On the meta-level, ‘A Plea for Excuses’, sometimes regarded as the manifesto of ordinary language philosophy, illustrates Austin’s method of approaching philosophical issues, by patiently analysing the subtleties of ordinary language, by example. On the object level, the key distinction with regard to human actions that appear to be worthy of blame, Austin holds to be between a justification, which denies that the performed action was wrong, and an excuse, which instead denies that the agent was responsible for performing it. (...) Austin gives careful attention to particular cases of exculpatory speech, including precise word order and varying emphasis, etymological studies, and the special function of adverbial qualifying phrases, and shows how legal precedents and abnormal psychology may also be helpful in understanding why some efforts to excuse fail. In the final analysis, excuses are properly seen as setting limits to the ascription of moral responsibility, by stating explicitly how they differ from the more usual cases. (shrink)

Which concepts should we use to think and talk about the world and to do all of the other things that mental and linguistic representation facilitates? This is the guiding question of the field that we call ‘conceptual ethics’. Conceptual ethics is not often discussed as its own systematic branch of normative theory. A case can nevertheless be made that the field is already quite active, with contributions coming in from areas as diverse as fundamental metaphysics and social/political philosophy. In (...) this pair of papers, we try to unify the field, reflecting on its basic nature, structure, and methodology. (shrink)

In recent years, pragmatism in general and John Dewey in particular have been of increasing interest to philosophers of science. Dewey's work provides an interesting alternative package of views to those which derive from the logical empiricists and their critics, on problems of both traditional and more recent vintage. Dewey's work ought to be of special interest to recent philosophers of science committed to the program of analyzing ``science in practice.'' The core of Dewey's philosophy of science is his theory (...) of inquiry---what he called ``logic.'' There is a major lacuna in the literature on this point, however: no contemporary philosophers of science have engaged with Dewey's logical theory, and scholars of Dewey's logic have rarely made connections with philosophy of science. This paper aims to fill this gap, to correct some significant errors in the interpretation of key ideas in Dewey's logical theory, and to show how Dewey's logic provides resources for a philosophy of science. (shrink)

Across the humanities and social sciences it has become commonplace for scholars to argue that categories once assumed to be “natural” are in fact “social” or, in the familiar lingo, “socially constructed”. Two common examples of such categories are race and gender, but there many others. One interpretation of this claim is that although it is typically thought that what unifies the instances of such categories is some set of natural or physical properties, instead their unity rests on social features (...) of the items in question. Social constructionists pursuing this strategy—and it is these social constructionists I will be focusing on in this paper—aim to “debunk” the ordinary assumption that the categories are natural, by revealing the more accurate social basis of the classification.2 To avoid confusion, and to resist some of the associations with the term ‘social construction’, I will sometimes use the term ‘socially founded’ for the categories that this sort of constructionist reveals as social rather than natural. (shrink)

In this précis of The Practical Origins of Ideas: Genealogy as Conceptual Reverse-Engineering (OUP 2021), I summarize the key claims of the book. The book describes, develops, and defends an underappreciated methodological tradition: the tradition of pragmatic genealogy, which aims to identify what our loftiest and most inscrutable conceptual practices do for us by telling strongly idealized, but still historically informed stories about what might have driven people to adopt and elaborate them as they did. What marks out this methodological (...) tradition, I argue, is that it synthesizes two genres of philosophical genealogy that are standardly set against each other: state-of-nature fictions on the one hand and patiently documentary historiography on the other. These two genres of genealogy are usually taken to be mutually exclusive and to answer to radically different philosophical interests and temperaments. But I offer a systematic account of a tradition that combines both genres into a single genealogical method, augmenting genealogy’s power and range by harnessing the strengths and possibilities of both genres. (shrink)

Conceptual engineering is the method for assessing and improving our concepts. However, little has been written about how best to conceive of concepts for the purposes of conceptual engineering. In this paper, I aim to fill this foundational gap, proceeding in three main steps: First, I propose a methodological framework for evaluating the conduciveness of a given concept of concept for conceptual engineering. Then, I develop a typology that contrasts two competing concepts of concept that can be used in conceptual (...) engineering — namely, the philosophical and psychological ones. Finally, I evaluate these two concepts of concept using the proposed methodological framework and I show that, when it comes to making conceptual engineering an actionable method, the psychological concept of concept outclasses its philosophical counterpart on all counts. This provides a baseline from which the concept of concept can be further improved for the purposes of conceptual engineering. (shrink)

What is human understanding and why should we care about it? I propose a method of philosophical investigation called ‘function-first epistemology’ and use this method to investigate the nature and value of understanding-why. I argue that the concept of understanding-why serves the practical function of identifying good explainers, which is an important role in the general economy of our concepts. This hypothesis sheds light on a variety of issues in the epistemology of understanding including the role of explanation, the relationship (...) between understanding-why and knowledge, and the value of understanding-why. I conclude that understanding-why is valuable and yet knowledge plays more important roles in our epistemic life. (shrink)

Conceptual engineering is the design, implementation, and evaluation of concepts. Conceptual engineering includes or should include de novo conceptual engineering (designing a new concept) as well as conceptual re-engineering (fixing an old concept). It should also include heteronymous (different-word) as well as homonymous (same-word) conceptual engineering. I discuss the importance and the difficulty of these sorts of conceptual engineering in philosophy and elsewhere.

The past few decades have seen an explosion of research on causal reasoning in philosophy, computer science, and statistics, as well as descriptive work in psychology. In Causation with a Human Face, James Woodward integrates these lines of research and argues for an understanding of how each can inform the other: normative ideas can suggest interesting experiments, while descriptive results can suggest important normative concepts. Woodward's overall framework builds on the interventionist treatment of causation that he developed in Making Things (...) Happen. Normative ideas discussed include proposals about the role of invariant or stable relationships in successful causal reasoning and the notion of proportionality. He argues that these normative ideas are reflected in the causal judgments that people actually make as a descriptive matter. Woodward also discusses the common philosophical practice-particularly salient in philosophical accounts of causation--of appealing to intuitions or judgments about cases in support of philosophical theses. He explores how, properly understood, such appeals are not different in principle from appeals to results from empirical research, and demonstrates how they may serve as a useful source of information about causal cognition. (shrink)

This paper applies conceptual engineering to deal with four objections that have been levelled against operationalism in psychology. These objections are: operationalism leads to harmful proliferation of concepts, operationalism goes hand-in-hand with untenable antirealism, operationalism leads to arbitrariness in scientific concept formation, and operationalism is incompatible with the usual conception of scientific measurement. Relying on a formulation of three principles of conceptual engineering, I will argue that there is a useful form of operationalism that does not fall prey to these (...) four objections. (shrink)

This article offers the outlines of a historically-informed conception of critical inquiry herein named genealogical pragmatism. This conception of critical inquiry combines the genealogical emphasis on problematization featured in Michel Foucault's work with the pragmatist emphasis on reconstruction featured in John Dewey's work. The two forms of critical inquiry featured by these thinkers are not opposed, as is too commonly supposed. Genealogical problematization and pragmatist reconstruction fit together for reason of their mutual emphasis on the importance of history for philosophy. (...) In so fitting together they repair crucial deficits in both traditions as they currently stand on their own. The resulting conception of critical inquiry as simultaneously problematizational and reconstructive is offered as a first step toward a crucial philosophical task we face today: articulating normativity without foundations. (shrink)

I claim that one way thought experiments contribute to scientific progress is by increasing scientific understanding. Understanding does not have a currently accepted characterization in the philosophical literature, but I argue that we already have ways to test for it. For instance, current pedagogical practice often requires that students demonstrate being in either or both of the following two states: 1) Having grasped the meaning of some relevant theory, concept, law or model, 2) Being able to apply that theory, concept, (...) law or model fruitfully to new instances. Three thought experiments are presented which have been important historically in helping us pass these tests, and two others that cause us to fail. Then I use this operationalization of understanding to clarify the relationships between scientific thought experiments, the understanding they produce, and the progress they enable. I conclude that while no specific instance of understanding (thus conceived) is necessary for scientific progress, understanding in general is. (shrink)