Strict finitism is the position that only those natural numbers exist that we can represent in practice. Michael Dummett, in a paper called Wang’s Paradox, famously tried to show that strict finitism is an incoherent position. By using the Sorites paradox, he claimed that certain predicates the strict finitist is committed to are incoherent. More recently, Ofra Magidor objected to Dummett’s claims, arguing that Dummett fails to show the incoherence of strict finitism. In this paper, I shall investigate whether Magidor (...) is successful in preventing Dummett from proving the incoherence of strict finitism. Though not all the counterarguments Magidor presents are successful, she does in the end manages to corner Dummett. There remains a small opportunity for Dummett to insist on the incoherence of strict finitism, but this is a very small opening. The final conclusion of this paper is that Dummett cannot logically prove the incoherence of strict finitism, even though not all hope is lost. (shrink)

It is commonplace amongst epistemologists to note the importance of grasping or appreciating one’s evidence. The idea seems to be that agents cannot successfully utilize evidence without it. Despite the popularity of this claim, the nature of appreciating or grasping evidence is unclear. This paper develops an account of what it takes to appreciate the epistemic relevance of one’s evidence, such that it can be used for some specific conclusion. I propose a basing account on which appreciating evidence involves being (...) able to correctly base. That is, the agent is disposed to base various conclusions on her evidence that are objectively supported by that evidence. She can also derive correct conclusions if her evidence were slightly different. This account is cognitively undemanding, and explains why appreciation is crucial for the core functions of using evidence, like excluding hypotheses and probabilistic reasoning. I contrast this view with possible rival accounts and argue that the rival accounts add nothing over and above the basing account. (shrink)

In this paper, I argue that mental types can overlap. That is, one token mental state can be multiple types. In particular, I argue that a perceptual experience can simultaneously be a belief. This does not imply that belief and experience are type-identical, they merely share some of their tokens. When a subject perceives with content _p_, that content is usually accessible to the subject. By endorsing _p_, whether automatically or consciously, the subject comes to believe that _p_. In this (...) instance, the perceptual experience, while retaining its content and phenomenology, becomes a belief. The possibility of this kind of overlap turns out to have epistemic benefits, especially in the face of arguments by Alex Byrne and Kathrin Glüer. I consider several objections to overlap, including the idea that perception and belief have different kinds of content, that beliefs tend to outlast experiences and differences in phenomenology. (shrink)

Education – typically and rightly held to be an incontrovertible good – has for some time now been dominated by mass formal schooling systems. These systems routinely harm and oppress many students. I argue that they do so impermissibly, and I call this stance “educational pacifism”. I propose that Maria Montessori’s views on mass formal schooling systems broadly align with educational pacifism and that, therefore, she can be considered an educational pacifist. Finally, I claim that contemporary Montessorians ought to (...) be educational pacifists, firstly because educational pacifism makes a compelling moral argument and secondly because Montessori herself agrees with it. (shrink)

This paper focuses on how building human potentialities in education can enhance learning competencies in students for the development of the self and the society. Human potential refers to a possibility human beings are capable of achieving. Montessori believes that the traditional system of education directs students to learn through memorization and recitation techniques and does not lay much emphasis on helping students to bring out their maximum potential. What goal can we attribute to education today? Our focus shall (...) be to answer the questions, what are the favorable conditions under which education can help to build human potentialities? Is Montessori’s view essential in enhancing creativity and building the necessary competencies of the learners in our society today? Education is a natural process carried out by the human individual. It is not what the teacher gives and is not acquired by listening to words but by experiences upon the environment. Montessori opts that education should help the learners develop confidence in their emerging abilities and offer them the opportunity to gain independence in daily tasks. The pedagogic significance of this work serves as a guide for the educational system in Africa and Cameroon in particular. It serves as a guide for curriculum developers and policy makers to bring out programs that will enhance the building of individual competencies for eventual development. Thus Montessori’s idea of education to build human potentialities is indispensible to our educational system today. (shrink)

In this handbook, I put into practice my philosophical views on children's mathematics. The handbook contains brief instructions and examples of mathematical activities. In the INSTRUCTIONS section, instructions are given on how, and in part why that way, to help preschool children in their mathematical development. In the ACTIVITIES section, there are examples of activities through which the child develops her mathematical abilities.