back issue. Their availability, even their existence, is not nearly widely enough known, and this volume is dedicated to remedying that disservice to those currently working in the field of informal logic, critical thinking, argumentation, and practical reasoning. Three of these sixteen pieces appear here in print for the first time. The previously published pieces have appeared from 1980 to 1992 as chapters in collective works or as articles in journals, and these in turn published in Canada, USA, The Netherlands and Belgium. It is hoped that gathering this hitherto scattered material under one cover will contribute to a greater understanding of what informal logic is, and to an enhanced sense of the impact of Johnson’s ideas. A discipline of informal logic might exist today without the writings of Johnson and his frequent co-author, J. Anthony Blair. But it would almost certainly be quite different from what it actually is. (shrink)

Christopher G. Timpson provides the first full-length philosophical treatment of quantum information theory and the questions it raises for our understanding of the quantum world. He argues for an ontologically deflationary account of the nature of quantum information, which is grounded in a revisionary analysis of the concepts of information.

It is usually accepted that deductions are non-informative and monotonic, inductions are informative and nonmonotonic, abductions create hypotheses but are epistemically irrelevant, and both deductions and inductions can’t provide new insights. In this article, I attempt to provide a more cohesive view of the subject with the following hypotheses: (1) the paradigmatic examples of deductions, such as modus ponens and hypothetical syllogism, are not inferential forms, but coherence requirements for inferences; (2) since any reasoner aims to be coherent, any inference (...) must be deductive; (3) a coherent inference is an intuitive process where the premises should be taken as sufficient evidence for the conclusion, which on its turn should be viewed as necessary evidence for the premises in some modal range; (4) inductions, properly understood, are abductions, but there are no abductions beyond the fact that in any inference the conclusion should be regarded as necessary evidence for the premises; (5) monotonicity is not only compatible with the retraction of past inferences given new information, but it is a requirement for it; (6) this explanation of inferences holds true for discovery processes, predictions and trivial inferences. (shrink)

Several authors claim that, according to Wittgenstein, ethics has no particular subject matter and that, consequently, there is and can be no such thing as meta-ethics. These authors argue that, for Wittgenstein, a sentence’s belonging to ethics is a classification by use rather than by subject matter and that ethics is a pervasive dimension of life rather than a distinguishable region or strand of it. In this article, I will critically examine the reasons and arguments given for these claims. In (...) my view, a Wittgensteinian perspective does not exclude the possibilities of doing meta-ethics and of there being a particular subject matter of moral philosophy. These alleged impossibilities are not the distinguishing marks of Wittgensteinian moral philosophy. What distinguishes Wittgensteinian moral philosophy from traditional moral philosophy is, rather, its emphasis on alternative ways of thinking about the subject matter of moral philosophy. (shrink)

Tomasello and colleagues have offered various arguments to explain why apes find the comprehension of pointing difficult. They have argued that: (i) apes fail to understand communicative intentions; (ii) they fail to understand informative, cooperative communication, and (iii) they fail to track the common ground that pointing comprehension requires. In the course of a review of the literature on apes' production and comprehension of pointing, I reject (i) and (ii), and offer a qualified defence of (iii). Drawing on work on (...) expressive communication, I sketch an account of a mechanism by which ape gestural communication may proceed: the showing of expressive and naturally meaningful embodied behaviours. Such gestures are easily interpretable because they present rich evidence for a speaker's message. By contrast, pointing typically provides poor evidence for a speaker’s message, which must therefore be inferred from considerations in the interlocutors' common ground. This makes pointing comprehension comparatively difficult. (shrink)

This paper outlines three broad conceptual schemes currently in play in the sciences concerned with explaining cognitive abilities. One is the anthropocentric scheme – human cognition – that dominated our thinking about cognition until very recently. Another is the cybernetic-computational scheme – cybernetic cognition – rooted in cognitive science and flourishing in such fields as artificial intelligence, computational neuroscience, and biocybernetics. The third is an evolutionary biological scheme – phylogenetic cognition – that conceptualizes cognition in terms of the phylogeny-based approach (...) we take to all other traits of evolved organisms. It shows how these conceptions ground different research questions and methods, and how their relationship is still in flux. (shrink)

Abstract: Brentano’s conception of scientific philosophy had a strong influence on his students and on the intellectual atmosphere of Vienna in the late nineteenth century. The aim of this article is to expose Brentano’s conception and to contrast his views with that of two traditions he is said to have considerably influenced: phenomenology and analytic philosophy. I will shed light on the question of how and to what extent Brentano’s conception of philosophy as a rigorous science has had an impact (...) on these two traditions. The discussion will show that both took their liberties in the interpretation of the thesis, a move that allowed them to liberate themselves from Brentano’s inheritance and to fully develop their own philosophical positions. (shrink)

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)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)