Results for 'Ellen Gilbert'

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  1.  46
    Reimagining Digital Well-Being. Report for Designers & Policymakers.Daan Annemans, Matthew Dennis, , Gunter Bombaerts, Lily E. Frank, Tom Hannes, Laura Moradbakhti, Anna Puzio, Lyanne Uhlhorn, Titiksha Vashist, , Anastasia Dedyukhina, Ellen Gilbert, Iliana Grosse-Buening & Kenneth Schlenker - 2024 - Report for Designers and Policymakers.
    This report aims to offer insights into cutting-edge research on digital well-being. Many of these insights come from a 2-day academic-impact event, The Future of Digital Well-Being, hosted by a team of researchers working with the Royal Netherlands Academy of Arts and Sciences (KNAW) in February 2024. Today, achieving and maintaining well-being in the face of online technologies is a multifaceted challenge that we believe requires using theoretical resources of different research disciplines. This report explores diverse perspectives on how digital (...)
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  2. In pursuit of the rarest of birds: an interview with Gilbert Faccarello.Gilbert Faccarello, Joost Hengstmengel & Thomas R. Wells - 2014 - Erasmus Journal for Philosophy and Economics 7 (1):86-108.
    GILBERT JEAN FACCARELLO (Paris, 1950) is professor of economics at Université Panthéon-Assas, Paris, and a member of the Triangle research centre (École Normale Supérieure de Lyon and CNRS). He is presently chair of the ESHET Council (European Society for the History of Economic Thought). He completed his doctoral research in economics at Université de Paris X Nanterre. He has previously taught at the Université de Paris-Dauphine, Université du Maine and École Normale Supérieure de Fontenay/Saint-Cloud (now École Normale Supérieure de (...)
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  3. Working with Research Integrity—Guidance for Research Performing Organisations: The Bonn PRINTEGER Statement.Ellen-Marie Forsberg, Frank O. Anthun, Sharon Bailey, Giles Birchley, Henriette Bout, Carlo Casonato, Gloria González Fuster, Bert Heinrichs, Serge Horbach, Ingrid Skjæggestad Jacobsen, Jacques Janssen, Matthias Kaiser, Inge Lerouge, Barend van der Meulen, Sarah de Rijcke, Thomas Saretzki, Margit Sutrop, Marta Tazewell, Krista Varantola, Knut Jørgen Vie, Hub Zwart & Mira Zöller - 2018 - Science and Engineering Ethics 24 (4):1023-1034.
    This document presents the Bonn PRINTEGER Consensus Statement: Working with Research Integrity—Guidance for research performing organisations. The aim of the statement is to complement existing instruments by focusing specifically on institutional responsibilities for strengthening integrity. It takes into account the daily challenges and organisational contexts of most researchers. The statement intends to make research integrity challenges recognisable from the work-floor perspective, providing concrete advice on organisational measures to strengthen integrity. The statement, which was concluded February 7th 2018, provides guidance on (...)
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  4. The Time-Process and the Value of Human Life (Part II).Ellen Bliss Talbot - 2023 - In Joel Katzav, Dorothy Rogers & Krist Vaesen (eds.), Knowledge, Mind and Reality: An Introduction by Early Twentieth-Century American Women Philosophers. Cham: Springer. pp. 261-274.
    In this article, Ellen Bliss Talbot affirms the reality of both time and change in individual human lives, asserting that moral growth is possible because an individual is a unity in and through time.
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  5. Moral Relativism and Moral Objectivity.Gilbert Harman & Judith Jarvis Thomson - 1996 - Philosophy 71 (278):622-624.
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  6. The Multiple Realizability of Biological Individuals.Ellen Clarke - 2013 - Journal of Philosophy 110 (8):413-435.
    Biological theory demands a clear organism concept, but at present biologists cannot agree on one. They know that counting particular units, and not counting others, allows them to generate explanatory and predictive descriptions of evolutionary processes. Yet they lack a unified theory telling them which units to count. In this paper, I offer a novel account of biological individuality, which reconciles conflicting definitions of ‘organism’ by interpreting them as describing alternative realisers of a common functional role, and then defines individual (...)
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  7. Is evolution fundamental when it comes to defining biological ontology? Yes.Ellen Clarke - 2020 - In Shamik Dasgupta, Brad Weslake & Ravit Dotan (eds.), Current Controversies in Philosophy of Science. London: Routledge.
    I argue for the usefulness of the evolutionary kind of biological individual.
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  8. Belief, Acceptance, and What Happens in Groups: Some Methodological Considerations.Margaret Gilbert & Daniel Pilchman - 2014 - In Jennifer Lackey (ed.), Essays in Collective Epistemology. Oxford University Press.
    This paper argues for a methodological point that bears on a relatively long-standing debate concerning collective beliefs in the sense elaborated by Margaret Gilbert: are they cases of belief or rather of acceptance? It is argued that epistemological accounts and distinctions developed in individual epistemology on the basis of considering the individual case are not necessarily applicable to the collective case or, more generally, uncritically to be adopted in collective epistemology.
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  9. The Need for Philosophy in Promoting Democracy: A case for philosophy in the curriculum.Gilbert Burgh - 2018 - Journal of Philosophy in Schools 5 (1):38-58.
    The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active and informed citizens requires (...)
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  10.  77
    Origins of Evolutionary Transitions.Ellen Clarke - 2014 - Journal of Biosciences 39 (2):303-317.
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  11. Democratic pedagogy.Gilbert Burgh - 2014 - Journal of Philosophy in Schools 1 (1):22-44.
    The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...)
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  12. A Geneticist's Roadmap to Sanity.Gilbert B. Côté - manuscript
    World news can be discouraging these days. In order to counteract the effects of fake news and corruption, scientists have a duty to present the truth and propose ethical solutions acceptable to the world at large. -/- By starting from scratch, we can lay down the scientific principles underlying our very existence, and reach reasonable conclusions on all major topics including quantum physics, infinity, timelessness, free will, mathematical Platonism, happiness, ethics and religion, all the way to creation and a special (...)
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  13. On Novels as Arguments.Gilbert Plumer - 2015 - Informal Logic 35 (4):488-507.
    If novels can be arguments, that fact should shape logic or argumentation studies as well as literary studies. Two senses the term ‘narrative argument’ might have are (a) a story that offers an argument, or (b) a distinctive argument form. I consider whether there is a principled way of extracting a novel’s argument in sense (a). Regarding the possibility of (b), Hunt’s view is evaluated that many fables and much fabulist literature inherently, and as wholes, have an analogical argument structure. (...)
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  14. Pour comprendre le monde et revenir à la raison. La théorie du tout d'un généticien.Gilbert B. Côté - manuscript
    French translation by G. B. Côté and Roger Lapalme of "A Geneticist's Roadmap to Sanity" (G. B. Côté, 2019) with added bibliography. -/- À voir le monde d’aujourd’hui, on pourrait croire que nous avons perdu la raison. Je veux explorer ici les fondements mêmes de notre existence. Je discuterai brièvement du libre arbitre, de l’éthique, de la religion, de la souffrance, du dualisme cartésien et de l’état de conscience, avec un arrière-plan promulguant l’importance de la physique quantique d’aujourd’hui et de (...)
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  15. Presumptions, Assumptions, and Presuppositions of Ordinary Arguments.Gilbert Plumer - 2017 - Argumentation 31 (3):469-484.
    Although in some contexts the notions of an ordinary argument’s presumption, assumption, and presupposition appear to merge into the one concept of an implicit premise, there are important differences between these three notions. It is argued that assumption and presupposition, but not presumption, are basic logical notions. A presupposition of an argument is best understood as pertaining to a propositional element (a premise or the conclusion) e of the argument, such that the presupposition is a necessary condition for the truth (...)
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  16. Plant individuality: a solution to the demographer’s dilemma.Ellen Clarke - 2012 - Biology and Philosophy 27 (3):321-361.
    The problem of plant individuality is something which has vexed botanists throughout the ages, with fashion swinging back and forth from treating plants as communities of individuals (Darwin 1800 ; Braun and Stone 1853 ; Münch 1938 ) to treating them as organisms in their own right, and although the latter view has dominated mainstream thought most recently (Harper 1977 ; Cook 1985 ; Ariew and Lewontin 2004 ), a lively debate conducted mostly in Scandinavian journals proves that the issues (...)
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  17. Philosophy goes to school in Australia: A history 1982-2016.Gilbert Burgh & Simone Thornton - 2016 - Journal of Philosophy in Schools 3 (1):59-83.
    This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...)
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  18. Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning.Gilbert Burgh - 2009 - In Australasia Philosophy of Education Society of (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it translates (...)
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  19. Plant Individuality and Multilevel Selection Theory.Ellen Clarke - 2011 - In Brett Calcott & Kim Sterelny (eds.), The Major Transitions in Evolution Revisited. MIT Press. pp. 227--250.
    This chapter develops the idea that the germ-soma split and the suppression of individual fitness differences within the corporate entity are not always essential steps in the evolution of corporate individuals. It illustrates some consequences for multilevel selection theory. It presents evidence that genetic heterogeneity may not always be a barrier to successful functioning as a higher-level individual. This chapter shows that levels-of-selection theorists are wrong to assume that the central problem in transitions is always that of minimizing within-group competition. (...)
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  20. Novels as Arguments.Gilbert Plumer - 2011 - In Frans H. van Eemeren, Bart Garssen, David Godden & Gordon Mitchell (eds.), Proceedings of the Seventh International Conference of the International Society for the Study of Argumentation. Rozenberg / Sic Sat. pp. 1547-1558.
    The common view is that no novel IS an argument, though it might be reconstructed as one. This is curious, for we almost always feel the need to reconstruct arguments even when they are uncontroversially given as arguments, as in a philosophical text. We make the points as explicit, orderly, and (often) brief as possible, which is what we do in reconstructing a novel’s argument. The reverse is also true. Given a text that is uncontroversially an explicit, orderly, and brief (...)
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  21. Individuality and Freedom.Ellen Bliss Talbot, Joel Katzav & Dorothy Rogers - 2023 - In Joel Katzav, Dorothy Rogers & Krist Vaesen (eds.), Knowledge, Mind and Reality: An Introduction by Early Twentieth-Century American Women Philosophers. Cham: Springer. pp. 301-311.
    In this article, Ellen Bliss Talbot explores the free will/determinism debate through an examination of the notions of individual unity, uniqueness, and self-sufficiency.
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  22. Ο χάρτης πορείας ενός γενετιστή για τη λογική κατανόηση του σύμπαντος.Gilbert B. Côté - manuscript - Translated by Gilbert B. Côté.
    Translation in Greek of "A Geneticist's Roadmap to Sanity" (2019) by G.B. Côté. Μεταφράστηκε και στα Γαλλικά από τους Gilbert B. Côté και Roger Lapalme και προστέθηκε η βιβλιογραφία στις 28 του Απρίλη 2020: Pour comprendre le monde et revenir à la raison. La théorie du tout d'un généticien. Η ώθηση για τη συγγραφή ήταν η ανήθικη προεδρία του Donald J. Trump. Σε αυτό το κείμενο, θέλω να εξερευνήσω τα θεμέλια της ύπαρξής μας. Θα θίξω σύντομα την ενσυνείδηση, την (...)
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  23. Commentary on: John E. Fields' "Credibility and commitment in the making of truly astonishing first-person reports".Gilbert Plumer - 2011 - In Frank Zenker (ed.), Argumentation: Cognition & Community. Proceedings of the 9th International Conference of the Ontario Society for the Study of Argumentation [CD-ROM]. Ontario Society for the Study of Argumentation. pp. 1-4.
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  24. The Space Between.Ellen Clarke - 2019 - Analyse & Kritik 41 (2):239-258.
    Buchanan and Powell hope to rescue optimism about moral perfectibility from the ’received view’ of human evolution, by tweaking our view of the innate character of morality. I argue that their intervention is hampered by an unnecessary commitment to nativism, by gender bias within the received view, and by liberal presuppositions.
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  25. Democratic education: Aligning curriculum, pedagogy, assessment and school governance.Gilbert Burgh - 2003 - In Philip Cam (ed.), Philosophy, democracy and education. pp. 101–120.
    Matthew Lipman claims that the community of inquiry is an exemplar of democracy in action. To many proponents the community of inquiry is considered invaluable for achieving desirable social and political ends through education for democracy. But what sort of democracy should we be educating for? In this paper I outline three models of democracy: the liberal model, which emphasises rights and duties, and draws upon pre-political assumptions about freedom; communitarianism, which focuses on identity and participation in the creation of (...)
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  26. A Defense of Taking Some Novels As Arguments.Gilbert Plumer - 2015 - In B. J. Garssen, D. Godden, G. Mitchell & A. F. Snoeck Henkemans (eds.), Proceedings of the 8th International Conference of the International Society for the Study of Argumentation [CD-ROM]. Sic Sat. pp. 1169-1177.
    This paper’s main thesis is that in virtue of being believable, a believable novel makes an indirect transcendental argument telling us something about the real world of human psychology, action, and society. Three related objections are addressed. First, the Stroud-type objection would be that from believability, the only conclusion that could be licensed concerns how we must think or conceive of the real world. Second, Currie holds that such notions are probably false: the empirical evidence “is all against this idea…that (...)
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  27. Adaptation, multilevel selection and organismality: A clash of perspectives.Ellen Clarke - 2016 - In Richard Joyce (ed.), The Routledge Handbook of Evolution and Philosophy. New York: Routledge.
    The concept of adaptation is pivotal to modern evolutionary thinking, but it has long been the subject of controversy, especially in respect of the relative roles of selection versus constraints in explaining the traits of organisms. This paper tackles a different problem for the concept of adaptation: its interpretation in light of multilevel selection theory. In particular, I arbitrate a dispute that has broken out between the proponents of rival perspectives on multilevel adaptations. Many experts now say that multilevel and (...)
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  28. Philosophy for children in Australia: Then, now, and where to from here?Gilbert Burgh & Simone Thornton - 2016 - Re-Engaging with Politics: Re-Imagining the University, 45th Annual Conference of the Philosophy of Education Society of Australasia, ACU, Melbourne, 5-8 Dec 2015.
    In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value of practicing philosophy with (...)
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  29. The Transcendental Argument of the Novel.Gilbert Plumer - 2017 - Journal of the American Philosophical Association 3 (2):148-167.
    Can fictional narration yield knowledge in a way that depends crucially on its being fictional? This is the hard question of literary cognitivism. It is unexceptional that knowledge can be gained from fictional literature in ways that are not dependent on its fictionality (e.g., the science in science fiction). Sometimes fictional narratives are taken to exhibit the structure of suppositional argument, sometimes analogical argument. Of course, neither structure is unique to narratives. The thesis of literary cognitivism would be supported if (...)
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  30. Ecosocial citizenship education: Facilitating interconnective, deliberative practice and corrective methodology for epistemic accountability.Gilbert Burgh & Simone Thornton - 2019 - Childhood and Philosophy 15:1-20.
    According to Val Plumwood (1995), liberal-democracy is an authoritarian political system that protects privilege but fails to protect nature. A major obstacle, she says, is radical inequality, which has become increasingly far-reaching under liberal-democracy; an indicator of ‘the capacity of its privileged groups to distribute social goods upwards and to create rigidities which hinder the democratic correctiveness of social institutions’ (p. 134). This cautionary tale has repercussions for education, especially civics and citizenship education. To address this, we explore the potential (...)
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  31.  78
    A Memoir of My Reading.Bennett Gilbert - 2024 - On_Culture 16 (16).
    Surveying nearly seven decades of habitual and obsessive reading, I consider how my character and psychology used reading to shape philosophical questions that move me into forms in which I could pursue them by reading. This became both the method and the substance of my philosophical work. It preserved some core emotional issues but also gave me the way to integrate them into scholarship and into my life.
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  32. Engagement as dialogue: Camus, pragmatism and constructivist pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    In this paper we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  33. Mathematical Platonism and the Nature of Infinity.Gilbert B. Côté - 2013 - Open Journal of Philosophy 3 (3):372-375.
    An analysis of the counter-intuitive properties of infinity as understood differently in mathematics, classical physics and quantum physics allows the consideration of various paradoxes under a new light (e.g. Zeno’s dichotomy, Torricelli’s trumpet, and the weirdness of quantum physics). It provides strong support for the reality of abstractness and mathematical Platonism, and a plausible reason why there is something rather than nothing in the concrete universe. The conclusions are far reaching for science and philosophy.
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  34. Carroll’s Regress Times Three.Gilbert Plumer - 2023 - Acta Analytica 38 (4):551-571.
    I show that in our theoretical representations of argument, vicious infinite regresses of self-reference may arise with respect to each of the three usual, informal criteria of argument cogency: the premises are to be relevant, sufficient, and acceptable. They arise needlessly, by confusing a cogency criterion with argument content. The three types of regress all are structurally similar to Lewis Carroll’s famous regress, which involves quantitative extravagance with no explanatory power. Most attention is devoted to the sufficiency criterion, including its (...)
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  35. ‘Do not block the way of inquiry’: cultivating collective doubt through sustained deep reflective thinking.Gilbert Burgh, Simone Thornton & Liz Fynes-Clinton - 2018 - In Ellen Duthie, Félix García Moriyón & Rafael Robles Loro (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family Resemblances: Current trends in philosophy for children. Madrid, Spain: pp. 47-61.
    We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a (...)
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  36. What is moral relativism?Gilbert Harman - 1978 - In A. I. Goldman & I. Kim (eds.), Values and Morals. Boston: D. Reidel. pp. 143--161.
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  37. Argumentatively Evil Storytelling.Gilbert Plumer - 2016 - In D. Mohammend & M. Lewinski (eds.), Argumentation and Reasoned Action: Proceedings of the 1st European Conference on Argumentation, Lisbon 2015, Vol. 1. College Publications. pp. 615-630.
    What can make storytelling “evil” in the sense that the storytelling leads to accepting a view for no good reason, thus allowing ill-reasoned action? I mean the storytelling can be argumentatively evil, not trivially that (e.g.) the overt speeches of characters can include bad arguments. The storytelling can be argumentatively evil in that it purveys false premises, or purveys reasoning that is formally or informally fallacious. My main thesis is that as a rule, the shorter the fictional narrative, the greater (...)
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  38. Cliff-Edge Retirements: Creating Ill-Shaped Ground Projects.Ellen Keohane - manuscript
    The prominent philosopher Bernard Williams (1985) opened his Ethics and the Limits of Philosophy with: “It is not a trivial question, Socrates said: what we are talking about is how one should live” (p. 1) and asked whether Socrates’ question is the proper starting point for moral philosophy. In this paper, I will explore an effect of a very specific life event: a “cliff-edge” retirement. I will look at the concept of ground projects and show how cliff-edge retirements create ill-shaped (...)
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  39. The philosophical implications of the loophole-free violation of Bell’s inequality: Quantum entanglement, timelessness, triple-aspect monism, mathematical Platonism and scientific morality.Gilbert B. Côté - manuscript
    The demonstration of a loophole-free violation of Bell's inequality by Hensen et al. (2015) leads to the inescapable conclusion that timelessness and abstractness exist alongside space-time. This finding is in full agreement with the triple-aspect monism of reality, with mathematical Platonism, free will and the eventual emergence of a scientific morality.
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  40. The narrow-sense and wide-sense community of inquiry: What it means for teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following a specific procedural method, and, therefore, that (...)
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  41. The Post-Human Body: How human do you think you are?Ellen Clarke - 2020 - The Philosopher.
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  42. Necessary Assumptions.Gilbert Plumer - 1999 - Informal Logic 19 (1):41-61.
    In their book EVALUATING CRITICAL THINKING Stephen Norris and Robert Ennis say: “Although it is tempting to think that certain [unstated] assumptions are logically necessary for an argument or position, they are not. So do not ask for them.” Numerous writers of introductory logic texts as well as various highly visible standardized tests (e.g., the LSAT and GRE) presume that the Norris/Ennis view is wrong; the presumption is that many arguments have (unstated) necessary assumptions and that readers and test takers (...)
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  43. The evolution of cooperation.Ellen Clarke - 2014 - The Philosophers' Magazine 67:59-67.
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  44. Can Cogency Vanish?Gilbert Plumer - 2016 - Cogency: Journal of Reasoning and Argumentation 8 (1):89-109.
    This paper considers whether universally—for all (known) rational beings—an argument scheme or pattern can go from being cogent (well-reasoned) to fallacious. This question has previously received little attention, despite the centrality of the concepts of cogency, scheme, and fallaciousness. I argue that cogency has vanished in this way for the following scheme, a common type of impersonal means-end reasoning: X is needed as a basic necessity or protection of human lives, therefore, X ought to be secured if possible. As it (...)
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  45. Informal Logic’s Infinite Regress: Inference Through a Looking-Glass.Gilbert Edward Plumer - 2018 - In Steve Oswald (ed.), Argumentation and Inference. Proceedings of the 2nd European Conference on Argumentation, Fribourg 2017. pp. 365-377.
    I argue against the skeptical epistemological view exemplified by the Groarkes that “all theories of informal argument must face the regress problem.” It is true that in our theoretical representations of reasoning, infinite regresses of self-justification regularly and inadvertently arise with respect to each of the RSA criteria for argument cogency (the premises are to be relevant, sufficient, and acceptable). But they arise needlessly, by confusing an RSA criterion with argument content, usually premise material.
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  46. Can Literary Fiction be Suppositional Reasoning?Gilbert Plumer - 2020 - In Catarina Dutilh Novaes, Henrike Jansen, Jan Albert Van Laar & Bart Verheij (eds.), Reason to Dissent: Proceedings of the 3rd European Conference on Argumentation, Vol. III. London, UK: College Publications. pp. 279-289.
    Suppositional reasoning can seem spooky. Suppositional reasoners allegedly (e.g.) “extract knowledge from the sheer workings of their own minds” (Rosa), even where the knowledge is synthetic a posteriori. Can literary fiction pull such a rabbit out of its hat? Where P is a work’s fictional ‘premise’, some hold that some works reason declaratively (supposing P, Q), imperatively (supposing P, do Q), or interrogatively (supposing P, Q?), and that this can be a source of knowledge if the reasoning is good. True, (...)
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  47. Cognition and Literary Ethical Criticism.Gilbert Plumer - 2011 - In Frank Zenker (ed.), Argumentation: Cognition & Community. Proceedings of the 9th International Conference of the Ontario Society for the Study of Argumentation (OSSA), May 18--21, 2011. OSSA. pp. 1-9.
    “Ethical criticism” is an approach to literary studies that holds that reading certain carefully selected novels can make us ethically better people, e.g., by stimulating our sympathetic imagination (Nussbaum). I try to show that this nonargumentative approach cheapens the persuasive force of novels and that its inherent bias and censorship undercuts what is perhaps the principal value and defense of the novel—that reading novels can be critical to one’s learning how to think.
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  48. The non-existence of “inference claims”.Gilbert Edward Plumer - 2019 - In Bart Garssen, David Godden, Gordon R. Mitchell & Jean H. M. Wagemans (eds.), Proceedings of the Ninth Conference of the International Society for the Study of Argumentation (ISSA). [Amsterdam, July 3-6, 2018.]. Amsterdam, The Netherlands: Sic Sat. pp. 913-918.
    Some believe that all arguments make an implicit “inference claim” that the conclusion is inferable from the premises (e.g., Bermejo-Luque, Grennan, the Groarkes, Hitchcock, Scriven). I try to show that this is confused. An act of arguing arises because an inference can be attributed to us, not a meta-level “inference claim” that would make the argument self-referential and regressive. I develop six (other) possible explanations of the popularity of the doctrine that similarly identify confusions.
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  49. An Existential Philosophy of History.Bennett Gilbert & Natan Elgabsi - 2021 - Revista de Teoria da História / Journal of Theory of History 24 (1):40-57.
    In this paper we delineate the conditions and features of what we call an existential philosophy of history in relation to customary trends in the field of the philosophy of history. We do this by circumscribing what a transgenerational temporality and what our entanglement in ethical relations with temporal others ask of us as existential and responsive selves and by explicating what attitude we need to have when trying to responsibly respond to other vulnerable beings in our historical world of (...)
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  50. Two Epistemic Issues for a Narrative Argument Structure.Gilbert Plumer - 2018 - In Steve Oswald (ed.), Argumentation and Inference. Proceedings of the 2nd European Conference on Argumentation, Fribourg 2017. College Publications. pp. 519-526.
    The transcendental approach to understanding narrative argument derives from the idea that for any believable fictional narrative, we can ask—what principles or generalizations would have to be true of human nature in order for the narrative to be believable? I address two key issues: whether only realistic or realist fictional narratives are believable, and how could it be established that we have an intuitive, mostly veridical grasp of human nature that grounds believability?
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