To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having done this, I will return to (...) Twain’s story, providing some further examples of how access to the view from nowhere comes to influence the educational process in different ways. I will then connect the educational question raised by Twain’s story to two radically different versions of the exemplar found in the works of Benedict de Spinoza: the philosopher and the prophet. These figures will help illustrate how the striving for philosophical truth can sometimes be educationally inapt, as education always needs to account for humans being human, all too human. (shrink)

While Philosophy for/with Children (P4wC) provides a better alternative to the usual ‘banking’ model of education, questions have been raised regarding its applicability in non-western contexts. Despite its adherence to the ideals of democratic dialogue, not all members of a Community of Inquiry (COI) will be disposed to participate in the inquiry, not because they are incapable of doing so, but because they are positioned inferiorly within the group thereby affecting their efforts to speak out on topics that are meaningful (...) to them. In this article, I claim that it is essential to integrate positionality in P4wC research/practice. Aside from its role in helping a practitioner/researcher choose the appropriate method and materials that match the unique contexts of children, it also increases one’s awareness of the subtle forms of epistemic injustice that could leak in the COI, as well as the other subtle ways in which children are marginalized. In this regard, a P4wC researcher/practitioner must have a higher degree of sensitivity towards her positionality as this inevitably gets entangled with the positionality of children. I present some ‘areas’ in which the importance of positionality in the COI manifests, namely, restructuring classroom power relations, navigating a multi-ethnic classroom, facilitating meaning-making, and modeling reflective thinking. (shrink)

In recent discussions of whether our lives are or can be meaningful, appeals are often made to such things as “a view from nowhere,” or “the viewpoint of the universe.” In this paper I attempt to make sense of what it might mean for a being to possess such a perspective, and argue that common appeals to such perspectives are inadequately developed; crucially, they do not adequately account for the character of the beings taken to possess these (...) viewpoints. In the second half of the paper I turn to an alternative proposal, one that focuses on the attitudes of virtuous ideal observers in determining the normative statuses of our lives and activities, and argue that it provides a plausible account of meaningfulness. (shrink)

Beyond the past, present, future and possible conceptual varieties and variations as well as applications or uses, our purpose is to try to understand what can be concealed and revealed, in terms of residual elements, the various & multiple aspectual dimensions of the idea of " View from Nowhere". For these reasons, we propose to question the concept of "point of view/ View from" from the following interrogation: to what extent would it be (...) necessary for thought to be able to go beyond the limits inherent to any human and individual perspective, necessarily particular and subjective? Our proposal will question the origins of "perspectivism" in order to circumscribe a certain conceptual indeterminacy which seems to haunt also all or part of its possible contemporary uses. To reflect on the different systems where it can be operative and on the structuring function of the "perspectivity", to determine certain epistemic and historical contexts which bring this last one to the metaphysical agenda, to define the problems and limits of any logic of the "point of view" and the various related conceptual strategies, elaborated by the philosophers when they seize the idea of perspective and its aspectual dimensions, such will be the stake of our subject which will undoubtedly tend, according to the points of view, to claim or not to exceed any perspective.... (shrink)

The old duality that eventually came to produce the mind/body-problem indicates the problem of transcendental subjectivity. The enduring significance of this problem shows itself in a provocation of any paradigm that has become too objectivistic, too naturalistic – even too idealistic in a certain sense – and too forgetful of its own departure from a perspective always presumed. Analytic philosophy bears a tendency towards such a ‘view from nowhere’ which denies a fundamental subjective connection. The rebuttal (...) of this position entails accepting the interrelation between first- and third-person-perspective; we call this the ‘view from somewhere’. Tracing the tension between the subjective and the objective we find this “view” embraced in the phenomenological tradition. At the same time we find the mind/body-problem seemingly dissolved through, among other key concepts, the introduction of the ‘lived body’. We will see, however, that this is no thorough solution; a fundamental mind/world polarity escapes the phenomenological framework and ends up mounting a critical threat to its own stability. A demonstration is attempted of how both the process of objectification and the process of subjectification falls into regressive patterns. This is due to the interplay of the gaze and the source, the ‘from’ and the ‘towards’: Ajin. Later this argumentation calls for a discussion of the pre-reflective sphere of consciousness. Finally we show the alignment between conclusions driven forth in our own dialectic and the ones found in the philosophy of Nāgārjuna. The transcendental interconstitution of subjectivity and objectivity, perspective and world, has a name in emptiness. (shrink)

Science has always strived for objectivity, for a ‘‘view from nowhere’’ that is not marred by ideology or personal preferences. That is a lofty ideal toward which perhaps it makes sense to strive, but it is hardly the reality. This collection of thirteen essays assembled by Denis R. Alexander and Ronald L. Numbers ought to give much pause to scientists and the public at large, though historians, sociologists and philosophers of science will hardly be surprised by the (...) material covered here. (shrink)

[This download contains the introductory chapter.] People confabulate when they make an ill-grounded claim that they honestly believe is true, for example in claiming to recall an event from their childhood that never actually happened. This interdisciplinary book brings together some of the leading thinkers on confabulation in neuroscience, psychiatry, psychology, and philosophy.

The relational interpretation of quantum mechanics proposes to solve the measurement problem and reconcile completeness and locality of quantum mechanics by postulating relativity to the observer for events and facts, instead of an absolute “view from nowhere”. The aim of this paper is to clarify this interpretation, and in particular, one of its central claims concerning the possibility for an observer to have knowledge about other observer’s events. I consider three possible readings of this claim, and develop (...) the most promising one, relativism, to show how it fares when confronted with the traditional interpretative problems of quantum mechanics. Although it provides answers to some problems, I claim that there is currently no adapted locality criterion to evaluate whether the resulting interpretation is local or not. (shrink)

ABSTRACTThis essay offers a reconfiguration of the possibility‐space of positions regarding the metaphysics and epistemology associated with historical knowledge. A tradition within analytic philosophy from Danto to Dummett attempts to answer questions about the reality of the past on the basis of two shared assumptions. The first takes individual statements as the relevant unit of semantic and philosophical analysis. The second presumes that variants of realism and antirealism about the past exhaust the metaphysical options . This essay argues that (...) both of these assumptions should be rejected. It develops as an alternative an irrealist account of history, a view based in part on work by Leon Goldstein and Ian Hacking. On an irrealist view, historical claims ought to be treated as subject to the same conditions and caveats that apply to any theory of empirical or scientific knowledge. Irrealism argues for pasts as made and not found. The argument emphasizes the priority of classification over perception in the order of understanding and so verification. Because nothing a priori anchors practices of classification, no sense can be attached to claims that some single structure must or does determine what events take place in human history. Irrealism denies to realism the very intelligibility of any imagined view from nowhere, that is, a determinately configured past subsisting sub specie aeternitatis. A plurality of pasts exists because constituting a past always depends to some degree on socially mediated negotiations of a fit between descriptions and experience. (shrink)

ABSTRACTThe central hypothesis of this paper is that the phenomenology of Merleau-Ponty offers significant philosophical groundwork for an ethics that honours key feminist commitments – embodiment, situatedness, diversity and the intrinsic sociality of subjectivity. Part I evaluates feminist criticisms of Merleau-Ponty. Part II defends the claim that Merleau-Ponty’s non-dualist ontology underwrites leading approaches in feminist ethics, notably Care Ethics and the Ethics of Vulnerability. Part III examines Merleau-Ponty’s analyses of embodied percipience, arguing that these offer a powerful critique of the (...) view from nowhere, a totalizing God’s-eye-view with pretensions to objectivity. By revealing the normative structure of perceptual gestalts in the intersubjective domain, he establishes the view from everywhere. Normativity is no longer deferred to higher authorities such as duty, utility or the valorized virtue, but through the perceptual gestalt it is returned to the perceiving embodied subject. This... (shrink)

Bilimsel faaliyetin ve bilimsel bilginin en temel özelliklerinden bir tanesi olarak karşımıza çıkan bilimsel nesnellik bilim felsefesi alanı içerisinde sıklıkla tartışılan bir konu olagelmiştir. Bu doğrultuda, bilimsel nesnelliğin temin edilmesine yönelik çeşitli görüşler ileri sürülmektedir. Genel olarak bilimsel nesnellik bilim insanlarının çalışmalarında olguları doğrudan yansıtması ya da bilim insanlarının çalışmalarını tarafsız bir bakış açısıyla tamamlaması olarak anlaşılmaktadır. Bu görüşlerin bilim felsefesi içerisindeki yansımaları sırasıyla olgulara bağlılık olarak nesnellik ve hiçbir yerden bakış olarak nesnellik isimleriyle olmuştur. Bu bakış açısı, kişisel çıkarların (...) ve değerlerin bilimsel çalışmalardan izole edilmesi sayesinde bilimsel nesnelliğin sağlanabileceğini kabul etmektedir. Diğer bir deyişle, bilimler değerlerden bağımsız olduğu takdirde nesnel olabilmektedirler. Bu görüşe karşı olarak, Helen Longino gibi bilim insanları ise değerleri bilimsel nesnelliğin bir gerekliliği olarak görmektedirler. Bu çalışmada, özellikle değerlerin göz ardı edilmesiyle bilimsel nesnelliğin gerçekleştirilmesinin mümkün olamayacağını vurgulan Helen Longino’nun “bağlamsal deneycilik” olarak bilinen görüşlerine yer verilmektedir. Buna göre Longino, bilimsel araştırmanın toplumsal yönlerini göz önünde bulundurarak değerden bağımsız ideali tamamen reddetmektedir. O değer yüklü bir bilimin hem bilgi kuramsal açıdan hem de nesnellik açısından güvenilir olabileceğini düşünmektedir. -/- Scientific objectivity, which is one of the most basic features of scientific activity and scientific knowledge, is a subject that is frequently discussed in the field of philosophy of science. In this direction, various views are put forward to ensure scientific objectivity. In general, scientific objectivity is understood as scientists reflecting the facts as they are in their studies or scientists completing their studies with an impartial point of view. The reflections of these views in the philosophy of science were respectively called objectivity as faithfulness to facts and objectivity as a view from nowhere. This perspective recognizes that scientific objectivity can be achieved by isolating personal interests and values from scientific studies. In other words, sciences can only be objective if they are value-free. Against this view, scientists such as Helen Longino see values as a necessity of scientific objectivity. In this study, Helen Longino's views known as "contextual empiricism" are included. Accordingly, it is emphasized that it is not possible to realize scientific objectivity by ignoring values. Longino completely rejects the value-free ideal, considering the social aspects of scientific research. She thinks that a value-laden science can be reliable both in terms of epistemology and objectivity. (shrink)

Kant scholars have paid relatively little attention to his raciology. They assume that his racism, as personal prejudice, can be disentangled from his core philosophy. They also assume that racism contradicts his moral theory. In this book, philosopher Huaping Lu-Adler challenges both assumptions. She shows how Kant's raciology--divided into racialism and racism--is integral to his philosophical system. She also rejects the individualistic approach to Kant and racism. Instead, she uses the notion of racism as ideological formation to demonstrate how (...) Kant, from his social location both as a prominent scholar and as a lifelong educator, participated in the formation of modern racist ideology. As a scholar, Kant developed a ground-breaking scientific theory of race from the standpoint of a philosophical investigator of nature or Naturforscher. As an educator, he transmitted denigrating depictions of the racialized others and imbued those descriptions with normative relevance. In both roles, he left behind, as one of his legacies, a worldview that excluded non-whites from such goods as recognitional respect and candidacy for cultural and moral achievements. Scholars who research and teach Kant's philosophy therefore have an unshakable burden to take part in the ongoing antiracist struggles, through their teaching practices as well as their scholarship. And they must do so with a pragmatic attention to nonideal social realities and a deliberate orientation toward substantial racial justice, equality, and inclusion. Lu-Adler pushes the discourse about Kant and racism well beyond the old debates about whether he was racist or whether his racism contaminates his philosophy. By foregrounding the lasting legacies of Kant's raciology, her work calls for a profound reorientation of Kant scholarship. (shrink)

The current state of philosophy of science is characterized by stasis in the struggle between realism and antirealism. In recent years, a number of authors have come out with a program of scientific perspectivism that claims to sublate this great collision and gain the status of a new epistemological paradigm: “perspectivism, or, better, perspectival realism, is one of the newest attempts to find a middle ground between scientific realism and antirealism” [1. P. 2]. Important milestones of the perspective movement were (...) the works of Ronald Giere, Francois Recanati, Bas van Fraassen, Michela Massimi, and others. The thesis of the article is that perspectivism has not yet realized its claims to autonomy, although it has become an important new arena for discussions between realists and antirealists who try to appropriate perspectivist concepts and arguments. The “middle ground,” when thought out consistently and thoroughly, turns out to lie not “between,” but either in the territory of realism or in the territory of antirealism, depending on the presumptions of the author of a particular perspectivist conception. This is demonstrated by the analysis of the conceptions of Giere, Massimi, and Recanati. Giere’s perspectivism is based on the metaphor of color vision, and for him only some (secondary) qualities of real objects turn out to be perspectival, i.e., subject-dependent. Massimi’s perspectivism attempts, on the basis of a visual arts metaphor, to combine the phenomenon of the plurality of scientific theories (“perspectival disagreement” about what an object is) with the general realist attitude of science (agreement about that there is an object). Recanati’s perspectivism syncretizes realism about ordinary objects and relativism about other things. The first two versions of perspectivism rely on a perceptual metaphor: perspective is conditioned by the perceptual constitution of the observer, that is, it arises at the mental or cognitive level. Recanati’s version attempts to derive perspective from contextuality, that is, it is semantic. However, it does not show exactly how perceptual categories are superimposed on theories or how scientific concepts reveal their perspectival character. The isomorphism of perception and theoretical thinking, sensibility and understanding, remains undemonstrated. On the one hand, perspectivist efforts are motivated by an important concern to account for antirealist critique (lack of access to the “view from nowhere,” factual and semantic underdetermination, difficulties with the idea of approaching the truth, the historicity of knowledge, the activeness of the constructing subject, etc.) while preserving the scientific commitment to universality, validity, and truthfulness. On the other hand, the ontological question remains fundamental and unavoidable, and perspectivism (yet?) fails to circumvent it. As we see, all three versions of perspectivism considered in this article turn out to be varieties of realism: Giere and Massimi recognize this explicitly, while Recanati de facto assumes a quite respectable and conservative position of selective realism with respect to ordinary objects. (shrink)

Humean accounts of laws are often contrasted with governing accounts, and recent developments have added pragmatic versions of Humeanism. This paper offers Mitchell's pragmatist, perspectival account of laws as a third option. The differences between these accounts come down to the role of modality. Mitchell's bottom-up account allows for subtle gradations of modal content to be conveyed by laws. The perspectival character of laws is not an accident or something to be eventually eliminated - it is part of how this (...) modal content is conveyed. I conclude with a discussion of the metaphysical commitments in Humeanism as requiring a perspectiveless view of the manifold from outside, and how Mitchell's situated account is better able to account for the substantive notion of possibility involved in scientific laws. (shrink)

In the sixth chapter of The View from Nowhere, Thomas Nagel aims to identify a form of idealism, to isolate the argument for it and to counter this argument. The position that Nagel takes to be idealist is that what there is must be possibly conceivable by us. In this paper, I show that Nagel has not made a convincing case against this position. I then present an alternative case. In light of this alternative case, we have (...) reason to reject an important example that Nagel offers of a contemporary idealist, namely Donald Davidson. (shrink)

In the sixth chapter of The View from Nowhere, Thomas Nagel attempts to identify a form of idealism. The position that he deems idealist is that what there is must be possibly conceivable by us. Nagel claims that this position is held by a number of contemporary philosophers. Even if this is so, I justify the view that it is not a form of idealism.

In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...) similarities, arguing that both may be understood as opposed to the modern attempt to adopt a «view from nowhere» at the world. Next, I suggest that Alexander’s view may benefit from adopting Arendt’s conceptions of tradition and authority. In the consecutive section, I argue that Alexander sheds light on significant problems in Arendt’s approach to education, problems his understanding of critical dialogue can help solve. The succeeding section joins the two views together to form an approach I call «critical traditionalism», and examines it against prevailing approaches to political education. I conclude by pointing to an important point overlooked by both Arendt and Alexander, namely the need for internal political struggle within each tradition. (shrink)

It is often claimed that liberalism is falsely and perniciously universalist. I take this charge seriously, exploring three positions: the communitarians’, Rorty’s, and that of “comprehensive” liberalism. After explaining why universalism is thought impossible, I examine the communitarian view that value is determined within communities and argue that it results in a form of relativism that is unacceptable. I next discuss Richard Rorty’s liberal acceptance of “conventionalism” and explain how, despite his rejection of universalism, Rorty remains a liberal. I (...) then present a defense of universalism, based in part on arguments that parallel Thomas Nagel’s arguments in defense of a “view from nowhere” and Jean Hampton’s objectivist arguments against Rawls’s moves to a “merely political” theory. That defense requires that we can distance ourselves from our ends to make moral judgments shorn of all partialities. (shrink)

The study aims to clarify some actual contents that we think should be noted in the study of Dewey‟s educational philosophy. The study begins with Dewey‟s criticism of traditional education, which served as the basis for his progressive educational views. The article then analyzes the learnercentric educational process and teacher‟s qualities from a progressive viewpoint. Progressive education‟s ultimate aim is to achieve democracy in education. That, in our opinion, is the prominent reason that the influence of Dewey‟s educational philosophy (...) continues to have a bearing on the education systems of the United States, many European countries, and Asia. The article concludes with John Dewey‟s contributions to educational development to demonstrate that his progressive educational views still have directional value and provide meaningful guidance for educational innovation in many countries. (shrink)

This paper offers a critical reconstruction of Thomas Nagel’s principal arguments in metaphysics, epistemology, philosophy of mind, ethics and political philosophy.

Objectivity may be a useful regulative ideal for inquiry, but here I ponder to what extent it may be thought of more as a political ideology than an epistemological methodology. By tracing objectivity to its political origins, I aim to problematize this ideal as we tend to understand it - as one demanding that we eliminate the influence of certain subjective features - and to sketch a new conception of this ideal that accommodates (rather than dismisses) the role of these (...) features in inquiry. (shrink)

Given the recent explosion of interest in applications of evolutionary biology to understanding human psychology, we think it timely to assure better understanding of modern evolutionary theory among the psychologists who might be using it. We find it necessary to do so because of the very reducd version of evolutionary theorizing that has been incorporated into much of evolutionary psychology so far. Our aim here is to clarify why the use of a reduced version of evolutionary genetics will lead to (...) faulty science and to indicate where other resources of evolutionary biology can be found that might elevate the standard of the evolutionary component of evolutionary psychology. (shrink)

Dance can be appreciated from all sorts of perspectives: For instance, by the dancer while dancing, by the choreographer while watching in the wings, by the musician in the orchestra pit who accompanies the dance, or by the loved-one of a dancer who watches while hoping that the dancer performs well and avoids injury. This essay will consider what it takes to appreciate dance from the perspective of a seated, non-moving audience member. A dance appreciator in this position (...) is typically someone who can hear and see, who can feel vibrations of sound through their skin, and who can have other human, kinaesthetic responses and perceptions as well as the cognitive ability to process them. This appreciator is also someone who is a person with a history that may or may not include experiences of dance that have conditioned his or her responses to watching dance. Based on both this experience, and the skill and capacity to focus, pay attention, make judgments, and convey those judgments, there are different types and levels of audience appreciation. This essay will consider three: 1. Innocent Eye Appreciation, 2. Dance-Trained Appreciation, and 3. Critical Appreciation. (shrink)

The objective of this article is twofold. In the first part, I discuss two issues central to any theoretical inquiry into mental imagery: embodiment and consciousness. I do so against the backdrop of second-generation cognitive science, more specifically the increasingly popular research framework of embodied cognition, and I consider two caveats attached to its current exploitation in narrative theory. In the second part, I attempt to cast new light on readerly mental imagery by offering a typology of what I propose (...) to be its four basic varieties. The typology is grounded in the framework of embodied cognition and it is largely compatible with key neuroscientific and other experimental evidence produced within the framework. For each imagery variety, I make some elementary suggestions as to how it may typically be cued by distinct narrative strategies. (shrink)

In this article I give a Darwinian account of how sentience, consciousness and language may have evolved. It is argued that sentience and consciousness emerge as brains control purposive actions in new ways. A key feature of this account is that Darwinian theory is interpreted so as to do justice to the purposive character of living things. According to this interpretation, as evolution proceeds, purposive actions play an increasingly important role in the mechanisms of evolution until, with evolution by cultural (...) means, Darwinian evolution takes on a Lamarckian character. According to this view, as evolution proceeds, the mechanisms of Darwinian evolution themselves evolve. (shrink)

Even-like particles have widely been analyzed as inducing scalar and additive presuppositions (cf. Horn 1969; Karttunen & Peters 1979; Rooth 1992; Gast & van der Auwera 2011). However, the additivity of even has been controversial since at least Horn 1992 and increasingly called into question (see Greenberg & Umbach 2021 for references); Greenberg specifically argues that scalar even-like particles can vary in additivity. This claim is surprising in light of the typological study in Gast & van der Auwera 2011, which (...) subsumes even and similar expressions under a larger class of additive particles. Against this background, we present an analysis of Italian addirittura, which with perfino has been described as scalar-additive (Visconti 2005) – but only optionally so – and is chosen preferentially over perfino precisely in those contexts that Greenberg takes to challenge the additivity of even. We argue, drawing on observations in Atayan 2017, that addirittura contrasts with perfino in deriving its scalar alternatives from rhetorical structure rather than focus structure. Once this is recognized we can view addirittura as additive, after all, in a rhetorical sense we describe below. (shrink)

The debate about justice in immigration seems somehow stagnated given that it seems justice requires both further exclusion and more porous borders. In the face of this, I propose to take a step back and to realize that the general problem of borders—to determine what kind of borders liberal democracies ought to have—gives rise to two particular problems: first, to justify exclusive control over the administration of borders (the problem of legitimacy of borders) and, second, to specify how this control (...) ought to be exercised (the problem of justice of borders). The literature has explored the second but ignored the first. Therefore, I propose a different approach to the ethics of immigration by focusing on concerns of legitimacy in a three-step framework: first, identifying the kind of authority or power that immigration controls exercise; second, redefining borders as international and domestic institutions that issue that kind of power; and finally, considering supranational institutions that redistribute the right to exclude among legitimate borders. (shrink)

United Nations’ Sustainable Development Goals 4 Quality Education has highlighted major challenges for all nations to ensure inclusive and equitable quality access to education, facilities for children, and young adults. The SDG4 is even more important for developing nations as receiving proper education or vocational training, especially in science and technology, means a foundational step in improving other aspects of their citizens’ lives. However, the extant scientific literature about STEM education still lacks focus on developing countries, even more so in (...) the rural area. Using a dataset of 4967 observations of junior high school students from a rural area in a transition economy, the article employs the Bayesian approach to identify the interaction between gender, socioeconomic status, and students’ STEM academic achievements. The results report gender has little association with STEM academic achievements; however, female students (αa_Sex[2] = 2.83) appear to have achieved better results than their male counterparts (αa_Sex[1] = 2.68). Families with better economic status, parents with a high level of education (βb(EduMot) = 0.07), or non-manual jobs (αa_SexPJ[4] = 3.25) are found to be correlated with better study results. On the contrary, students with zero (βb(OnlyChi) = -0.14) or more than two siblings (βb(NumberofChi) = -0.01) are correlated with lower study results compared to those with only one sibling. These results imply the importance of providing women with opportunities for better education. Policymakers should also consider maintaining family size so the parents can provide their resources to each child equally. (shrink)

The foremost aim of this paper is to realize the fourth part of the Aufbau. This part, which provides an actual phenomenalistic constitution system, is interpretable from a Kantian perspective (§§1-4). But Carnap plotted to overcome Kant’s old style of philosophy as well. We review this aspect of his constitution, focusing on space (§§7-13) and time (§§5-6), especially.

The stable evolutionary strategy of Homo sapiens and patterns of risks arising in the course of this evolution were discussed in article. These patterns were predicted by Bogdanov’s option of General systems theory.

These days, a number of philosophers of science indulge in lamenting about a crisis of their discipline. They complain about its loss of relevance, and bemoan the mar gi na lization of their dis cipline in the philosophical community and in the wider academia , Hardcastle and Richardson ). The Munich take on the philosophy of science does not succumb to this temptation. According to it, philosophy of science is well and alive. In Carlos Ulises Moulines’s Die Entwicklung der modernen (...) Wissen schaftstheorie Eine historische Einführung the word “crisis” is used only in reference to the 1940s when clas sical logical positivism encountered some dif fi culties in dealing with problems concerning veri fi cation, the ana ly tic/synthetic distinction, and similar conundrums. For Moulines, “crisis” is not a word that applies to contemporary philosophy of science. (shrink)

In the light of Halliday's Ideational Grammatical Metaphor, Rhetoric and Critical Discourse Analysis, the major objectives of this study are to investigate and analyze Barack Obama's 2012 five speeches, which amount to 19383 words, from the point of frequency and functions of Nominalization, Rhetorical strategies, Passivization and Modality, in which we can grasp the effective and dominant principles and tropes utilized in political discourse. Fairclough’s Critical Discourse Analysis frameworks based on a Hallidayan perspective are used to depict the orator’s (...) deft and clever use of these strategies in the speeches which are bound up with his overall political purposes. The results represent that nominalization, parallelism, unification strategies and modality have dominated in his speeches. There are some antithesis, expletive devices as well as passive voices in these texts. Accordingly, in terms of nominalization, some implications are drawn for political writing and reading, for translators and instructors entailed in reading and writing pedagogy. (shrink)

Defined as vicarious sensorimotor experiencing, mental imagery is a powerful source of aesthetic enjoyment in everyday life and, reportedly, one of the commonest things readers remember about literary narratives in the long term. Furthermore, it is positively correlated with other dimensions of reader response, most notably with emotion. Until recent decades, however, the phenomenon of mental imagery has been largely overlooked by modern literary scholarship. As an attempt to strengthen the status of mental imagery within the literary and, more generally, (...) aesthetic discipline, this dissertation proposes an analysis positioned at a confluence of literary theory and the cognitive sciences, especially the emergent research framework of embodied cognition. Questions asked throughout the dissertation include the following: a) What are the basic varieties of mental imagery in the reading of literary narrative? b) By what contents or narrative strategies are they most likely to be prompted? c) What is it like to experience a mental image of a particular variety? d) What are its psychophysiological underpinnings? e) How does a mental image of a particular variety relate to perception? f) How does it relate to higher-order meaning-making? Four prototypical imagery varieties are distinguished on the basis of two variables with two values each (referential vs. verbal domain; inner vs. outer stance). Gradual transitions and in-between imagery varieties are acknowledged. The imagery typology and related hypotheses are grounded in introspection but carefully supported with indirect empirical evidence and, whenever possible, formulated so as to facilitate direct validation. (shrink)

Method in philosophical counselling is still a contentious topic. That is, there is no consensus on whether the philosophical counsellor should have a method in her practice to help the counsellee resolve philosophical problems. Some philosophical counsellors claim that there should not be any rigid adherence to method(s) as this will render philosophy too dogmatic. Philosophical counselling, in light of this view, promotes a kind of mutual philosophising sans definite goal with the counsellee. What I call "dissentient philosophical counselling" (...) takes this claim even further: the philosophical counsellor lives/practices her philosophical counselling, that is, she embodies and practices philosophy as a way of life. This view is posed as a response to contemporary conceptualisations of philosophical counselling where the philosophical counsellor might stand in a disembodied relationship with her method(s) and tries to have a conversation "from nowhere". Dissentient philosophical counselling, even though more focused on living philosophically , still suffers from certain shortcomings. In this paper, I firstly showcase how even the seemingly innocuous but important question "How might one live?" suffers from a lack of much needed nuance. And secondly, I introduce, via a fictional narrative, a provisional way of practicing this reworked dissentient philosophical counselling. I do this by, firstly, introducing African conversational philosophy, via its method of conversationalism, and secondly, I introduce a peculiar version of Pyrrhonian scepticism especially regarding the notion of bios adoxastōs (life without dogma). (shrink)

This is a chapter of the planned monograph "Out of Nowhere: The Emergence of Spacetime in Quantum Theories of Gravity", co-authored by Nick Huggett and Christian Wüthrich and under contract with Oxford University Press. (More information at www<dot>beyondspacetime<dot>net.) This chapter introduces causal set theory and identifies and articulates a 'problem of space' in this theory.

Abstract: What is the nature and social function of universities? In this article I consider the well-known Humboldtian answer to this question, with a view not just to its inherent plausibility but to how it has changed over time. I pay particular attention to how different versions of the Humboldtian answer make different epistemological assumptions and conclude with a suggestion about how best to develop that answer in the future.

I defend a novel pragmatist account of truth that I call ‘truth from the agent point of view’ or ‘agential truth’, drawing on insights from Hilary Putnam. According to the agential view, as inquirers, when we take something to be truth-apt, we are taking ourselves and all other thinkers to be accountable to getting right a shared target that is independent of any individual's or community's view of that target. That we have this relationship to (...) truth is what enables our practices of disagreement and agreement, even when subject to the glare of self-conscious reflection, and represents a crucial ingredient in our capacity for rational thought. The resulting account shares elements with Huw Price's and Cheryl Misak's views, but also has important advantages over both. It also yields a surprising conclusion—that our best pragmatist account of truth may well be a version of the correspondence theory of truth. (shrink)

ABSTRACT A number of authors have recently advanced a ‘disjunctivist’ view of the rationalising explanation of action, on which rationalisations of the form ‘S A’d because p’ are explanations of a fundamentally different kind from rationalisations of the form ‘S A’d because she believed that p’. Less attempt has been made to explicitly articulate the case against this view. This paper seeks to remedy that situation. I develop a detailed version of what I take to be the (...) basic argument against disjunctivism, drawing on a framework of explanatory proportionality. The disjunctivist cannot reject this framework, I argue, because they need it to respond to another challenge, from psychological individualism. As I explain, however, the proportionality-based challenge is not in principle insurmountable, and I outline a number of ways in which a case for disjunctivism might be developed in response to it. The paper thus clarifies the dialectic around disjunctivism about the rationalisation of action and, specifically, what advocates of the view must do in order to make a compelling case for it. (shrink)

Sandra Halperin's book is a Janus-faced creature. On the one hand, Halperin attempts to retrieve dependency theory, an approach to socio-economic analysis that many have relegated to the dustbin of history. On the other, Halperin attempts to retrieve dependency theory by universalizing it. In doing so, however, she attempts to sever dependency theory from its historical association with the national liberation struggles of the Global South. That Halperin's book takes dependency theory so seriously may perhaps explain why it has (...) been ignored, for it has not been reviewed in any English academic journal as far as I can tell. Yet for those of us who do not believe that dependency theory is dead, this book raises important questions: what are the costs that one incurs when one attempts to retrieve dependency theory by disconnecting it from the Global South struggles to which it has been tethered? This question animates this review. While I argue that Halperin's attempt to revive dependency theory by universalizing it ultimately leads to an erasure of imperialism, the value of this book is precisely that it brings such issues to the forefront. Thus, what is at stake in this book is the relevance of theories of imperialism for the study of the Global South. (shrink)

This is a chapter from my introductory book *Perception* covering the representational view of experience. I use the Ramsey-Lewis method to define the theoretical term "experiential representation". I clarify and discuss various questions for representationalists, for instance, "how rich is the content of experience?" and "is the content of visual experience singular or general?" Finally, I address some objections to representationalism - in particular, that it cannot explain perceptual presence (John Campbell), and that it cannot explain the "laws (...) of appearance" (constraints on how things can appear). (shrink)

In this paper I defend the compossibility of presentism and time travel from two objections. One objection is that the presentist’s model of time leaves nowhere to travel to; the second objection attempts to equate presentist time travel with suicide. After targeting some misplaced scrutiny of the first objection, I show that presentists have the resources to account for the facts that make for time travel on the traditional Lewisian view. In light of this ability, I argue (...) that both of the objections fail. (shrink)

This is a chapter from my book Perception (Routledge). I explain the physical state view of sensory experience (Papineau, McLaughlin, others). I criticize an argument against it based on the "transparency observation". Then I develop two alternative arguments against it. The first is a Leibniz's Law argument based on the essentially externally directed character of some experiences. The second concerns "brains in vats". Finally I consider a recent response due to David Papineau, which involves rejecting essential external directedness.

In his Critique of Pure Reason Immanuel Kant presents four antinomies. In his attempt to solve the first of these antinomies he examines and analyzes "thesis" and "antithesis" more thoroughly and employs the terms `part', `whole' and `boundary' in his argumentation for their validity. According to Kant, the whole problem surrounding the antinomy was caused by applying the concept of the world to nature and then using both terms interchangeably. While interesting, this solution is still not that much more than (...) a well thought out idea if it does not also include an adequate formal explication. Since the aforementioned terms all have counterparts in modern mereotopology, a discipline that has seen significant progress in recent times, we will apply these concepts to Kant's analysis in an attempt to evaluate Kant's solution in light of modern analytic philosophy. (shrink)

In this paper, I argue that the “Ought Implies Can” (OIC) principle, as it is employed in epistemology, particularly in the literature on epistemic norms, is open to counterexamples. I present a counterexample to OIC and discuss several objections to it. If this counterexample works, then it shows that it is possible that S ought to believe that p, even though S cannot believe that p. If this is correct, then OIC, considered from an epistemic point of view, (...) is false, since it is supposed to hold for any S and any p. (shrink)

This paper illustrates what a philosophical and a logical investigation of colors amounts to in contrast to other kinds of color analysis such as physical, physiological, chemical, psychological or cultural analysis of colors. Neither a philosophical nor a logical analysis of colors is concerned with specific aspects of colors. Rather, these kinds of color analysis are concerned with what one might call “logical foundations of color theory”. I will illustrate this first by considering philosophical and then logical analysis of colors.