In this paper, I argue for a novel reading of Spinoza’s position in his exchangewith Boyle about Boyle’s experiment with nitre. Boyle claimed to have shownthrough experiments that nitre ceased to be nitre after heating. Spinozadisagreed and proposed the alternative hypothesis that nitre has changed itsstate and not its nature. Spinoza’s position was construed in the literature asrational scepticism denying that experiments can yield knowledge ofessences because all sensory experience is underdetermined and open tomultiple interpretations. I argue for an alternative (...) reading of Spinoza’sposition which focuses on Bacon’s notion of crucial instance. According tothis reading, Spinoza did not deny the possibility of knowing byexperimentation whether nitre has changed its nature, he asked for a crucialinstance, i.e. an experiment that would refute the hypothesis that nitre haschanged merely its state. Spinoza’s argumentative strategy shows that,contrary to the mainstream reading, the representational content of sensoryideas can be determined even if it does not represent the essence of theobject: we can know with absolute, rather than merely moral, certaintywhether nitre ceased to be nitre without knowing what nitre is. (shrink)

The focus of this article is the question whether the notion of being in a position to know is closed under modus ponens. The question is answered negatively.

Famously, the Church–Fitch paradox of knowability is a deductive argument from the thesis that all truths are knowable to the conclusion that all truths are known. In this argument, knowability is analyzed in terms of having the possibility to know. Several philosophers have objected to this analysis, because it turns knowability into a nonfactive notion. In addition, they claim that, if the knowability thesis is reformulated with the help of factive concepts of knowability, then omniscience can be (...) avoided. In this article we will look closer at two proposals along these lines :557–568, 1985; Fuhrmann in Synthese 191:1627–1648, 2014a), because there are formal models available for each. It will be argued that, even though the problem of omniscience can be averted, the problem of possible or potential omniscience cannot: there is an accessible state at which all truths are known. Furthermore, it will be argued that possible or potential omniscience is a price that is too high to pay. Others who have proposed to solve the paradox with the help of a factive concept of knowability should take note :53–73, 2010; Spencer in Mind 126:466–497, 2017). (shrink)

If one is in a moral quandary it is wise to look for ethical guidance if one has the time to do so. Ethical theories are, among other things, intended to be one possible source of ethical guidance. If such guidance is valuable, then in ethics there is an embarrassment of riches: There are multiple, well-accepted, yet mutually inconsistent theories. The disquieting thing is that, at present, it seems that we are not at all close to being able to determine (...) which of them, if any, is right. How can you know what you should do when ethicists, those who devote their careers to studying such theories, cannot reach a consensus on which one we should accept? Those who look to ethical theories for ethical guidance are apt to be disappointed. This situation is problematic, for if ethical theorizing is to have relevance to real-world ethical behavior, and not just be a way of examining ethical issues out of a love of arguments or puzzles, it must be possible for us to use ethical theories to inform ourselves of what we should do. It seems that philosophers have usually tried to address the issue of how one should act by advancing arguments for or against these theories (or certain parts of them). I want to approach this issue from a different angle. The question I will address is this: Can you get ethical guidance about what you should do in certain situations without knowing, or even having good reasons to believe, that any particular ethical theory is right? I think there is. My idea is that if you compare all the viable ethical theories that you know of, and find that all, or at any rate a great majority of them agree about whether an action you’re considering is right, wrong, or permissible, then you know that it is at least highly probable that that action really is right, wrong, or permissible. For if all ethical theories agree about the moral status of an action, it can only fail to have that status if they are all false. And if a great majority of ethical theories agree about the moral status of an action, it can only fail to have that status if all of the theories that agree about its status are false, which becomes more and more improbable as the number of the theories that agree increases. If this approach works, there is a way that one can be guided by ethical theories without having to attempt the difficult task of determining which of them is right. (shrink)

Our moral obligations can sometimes be collective in nature: They can jointly attach to two or more agents in that neither agent has that obligation on their own, but they – in some sense – share it or have it in common. In order for two or more agents to jointly hold an obligation to address some joint necessity problem they must have joint ability to address that problem. Joint ability is highly context-dependent and particularly sensitive to shared (or even (...) common) beliefs. As such, joint ability can be deliberately generated in a given collection of agents by providing information related to collective goals and contributory actions. As moral agents, we regularly face problems wherein the outcome of our actions depends on how others choose. There are two ways of deliberating about our own choices in such cases. We can either think of our choices as best responses to others’ choices (I-mode reasoning). Or we can think of our own choices as contributions to the collectively best option (even when we do not know how others are (likely) to choose) (we-mode reasoning). In deliberating about the right (individual) course of action vis-à-vis collective action problems, agents regularly we-frame the case at hand, that is, they include options in their deliberation that are only collectively available, and they we-reason with regard to their individual contributory actions. It is a necessary condition for collective obligations that potential collaborators facing a joint necessity case have grounds to privilege we-reasoning over reasoning in I-mode. (shrink)

There is an intimate relationship between our experiences and our knowledge of what it is like to have those experiences. For having an experience of Φ-ing is clearly an important way of coming to know what it is Φ, and some philosophers have even suggested that it is the only way of coming to possess such knowledge. But despite this intimate connection, we often possess WIL-knowledge after any generating experience has ended. How is this possible? One popular suggestion, (...) roughly following David Lewis, is that one retains knowledge of what it is like to Φ in virtue of retaining abilities to imagine, remember, and recognise experiences of Φ-ing. In this chapter, my aim is to clarify and update this retention hypothesis, by showing how it is independent from Lewis’ ability hypothesis (according to which WIL-knowledge is identified with these abilities), and by identifying and resolving certain ambiguities involved in interpreting Lewis’ three ability conditions, especially the ability to imagine condition. I also explore issues concerning the relative priority of these three conditions, and I argue that there is a good sense in which the ability to imagine condition is the most important of these conditions with respect to how we conceptualise and ascribe WIL-knowledge. (shrink)

The topic of divine omniscience is well-trodden ground, with philosophers and theologians having asked virtually every question there is to ask about it. The questions regarding God's omniscience to be addressed here are as follows. First, is omniscience best understood as maximal propositional knowledge along with maximal experiential knowledge? I argue that it is. Second, is it possible for God to be essentially omniscient? I argue that it is not.

According to all varieties of virtue reliabilism knowledge is always gained through the exercise of epistemic competences. These competences can be conceived as competences to form true beliefs, or as competences to know. I will present a short but decisive argument against the idea that knowledge is always gained through the exercise of competences to know. The competence to know isn’t necessary for gaining knowledge.

According to a popular view, privacy is a function of people not knowing or rationally believing some fact about you. But intuitively it seems possible for a perpetrator to violate your right to privacy without learning any facts about you. For example, it seems plausible to say that the US National Security Agency’s PRISM program violated, or could have violated, the privacy rights of the people whose information was collected, despite the fact that the NSA, for the most part, merely (...) collected information without examining it, and thus, for the most part, did not acquire knowledge about specific people. This pair of judgements creates the challenge of aligning one of the most popular accounts of what privacy is with a suitable account of the right to privacy. Call this the alignment challenge. -/- In this paper, I criticize two recent attempts to answer the alignment challenge: one based on risk, proposed by Björn Lundgren, and one based on modal robustness, proposed by Carissa Véliz. I then offer my preferred response, which I call the inquiry account. According to this account, the right to privacy protects against certain forms of inquiry. This account explains why there is a gap between what privacy is a what the right to privacy protects people against. Moreover, it explains why it is possible to violate someone’s right to privacy without obtaining knowledge. (shrink)

Reasons are not the same. Normative reasons need to be distinguished from non-normative reasons. Then, due to some considerations, we have to draw a distinction between explanatory reasons and motivating reasons. In this paper, I focus on a rather implicit assumption in drawing the explanatory-motivating distinction. Motivating reasons are mostly characterized as those reasons that the agent takes to be normative. This may imply that the agent always knows the reasons their motivating reasons. This I call the infallibility or transparency (...) assumption. This suggests that there is some sort of report condition on motivating reasons. In contrast, one may ask whether it is possible for the agent to be mistaken about what their motivating reasons are. I argue that we can distinguish motivating reasons and satisfy the motivations for the explanatory-motivating distinction without committing to this infallibility assumption. I briefly sketch a character-based approach to motivating reasons as an alternative. Next, I argue that, in addition to being important on its own, this account has implications for other debates. I illustrate this by mentioning cases such as recalcitrant actions as well as critically discussing one kind of counter-example presented against the guise of the good thesis. (shrink)

This paper compares Dewey's and Russell's views of "immediate knowledge." Dewey was perhaps mistaken in attributing to Russell the view that immediate sense data provide incorrigible foundations for knowledge. Russell's characterization of sensing plus attention as the most immediate knowing of which we have experience nevertheless remains a valid target of Dewey's criticisms. These two philosophers developed very different theories of logic and knowledge, language and experience. Given the reconstructed notions of experience and knowledge at the root of Dewey's logical (...) theory, referring to knowledge as immediate or nearly immediate constitutes a serious category mistake. (shrink)

This paper discusses an important puzzle about the semantics of indicative conditionals and deontic necessity modals (should, ought, etc.): the Miner Puzzle (Parfit, ms; Kolodny and MacFarlane, J Philos 107:115–143, 2010). Rejecting modus ponens for the indicative conditional, as others have proposed, seems to solve a version of the puzzle, but is actually orthogonal to the puzzle itself. In fact, I prove that the puzzle arises for a variety of sophisticated analyses of the truth-conditions of indicative conditionals. A comprehensive solution (...) requires rethinking the relationship between relevant information (what we know) and practical rankings of possibilities and actions (what to do). I argue that (i) relevant information determines whether considerations of value may be treated as reasons for actions that realize them and against actions that don’t, (ii) incorporating this normative fact requires a revision of the standard ordering semantics for weak (but not for strong) deontic necessity modals, and (iii) an off-the-shelf semantics for weak deontic necessity modals, due to von Fintel and Iatridou, which distinguishes “basic” and “higher-order” ordering sources, and interprets weak deontic necessity modals relative to both, is well-suited to this task. The prominence of normative considerations in our proposal suggests a more general methodological lesson: formal semantic analysis of natural language modals expressing normative concepts demands that close attention be paid to the nature of the underlying normative phenomena. (shrink)

We define a notion of the intelligence level of an idealized mechanical knowing agent. This is motivated by efforts within artificial intelligence research to define real-number intelligence levels of compli- cated intelligent systems. Our agents are more idealized, which allows us to define a much simpler measure of intelligence level for them. In short, we define the intelligence level of a mechanical knowing agent to be the supremum of the computable ordinals that have codes the agent knows to be codes (...) of computable ordinals. We prove that if one agent knows certain things about another agent, then the former necessarily has a higher intelligence level than the latter. This allows our intelligence no- tion to serve as a stepping stone to obtain results which, by themselves, are not stated in terms of our intelligence notion (results of potential in- terest even to readers totally skeptical that our notion correctly captures intelligence). As an application, we argue that these results comprise evidence against the possibility of intelligence explosion (that is, the no- tion that sufficiently intelligent machines will eventually be capable of designing even more intelligent machines, which can then design even more intelligent machines, and so on). (shrink)

In ‘Knowing What Things Look Like,’ I argued against the immediacy of visual objectual knowledge, i.e. visual knowledge that a thing is F, for an object category F, such as avocado, tree, desk, etc. Joseph Shieber proposes a challenging dilemma in reply. Either knowing what Fs look like requires having concepts such as looks or it doesn’t. Either way my argument fails. If knowing what Fs look like doesn’t require having such concepts, then he claims we can give (...) an immediacy-friendly anti-intellectualist account of knowing what Fs look like, one that I neglected. If it does require having such concepts, then knowledge of what Fs look like plays no important role in ordinary cases of knowing things to be F by their looks. I argue for several claims. First, Shieber's anti-intellectualist proposal fails for independent reasons. Second, I give reasons for thinking that knowing what Fs look like doesn't require having a general concept of looks, which lessens worries about nonhuman animals having such knowledge. Finally, I consider the possibility, important to Shieber's argument, that nonhuman animals are simply incapable of knowing what Fs look like. I argue the implications for human knowledge are far from clear. (shrink)

The excessive population growth leading to urbanization and, subsequent to it, urban sprawl, increases the size and number of urban settlements. Consequently, to fulfill the land needed for this expansion, humans encroach the public open areas, including highly crucial urban green spaces. Generally, any kind of greenness within the city, known as urban green spaces, benefits the ecosystem and the inhabitants. Hence, the green infrastructure, universally, should be preserved. Urban parks, specifically urban forest parks, serving as recreational green public spaces, (...) are beneficial for environmental issues and human’s mental and physical health, in other words, well-being, by enabling them to interact with nature. To appropriately preserve the urban forest parks, being aware of the motivational factors for the visitors have a key role. While the willingness factors vary amongst people, it is important to know whether different people can experience the same park diversely, which is almost attractive in terms of general park features. Hence, the study refers to the concept of sense of place, capable of turning spaces into the desired places, framing the users’ behavior and transmitting cultural meaning. Augmentation occurs using Information and Communication Technologies (ICTs) in urban environments. It can be as simple as telecommunication technologies or very complicated ones. With their everyday use in peoples’ lifestyles, they have penetrated humans’ real lives, fading away the border detaching the real world from the world of computer-mediated services. Nowadays, a holistic technological perspective dominates the urban areas rather than individual ICT projects, which can reshape people’s interaction with their surroundings. Hence, the ICT-enriched spaces result in augmented spaces that convey a sense of place, supporting meaning-making and behavior framing. With its recent definition, gamification, which is the process of making activities more game-like, is a sample of augmentation. While triggering motivation in the users, it can support inducing new behaviors or reshaping the existing ones. Currently, gamification is spread out to various domains, both in academia and amongst practitioners. However, while gamification may involve any type of content, it is called a serious game in the case of transmitting serious educational content besides being entertaining. They are able to engage the player with the education of a certain topic or enhancement of a specific skill. The recent covid-19 outbreak and consequent confinement periods affected people's everyday lifestyles. While suddenly, people lost the freedom of being outdoor, experiencing new places, and interacting with each other, the technology rescued them from such a phenomenon. Virtual environment served them as a mediator to be in the same place, interact, and experience their daily activities in a novel form. Additionally, gamification changed even the sense of their virtual places. This thesis aims to enrich the park visitors’ experience via entertainingly introducing the Atatürk urban forest park to them, accompanied with educational content, by means of a locative serious game. The game benefits from the public awareness reinforcement to serve urban green space preservation. It generates a sense of placeness in its in situ mobile version and desktop version, played remotely, to frame the players’ behavior for the sake of its aim. The thesis is divided into six chapters to achieve its intended aim: The first chapter, the introduction, describes the excessive population growth leading to urbanization and its subsequent, urban sprawl, which increases the size and number of urban settlements and decreases the area of highly crucial urban green spaces. Discussing the green infrastructure benefits, this part emphasizes the importance of its preservation. After a brief debate around the possible ways of this conservation, this chapter continues with the thesis's purpose, method, and content. The literature review part, located in the second and the third chapter, introduces the types, definitions, and the benefits of the urban green spaces, instanced as parks and urban forest parks. This chapter continues with a description of the park experience, followed by the concept of the sense of place. Augmentation and the use of ICTs for behavior framing are described, followed by the idea of gamification, serious games, related case studies, and software. Next, in the fourth chapter, the thesis continues with the research part. Firstly, it introduces the selected area, Atatürk Urban Forest Park, with its detailed fauna and flora information. Then, it proceeds with the game development part, introducing the operated 360° panoramic field photography with a smartphone and using 3dvista Virtual Tour PRO software as the game development tool to provide a locative serious game. For the evaluation of the developed game’s success, in the fifth chapter, the thesis conducts an online survey, including a Google form questionnaire, requested to be filled after the gameplay, focused on the remote version, inspired by the pandemic situation. Finally, in the last chapter, the thesis results are concluded, and the discussions around the future possibilities of the provided method and its capabilities are made to enlighten the field for further studies. (shrink)

Techne and Truth. The problem of techne in the dispute between Gorgias and Plato -/- The source of the problem matter of the book is the Plato’s dialogue „Gorgias”. One of the main subjects of the discussion carried out in this multi-aspect work is the issue of the art of rhetoric. In the dialogue the contemporary form of the art of rhetoric, represented by Gorgias, Polos and Callicles, is confronted with Plato’s proposal of rhetoric and concept of art (techne). The (...) ingenuous and dramatic structure of the dialogue composed of three acts, in each of which Socrates’ consecutive interlocutors emerge, is difficult to interpret. It seems, however, that even though the first conversation between Socrates and Gorgias constitutes a small part of the dialogue, it forms the foundations for the discussion. This part, dealing with such important issues as the subject of art, knowledge, power and relation between art and good, is the starting point for the conversations which follow. What do the differences between the Gorgias’ and Plato’s concepts of art consist in? Any attempt to answer the question requires presentation of the background for the discussion taking place in Plato’s work as well as the reconstruction of Gorgias’ vision of the art of rhetoric and art in general, defining the relation between art and knowledge. The latter may be undertaken on the basis of two paraphrases of the treatise “On Non-existence”, two epideictic speeches entitled “Helen” and “Palamedes” and some smaller fragments which have been preserved from Gorgias’ creative output. The treatise “On Non–existence”, very paradoxical in its philosophical meaning, testifies to new, sophistic thinking represented by Gorgias of Leontinoi. The treatise is the polemic and attack on Eleatism based on certain principles and methods elaborated by the Eleatics themselves. It also shows that Gorgias – using traditional Eleatic schemes – is opposed to this tradition. Even though the treatise does not discuss the problem of art directly, it anticipates the considerations from epideictic speeches. “Helen” and “Palamedes” constitute further stages in the development of Gorgias’ thought and concept of art combining typically epideictic elements with some philosophical convictions. Gorgias refers to the Eleatic theme considering the issues of truth, knowledge and belief, yet defining them in the empirical spirit. Solutions in the cognitive sphere determine the horizon of Gorgias’ rhetoric. The word is separated from the existence. Human cognition is limited and therefore the word and visual images affect the belief. This promotes the great importance of rhetoric, painting and sculpture, i.e. the areas which influence in a specific way – creating the “delusion” (ἀπάτη). Through idealization art provides pleasure, which is its objective. Therefore the task of art is to create delusion. The rhetor of Leontinoi discusses the issue of “how?” to use the word ‘rhetoric’. Gorgias is aware that rhetoric may be used to talk about what is unknown and that technical correctness of a rhetoric statement is not identical with the truthfulness of the proclaimed message. Mentioning it, Gorgias shows his respect to the truth as a value which should be respected in speech on the one hand, and on the other emphasizes that the truth in itself has no persuasive power. For this reason it is not enough to proclaim the truth, but, to convince the listeners, the orator should possess the skill of speaking. What is then the relation between truth and art emerging from epideictic speeches? Gorgias undoubtedly emphasizes the formal aspect of speech, as rhetoric is art, thus an ability based on certain principles. According to Gorgias, the truth is the value which should be respected in speeches. Rhetoric is able to create a fictive world, as a great range of reality remains outside direct human experience. Rhetoric does not oppose the truth but discussing not only what is directly given concerns the area outside the sphere of direct experience. This concept of rhetoric is the basis of the discussion about art carried out in the dialogue “Gorgias”. Even though the first of the discussions in the dialogue – the conversation between Socrates and Gorgias – is directly concerned with rhetoric itself, numerous remarks testify to its much wider character. This is best exemplified by the way of carrying out the conversation by Socrates, who, asking questions about rhetoric practised by Gorgias, throughout the whole conversation compares it with other skills. Additionally, the manner and the structure of the conversation prove that Plato considers the issue of rhetoric from a wider perspective determined by the issue of art. The specific feature of the conversation is ordering it around main issues – such notions as πρᾶγμα, ἐπιστήμη, δύναμις, each of which has its own meaning in Plato. In the first part of Gorgias Plato presents the principles previously occurring in other dialogues in a certain order, thus constructing the structure of the conversation with Gorgias. The notions are not novum in Plato but the fact that he clearly wants to systematise them and present a certain concept of art is a new and significant aspect. This tendency is of paramount importance for the discussion because Gorgias’ answers are evaluated by Plato from the perspective of this clearly set concept consisting of not only established notions but also certain principles. The discussion between Socrates and Gorgias introduces a theme which is crucial for the dialogue: the relation between art and good, i.e. the technical and ethical spheres. The issue is introduced by Gorgias, who mentions that rhetoric may be used for evil purposes. On this basis Socrates proves that if rhetoricians can use rhetoric for evil purposes, they have no knowledge concerning the subject of their art – justice, because one who knows what is just, always acts justly. Thus the relation between the technical and ethical spheres transpires to be the main point of contention. The question is whether a technician following the principles of the art he practices may act against good. This paradoxical statement based on the well-known Socrates’ principle "nemo sua sponte peccat" acquires philosophical foundations in the dialogue. In its remaining two parts Plato presents a justification, placing the principle within the framework of a certain concept of art, as a result of which not only rhetoric but also many other skills are criticised. The notions on which the conversation with Gorgias focuses are more precisely defined in the subsequent parts of the dialogue. Additionally, Plato presents twice the conditions which art should fulfill. They oblige the “technicians” to know the nature and purpose of the art and to know the causes of undertaken activities and to be able to justify them. These conditions determine the relation between the two spheres – technical and ethical. According to Plato, art may not act against good because it should be the objective of its activities. Certain concepts of good and knowledge outlined in the dialogue are the guarantees of “technicality”. Good, which should be respected by every art, is understood objectively and is contrasted with subjective pleasure. Knowledge, which should be the basis of art, opposes experience, which uses observation and recollection. Additionally, the definition of knowledge, significance of order in the world assuming the form of “geometrical equality”, significance of mathematics becoming the ideal of exactness indicate that Plato’s concept of knowledge is formed in Gorgias. These conclusions render it impossible that the results of any activity deserving the name of art should oppose good. And this is Plato’s main reproach of Gorgias’ concept, who wrote about false speeches possessing the power of conviction because they were written according to the principles proof of art or who defined tragedy as “a deceit, where he who cheats is more just than he who does not and the cheated is wiser than he who was not cheated”. Such determination of the relation between the technical and ethical sphere resulted from Gorgias’ concept of the world and fundamental philosophical principles. The whole concept of art described by Plato in the dialogue opposes the view presented by Gorgias. According to Plato, every technical activity has a defined object (ἔργον), is based on knowledge (ἐπιστήμη) and is always aimed at the good of human soul or body. The danger revealed and presented in the dialogue by Plato exists in the very concept of art presented by Gorgias, i.e. in its empirical foundations and the resulting understanding of the relation between art and good. Gorgias’ concept of art based on empirical cognition, which concerns the world of phenomena and rejects the possibility of perfect knowledge, leads, according to Plato, to a dangerous falsification of the relation between art and good. Plato proves that this weakness of Gorgias’ concept is revealed when confronted with these representatives of “the magnificent art” who are not protected against radicalism by the adherence to the moral tradition. The comparison of two, completely contrasting concepts of art based on different philosophical understanding of knowledge and good is decisive for the criticism of rhetoric in Gorgias. The concept presented by Plato criticises contemporary rhetoric and sophistry but determines the direction of research of the real art of rhetoric. (shrink)

There is significant controversy over whether patients have a ‘right not to know’ information relevant to their health. Some arguments for limiting such a right appeal to potential burdens on others that a patient’s avoidable ignorance might generate. This paper develops this argument by extending it to cases where refusal of relevant information may generate greater demands on a publicly funded healthcare system. In such cases, patients may have an ‘obligation to know’. However, we cannot infer from the (...) fact that a patient has an obligation to know that she does not also have a right not to know. The right not to know is held against medical professionals at a formal institutional level. We have reason to protect patients’ control over the information that they receive, even if in individual instances patients exercise this control in ways that violate obligations. (shrink)

In this commentary, I will consider the implications of the argument made by Christopher Stratman (2020) in ‘Ectogestation and the Problem of Abortion’. Clearly, the possibility of ectogestation will have some effect on the ethical debate on abortion. However, I have become increasingly sceptical that the possibility of ectogestation will transform the problem of abortion. Here, I outline some of my reasons to justify this scepticism. First, that virtually everything we already know about unintended pregnancies, abortion and (...) adoption does not prima facie support the assumption that a large shift to ectogestation would occur. Moreover, if ectogestation does not lead to significant restrictions to abortion then there is unlikely to be any radical transformation of the practice of abortion. Second, abortion is already associated with stigma and so the presence of ectogestation would need to create additional stigma to modify behaviour. Finally, I argue that ectogestation shifts the debate away from the fetus to the human subject of the artificial womb—the gestateling. Therefore, creating a new category of killing—gestaticide—and this would only reorient the debate rather than end it. (shrink)

Two stories have dominated the historiography of early modern philosophy: one in which a seventeenth century Age of Reason spawned the Enlightenment, and another in which a skeptical crisis cast a shadow over subsequent philosophy, resulting in ever narrower "limits to knowledge." I combine certain elements common to both into a third narrative, one that begins by taking seriously seventeenth-century conceptions of the topics and methods central to the rise of a "new" philosophy. In this revisionist story, differing approaches to (...) the central subject matter of early modern metaphysics--knowledge of substances through their essences and causal powers--arise as a result of disagreements about the powers of the human cognitive faculties. Methodological writings are seen as attempts to direct readers in the proper use of their cognitive faculties. The early modern rejection of the Aristotelian theory of cognition ranks equally in importance with rejection of Aristotelian doctrines about nature. Skepticism is more often than not a tool to be used in teaching the reader the proper use of the cognitive faculties, or indeed in convincing the reader of the existence or inexistence of certain cognitive faculties or powers. Instead of early modern "epistemology" or "theory of knowledge," one speaks, with seventeenth century writers, of theories of the cognitive faculties and their implications for the possibility of human knowledge. The early modern rejection of Aristotelian logic can then be seen as reflecting a negative assessment about the fit between syllogistic reasoning and logic as an art of reasoning or thinking which refines the use of the cognitive faculties. -/- Central to this new historiography is the story of the relation between the intellect and senses as cognitive faculties or powers. The development of philosophy from Descartes to Kant can be portrayed as a series of claims about the power of the intellect to know the essences of things, with resulting consequences for ontology and the foundations of natural philosophy. I illustrate this revised narrative by comparing three conceptions of the intellect in three philosophical settings, provided by several late scholastic Aristotelians, Descartes, and Locke. I have two aims: first, to exhibit the central role played by the conception of intellect or understanding in these authors, and, second, to locate their discussions of the cognitive faculties in relation to recent understandings of psychology, epistemology, logic, mind, and their relations. Early modern writings do not easily fit into the modern categories of epistemology and psychology; more generally, the early modern concern with the workings of mind does not coincide with recent conceptions of naturalism. These findings can help us to see problems with our current categories. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, (...) global warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. The revolution we require would put problems of living at the heart of the academic enterprise, the pursuit of knowledge emerging out of, and feeding back into, the fundamental intellectual activity of proposing and critically assessing possible actions, policies, political programmes, from the standpoint of their capacity to help solve problems of living. This revolution would affect almost every branch and aspect of academic inquiry. (shrink)

There is an apparent tension in Shepherd’s accounts of space and time. Firstly, Shepherd explicitly claims that we know that the space and time of the unperceived world exist because they cause our phenomenal experience of them. Secondly, Shepherd emphasizes that empty space and time do not have the power to effect any change in the world. My proposal is that for Shepherd time has exactly one causal power: to provide for the continued existence of self-same or changing objects. (...) Because Shepherd takes causation to be a relation whereby two objects combine to form a third, their effect, whenever we perceive a continually existing object, since time is a proper part of such objects, our perception of time is caused by time itself. Likewise, space’s causal power is to provide for the possibility of the motion or rest of objects, and so when we perceive objects with space as a proper part, we come into causal contact with space. (shrink)

Many arguments have been made against gene editing. This paper addresses the commonly invoked argument that gene editing violates human dignity and is ultimately a subversion of human nature. There are several drawbacks to this argument. Above all, the concept of what human dignity means is unclear. It is not possible to condemn a practice that violates human dignity if we do not know exactly what is being violated. The argument’s entire reasoning is thus undermined. Analyses of the arguments (...) involved in this discussion have often led to the conclusion that gene editing contravenes the principle of genetic identity (genetic immutability) thereby subverting a requisite of human dignity and ultimately threatening human nature. This paper refutes these arguments and shows that any opposition to gene editing cannot rely on the human dignity argument. (shrink)

The centerpiece of the scientific study of consciousness is the search for the neural correlates of consciousness. Yet science is typically interested not only in discovering correlations, but also – and more deeply – in explaining them. When faced with a correlation between two phenomena in nature, we typically want to know why they correlate. The purpose of this chapter is twofold. The first half attempts to lay out the various possible explanations of the correlation between consciousness and its (...) neural correlate – to provide a sort of “menu” of options from which we probably would ultimately have to choose. The second half raises considerations suggesting that, under certain reasonable assumptions, the choice among these various options may be in principle underdetermined by the relevant scientific evidence. (shrink)

Many epistemologists call themselves ‘fallibilists’. But many philosophers of language hold that the meaning of epistemic usages of ‘possible’ ensures a close knowledge- possibility link : a subject’s utterance of ‘it’s possible that not-p’ is true only if the subject does not know that p. This seems to suggest that whatever the core insight behind fallibilism is, it can’t be that a subject could have knowledge which is, for them, possibly false. I argue that, on the contrary, subjects (...) can have such possibly false knowledge. My ultimate aim, then, is to vindicate a very robust form of fallibilism. Uniquely, however, the account I offer does this while also allowing that concessive knowledge attributions – sentences of the form “I know that p, but it’s possible that not-p” – are not only infelicitous but actually false whenever uttered. The account predicts this result without conceding KPL. I argue that my account has the resources to explain some related cases for which the KPL account yields the wrong predictions. Taken as a whole, the linguistic data not only do not support the proposal that subjects cannot have possibly false knowledge, but indeed positively favor the proposal that they can. (shrink)

In the aftermath of Gettier’s examples, knowledge came to be thought of as what you would have if in addition to a true belief and your favorite epistemic goody, such as justifiedness, you also were ungettiered, and the theory of knowledge was frequently equated, especially by its detractors, with the project of pinning down that extra bit. It would follow that knowledge contributes something distinctive that makes it indispensable in our pantheon of epistemic concepts only if avoiding gettierization has a (...) value that can be explained without presupposing the value of knowledge. Tracking-type knowledge has a value that no other logically possible conditions on true belief does. As an Evolutionarily Stable Strategy it preserves appropriate belief states through time and changing circumstances. If we characterize gettierization through the concept of relevance matching, then we see that avoiding gettierization has a value independent of that of knowledge, namely, understanding, and that it is unnecessary to add a clause to the tracking conditions to make them suppress gettierization directly, though fallibly. The bright line of value is between gettierization avoidance and understanding on the one hand and knowledge on the other, and so should be the bright line defining concepts. The concept of relevance matching is key to a definition of what it is to understand why p is true, as opposed merely to knowing that p is true. Perfect tracking implies perfect relevance matching, so knowledge and understanding are intimately connected but understanding also requires that one own states that accomplish the relevance matching rather than achieving it vicariously. The theory of understanding based on relevance matching implies that understanding requires appreciation of not only p but its connections to other matters, and explains how it is possible to know that p is true without understanding why. The view implies that understanding is literally simulation, and is suggestive about understanding other minds. (shrink)

Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a blatantly obvious way, those (...) institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

Previously it was found that the Thing is both One Thing and another Thing at the same time. The Understanding rejects such a contradiction but Reason accepts what comes before it and allows the necessity in thought to proceed to its own conclusion. The attempt to maintain distinctions such as essential vs. unessential, singleness vs. universality, etc. may appeal to what is called ‘ordinary common sense,’ but it can now be seen that they are really only abstractions from the actual (...) truth that constitutes the entirety of perceptual consciousness. Those who do not have the presence of mind to rise above the being of the material of sense may proudly assert what they consider to be real and solid, while in truth it is only the play of abstractions that they deal with, so that such boasting is poorest where it fancies itself to be the richest. Rather than apprehending Truth, such an attitude sets itself against the Truth by calling it mere thought, ‘only in the mind’, etc. It is not possible for them to engage in scientific philosophy in which one result proceeds from another by rational necessity because they think that convincing by argument (holding one side against the other) is the natural process for winning Truth. But this is the definition of sophistry, directly the opposite of scientific philosophy in which Truth unveils itself by the rational necessity of its own dialectical development. In fact, Philosophy does also deal with mental entities but at the same time it recognizes thought as the pure essentiality that it is. It is the ignorance of our ‘scientific age’ that we neither appreciate, understand or even know how to comprehend the origin and nature of thought which is so fundamentally essential to human culture. Those who are the most neglectful of such knowledge are at the same time those who most vehemently propound sensuous materialism in the name of realism and seek to annul the place of thought altogether, thus sapping Truth of its own essence. Perceptual understanding holds on to mere abstract fixed essentialities without comprehending their specific determinations, i.e. it apprehends concepts as simple familiarities and therefore does not penetrate into the actual determinateness that constitutes such concepts. In that way it fails to master them; rather such abstract essentialities become the master of this understanding, constraining it to an endless bondage in opposing dualities. By holding on to only one determinateness as truth in opposition to its other and then turning to the opposite one (e.g., as we find in Kant’s antinomies) the ultimate unessentiality of both is established, yet it ignores this fact. What perceptual consciousness should do is accept the unessentiality of both sides and thereby recognize the sublimation of these opposing elements in a higher unity. Instead of doing that, however, it resorts to the in so far as and thus leads itself into abstractions and untruth. (shrink)

My aim in this paper is to give a philosophical analysis of the relationship between contingently available technology and the knowledge that it makes possible. My concern is with what specific subjects can know in practice, given their particular conditions, especially available technology, rather than what can be known “in principle” by a hypothetical entity like Laplace’s Demon. The argument has two parts. In the first, I’ll construct a novel account of epistemic possibility that incorporates two pragmatic conditions: (...) responsibility and practicability. For example, whether subjects can gain knowledge depends in some circumstances on whether they have the capability of gathering relevant evidence. In turn, the possibility of undertaking such investigative activities depends in part on factors like ethical constraints, economical realities, and available technology. In the second part of the paper, I’ll introduce “technological possibility” to analyze the set of actions made possible by available technology. To help motivate the problem and later test my proposal, I’ll focus on a specific historical case, one of the earliest uses of digital electronic computers in a scientific investigation. I conclude that the epistemic possibility of gaining access to scientific knowledge about certain subjects depends (in some cases) on the technological possibility for making responsible investigations. (shrink)

What is curiosity? An attractive option is that it is a desire to know. This analysis has been recently challenged by what I call interrogativism, the view that inquiring attitudes such as curiosity have questions rather than propositions as contents. In this paper, I defend the desire-to-know view, and make three contributions to the debate. First, I refine the view in a way that avoids the problems of its simplest version. Second, I present a new argument for the (...) desire-to-know view that focuses on ascriptions of the form ‘S is curious to φ’, which, despite their prevalence, have been ignored in the literature. Third, I examine the central motivation for interrogativism—the argument from metacognition, according to which animals can be curious yet do not have the metacognitive capacities required by desires to know—and argue that it rests on questionable assumptions about desires and attitude ascriptions. (shrink)

Two great problems of learning confront humanity: learning about the universe, and about ourselves and other living things as a part of the universe; and learning how to create a good, civilized, enlightened, wise world. We have solved the first great problem of learning – we did that when we created modern science and technology in the 17th century. But we have not yet solved the second one. That combination of solving the first problem, failing to solve the second one, (...) is very, very, dangerous. Almost all our current global problems have arisen as a result. Modern science and technology immensely increase our powers to act (for some of us), but not our power to act wisely. Modern science and technology lead to modern industry, modern agriculture, travel, medicine, hygiene and armaments, and these in turn lead to much that is of benefit, but also to all our current global problems: population growth, habitat destruction, loss of wild life, mass extinction of species, lethal modern war, the menace of nuclear weapons, pollution of earth, sea and air, antibiotic resistance, degradation of democracy facilitated by the internet and, most serious of all, the climate crisis. Now that we have modern science and technology, wisdom has become, not a private luxury, but a public necessity. But how is it to be achieved? Here is the solution. We can learn from the solution to the first great problem of learning how to solve the second one. That was the basic idea of the 18th century Enlightenment, but in implementing it, the philosophes of the Enlightenment blundered. They got the progress-achieving methods of science wrong; they failed to generalize them properly; and they applied them, not to social life but to creating social science. Their mistakes are still built into academia today. In order to learn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge – wisdom being the capacity, active endeavour and desire to realize what is of value in life for oneself and others, wisdom thus including knowledge and technological know-how, but much else besides. The outcome of the revolution we need would be universities radically transformed, so that they become rationally and actively devoted to helping people solve problems of living, including global problems, thus making progress to as good, civilized, enlightened a world as possible. (shrink)

At present universities are devoted to the acquisition of specialized knowledge and technological know-how. They fail to do what they most need to do: help the public acquire a good understanding of what our problems are, what needs to be done to solve them. Universities do not even conceive of their task in that way. The result is that the public, by and large, fails to appreciate just how serious the problems that face us are, and so fails to (...) put pressure on governments to act in the ways that are required. -/- Modern science and technology make possible modern industry and agriculture, modern power production and travel, modern hygiene and medicine, modern armaments: these in turn have led to much that is of great benefit, but also to the global problems that threaten our future. Science divorced from the capacity to solve problems of living wisely is a disaster. It is that disaster that academia, as at present constituted, is designed to produce – and has produced: the modern world. We have to learn how to solve the grave global problems that confront us. That in turn requires that our institutions of learning – our schools and universities – are designed and devoted to the job. At present they are not. In giving priority to the pursuit of knowledge, they fail to do what most needs to be done and, even worse, are the source of our problems. It is absolutely vital, for the future of humanity, that universities are transformed radically so that they give absolute priority to the all-important task of helping the public come to understand what our problems are, and what we need to do about them. And as a result get governments to act. -/- The book demonstrates that universities as at present constituted violate reason and, as a result, betray humanity. Cure universities of their structural irrationality, and they would come actively to promote actions required to solve global problems, and help humanity make progress toward a better world. The book spells out in detail the changes that need to be made to academic inquiry, why they need to be made, and how they would enable universities to empower humanity to solve current global problems. (shrink)

We can only know what determines us as being and by the fact that it determines us as being. Our knowledge is therefore logically limited to what determines us as being. Since representation is defined as the act that makes knowledge dicible, our representation is logically limited to what dynamically determines us as being. Our representation is included in our becoming. Nothing that we represent, no infinite, can exceed the mere necessity of our becoming. The world, my physical being (...) and my consciousness are subsumed by the necessity of my becoming. We know nothing but “we become” To the question "Is there anything else to know?" we can give no logical answer -/- Summary: Reality is pure logical interdependence, immanent, formless, unspeakable. Logos is a principle of order in this interdependence. Individuation is the necessary asymptote of any instance of the Logos. Each knowing subject is Individuation, a mode of order among infinites of infinites of possible modes of order. Everything that appears to the subject as Existing participates in his Individuation. This convergence into Individuation defines a perspective that gives meaning. The subject is representation. It is in this representation that exist the subject, objects and laws of the world. Without subject there are no objects, no laws, no framework. The representation is not isomorphism but morphogenesis. The physical world and the Spirit have the same logical nature: they are categories of representation. The representation is animated because meaning is an Act. Representation is limited by a horizon of meaning. Below this horizon the subject represents the universe and itself. Beyond this horizon there is no prevailing space, time or form. The predicate expresses, below the horizon of meaning, a necessity whose source is beyond this horizon, unfathomable. The OK is neither materialism nor idealism and frees itself from any psychological preconceptions. The OK does not propose an "other reality" than that described by common sense or science, but another mode of representation. The OK is compatible with the current state of science, while offering new interpretive avenues. The OK differs from ontic structural realism (OSR) in various ways: Just like being, the relationship is representation, The knowing subject is present in any representation, the real is non-founded. (shrink)

Intellectual history still quite commonly distinguishes between the episode we know as the Scientific Revolution, and its successor era, the Enlightenment, in terms of the calculatory and quantifying zeal of the former—the age of mechanics—and the rather scientifically lackadaisical mood of the latter, more concerned with freedom, public space and aesthetics. It is possible to challenge this distinction in a variety of ways, but the approach I examine here, in which the focus on an emerging scientific field or cluster (...) of disciplines—the ‘life sciences’, particularly natural history, medicine, and physiology —is, not Romantically anti-scientific, but resolutely anti-mathematical. Diderot bluntly states, in his Thoughts on the interpretation of nature, that “We are on the verge of a great revolution in the sciences. Given the taste people seem to have for morals, belles-lettres, the history of nature and experimental physics, I dare say that before a hundred years, there will not be more than three great geometricians remaining in Europe. The science will stop short where the Bernoullis, the Eulers, the Maupertuis, the Clairauts, the Fontaines and the D’Alemberts will have left it.... We will not go beyond.” Similarly, Buffon in the first discourse of his Histoire naturelle speaks of the “over-reliance on mathematical sciences,” given that mathematical truths are merely “definitional” and “demonstrative,” and thereby “abstract, intellectual and arbitrary.” Earlier in the Thoughts, Diderot judges “the thing of the mathematician” to have “as little existence in nature as that of the gambler.” Significantly, this attitude—taken by great scientists who also translated Newton or wrote careful papers on probability theory, as well as by others such as Mandeville—participates in the effort to conceptualize what we might call a new ontology for the emerging life sciences, very different from both the ‘iatromechanism’ and the ‘animism’ of earlier generations, which either failed to account for specifically living, goal-directed features of organisms, or accounted for them in supernaturalistic terms by appealing to an ‘anima’ as explanatory principle. Anti-mathematicism here is then a key component of a naturalistic, open-ended project to give a successful reductionist model of explanation in ‘natural history’, a model which is no more vitalist than it is materialist—but which is fairly far removed from early modern mechanism. (shrink)

Linguistics of saying studies language in its birth. Language is the mental activity executed by speaking subjects. Linguistics of saying consists in analyzing speech acts as the result of an act of knowing. Speaking subjects speak because they have something to say. Tthey say because they define themselves before the circumstance they are in. And this is possible because they are able to know. Speaking, then, is speaking, saying and knowing. In this sense there is a progressive determination. Knowing (...) makes possible saying, and saying determines speaking, or, in other words: speaking involves saying and knowing, and saying involves knowing. The problem thus is to determine the meaningful intentional purpose of the individual speaker to say something in every speech act. (shrink)

For the German philosopher Martin Heidegger man in the contemporary age is living an inauthentic life. This inauthenticity he accounts for man’s misrelating to the world, that is, of things and other men. He sees this misrelating as a threat to man’s existence, that, if not given immediate attention leading towards a resolution, man is to perish together with his history. This inauthenticity that he speaks of is grounded in a forgetting, that is, the forgetting of being. But what is (...) being? In its basic linguistic formulation it is understood as that which is, has existence and not nothing. Man is a being and so are things, and in this fundamental structure he can relate, make sense and know. And yet this definition does not capture its essence for it can easily be assigned to anything as long as it is, thus it can be reduced to a mere entity, but being is more than mere existence in space and time. Heidegger understands being to be that which gives significance or meaningful presence to things and men, that they are as they are is because of their being. Man is always attuned to being, of his own being and that of others. He is able to understand because it is being that which grants knowing, just as a book is a book or man is a man, it is because being gives to them their designation, so there is a relationship made possible by an encounter between beings, that they be known and understood there is harmonious relationship to develop. This is conditioned by a primordial understanding, of man having not yet forgotten, he understands things and other men unto their being.
But everyday man is surrounded with entities, himself being one, and this made him grow familiar with them. This familiarity turned man’s attitude towards a neglect, that is, since he thinks that he already knows their being, it no longer becomes a matter of continuously knowing and understanding them, but instead it happens that there is a taking for granted. The familiarity leads man to take beings for granted unto their essence, thus he forgets and no longer knows, worst is that man will not even know that he no longer knows, that he no longer remembers. Man lives in a state of oblivion. He relates to entities as if he understands them in their being, but is not. This is evident in a chaotic epoch that man is now situated.
A clear example of this situation is man’s abuse of the environment and its resources. Man is here seen as a mindless consumer who views the environment as a reserve where goods are stocked, waiting and ready for consumption. He challenges the environment to give up all of that she has in order to provide reaching to a point even when it is no longer necessary, but because of man’s disorientation, that in turn made him selfish, he could no longer resist and just keeps going. These resulted to the natural resources now running dry and that sooner it could no longer provide. Man endangers his world and himself, of this situation he is blind. Global warming and other environmental calamities are results of these abuses. If man is to save himself, he must find a way to retrieve his original understanding of being, that is, of himself and others. An effort towards a re-establishing of the fundamental relation must be attempted. The researcher gives a proposal as to how a retrieve is to be accomplished, and that is through the asking of the fundamental question, that is, of “Why are there beings at all instead of nothing?”
This question is no ordinary question, and the researcher makes the contention that the asking of the question develops to a pragmatic resolution of the problem where from the forgetfulness of being, even before making the attempt that it be recalled, the question is first to be asked in order to ground any other future questioning, and in order to establish a solid basis for declaring the retrieve of being as necessary and critical for man’s survival. Here the researcher inquires if there be still a possibility for a retrieve, and if there is, how will man proceed with such a possibility.
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This article is devoted to the topical aspects of the transformation of society, science, and man in the context of E. László’s work «Macroshift». The author offers his own attempt to consider the attributes of macroshift and then use these attributes to operationalize further analysis, highlighting three essential elements: the world has come to a situation of technological indistinguishability between the natural and the artificial, to machines that know everything about humans. Antiquity aspired to beauty and saw beauty in (...) realistic art, but technology made indistinguishability possible, bringing the risks of deepfakes and post-truth. Following J. Bernal’s logic, the author distinguishes between different types of the future, comparing them with the Kantian triad of ethical questions: (1) What can we know? (2) What should we do? (3) What can I hope for? Under these conditions, the fact that technology has become a real tool of geopolitics is no longer just a matter for discussion, but a subject of deep philosophical consideration. AI is becoming not only an opportunity, but also a threat, on a scale that has never been seen before in our civilizational history. Therefore, the former, linear development of science gives way to nonlinearity. Society in the macroshift will be radically transformed, and the author identifies five main transformations of the current macroshift. The post-nonclassical approach in the analysis of scenarios for modeling the future, both accidentally possible and preferred, is becoming the most important tool of futurology and prognostics. The author describes the future around five social trends that will determine the economy and society of the coming decades. In addition, opportunities for the future development of science are proposed, subject to significant penetration of AI technologies. These technologies will have a fundamental impact on all aspects of our society, economy, and human existence. (shrink)

This is a response to a Symposium on Phenomenology and Scripture. In examining a move from phenomenology to scripture, this symposium does not address all possible readers; it addresses a specific readership, for a specific reason, and within the framework of specific assumptions. By way of response, I want first to identify a few features of what I take to be the symposium’s specific address or context. Then, I will comment on what messages I believe the authors have delivered to (...) this context. The symposium specifically addresses those who participate willy nilly in the transcendental project of modern philosophy and of modern northern Europe. In that project, knowing, as noesis, means intentionality: its subject or agent is ultimately reducible to the unity of apperception; and its object— noema—is the object of the ego’s intentional knowing—the thematized object. It appears, furthermore, that the symposium identifies phenomenology not only with the species of Husserlian philosophy, but also with the broader genus of all efforts, from Descartes to Kant to Hegel to Husserl to Heidegger, to identify philosophy with an effort to frame the a priori conditions for, or the possibility of, knowing what we would know: from self to world to being itself—or to God. (shrink)

According to a perhaps naive, but still dominant positivistic view of science, scientific knowledge is the only reliable knowledge. It is reliable because it is objective. It derives its objectivity from the objectivity of observation made by a detached observer. The way in which empirical scientists look at the world is sometimes described as “scientific attitude.” In order to be objective observers, scientists must be indifferent, disinterested, neutral and impartial. Personal opinions or preferences have to be suspended. No subjective elements (...) are allowed to intrude. Science is believed to be reliable if it is based on objective and verifiable observational statements which can be transmitted into laws and theories. The spectacular achievements of natural science and technology in today’s world appear to support the belief in the objectivity, reliability, and even supremacy of scientific knowledge. But is this view truly justified? Does science offer the best possible route to reliable knowledge, not only of natural but also of social phenomena? Should pre-scientific forms of knowledge, such as ethics, be seen as a matter of individual preferences or subjective emotions, and therefore be disregarded as knowledge? Before I attempt to answer these questions, I shall address the issue of objectivity in science. I believe that the understanding of this issue will help us to evaluate rightly the scientific claim to know and to assess the place of science among other forms of knowledge. (shrink)

In the process of scientific discovery, knowledge ampliation is pursued by means of non-deductive inferences. When ampliative reasoning is performed, probabilities cannot be assigned objectively. One of the reasons is that we face the problem of the unconceived alternatives: we are unable to explore the space of all the possible alternatives to a given hypothesis, because we do not know how this space is shaped. So, if we want to adequately account for the process of knowledge ampliation, we need (...) to develop an account of the process of scientific discovery which is not exclusively based on probability calculus. We argue that the analytic view of the method of science advocated by Cellucci is interestingly suited to this goal, since it rests on the concept of plausibility. In this perspective, in order to account for how probabilities are in fact assigned in uncertain contexts and knowledge ampliation is really pursued, we have to take into account plausibility-based considerations. (shrink)

Is it possible to know anything about life we have not yet encountered? We know of only one example of life: our own. Given this, many scientists are inclined to doubt that any principles of Earth’s biology will generalize to other worlds in which life might exist. Let’s call this the “N = 1 problem.” By comparison, we expect the principles of geometry, mechanics, and chemistry would generalize. Interestingly, each of these has predictable consequences when applied to biology. (...) The surface-to-volume property of geometry, for example, limits the size of unassisted cells in a given medium. This effect is real, precise, universal, and predictive. Furthermore, there are basic problems all life must solve if it is to persist, such as resistance to radiation, faithful inheritance, and energy regulation. If these universal problems have a limited set of possible solutions, some common outcomes must consistently emerge. In this chapter, I discuss the N = 1 problem, its implications, and my response (Mariscal 2014). I hold that our current knowledge of biology can justify believing certain generalizations as holding for life anywhere. Life on Earth may be our only example of life, but this is only a reason to be cautious in our approach to life in the universe, not a reason to give up altogether. In my account, a candidate biological generalization is assessed by the assumptions it makes. A claim is accepted only if its justification includes principles of evolution, but no contingent facts of life on Earth. (shrink)

We contest the unsubstantiated assumption of both materialists and non-materialist that the ontological status they propose applies to all humans and that the competing claim is false for all - ie we reject both the claim of non-materialists that all humans share the same fundamental aspect of having a "non-material consciousness" (nmc), as well as the contrasting claim of materialists that none do (being fully material as according to eliminative materialists/reductive physicalists etc). Instead, the basic proposition of this paper, (...) our ‘ontological conecture’ (OC) - an updated version of our 1998 website article “Mindless Materialists” - is that the central tenets of proponents on both sides are true, but only regarding themselves. A signature feature of nmc is that brains associated to it are capable of knowing of its existence directly, and as a corollary we would propose that if a sophisticated brain does not know it is associated to nmc then most likely this is because it is in fact not so associated. Thus, in accordance with our OC we will consider a brain’s statements on this issue (that it does or does not possess nmc) as not merely its ‘philosophical position’ but as an authoritative statement, a reflection of an ontological fact. Furthermore, we propose that only those who possess nmc are capable of understanding what it is, so that although they are well-qualified to know directly that they themselves possess it, in contrast those who lack nmc and possess only material consciousness (mc) cannot even comprehend what non-materiality means - they will understandably tend to consider it a non-existent absurdity, which contention would be quite correct in a purely-material reality, such as they effectively inhabit. -/- Terminology reflecting ontological status: Since according to our OC those brains which categorize themselves as non-materialists are presumed to indeed be associated to nmc, for usefulness in phraseology we’ll refer to people whose brain is so associated as being nmc’s (not merely “espousing nmc”). Materialists say they are conscious but that theirs is a material consciousness (abbrev: “mc”) , and since according to our OC we accept this self-determination we will refer to them as being “mc’s” or being materialist (not merely “espousing materialism”). -/- Are materialists mindless or are non-materialists delusional? Notoriously, it is impossible to prove that one possesses nmc (which is a sort of corollary to the fact that it is directly self-known) - being non-material, nmc cannot be detected via the scientific method. However just as those with nmc cannot prove they possess it so too one cannot prove or determine via measurement that materialists do not possess it. Nevertheless we feel that our OC is the simplest solution to the conundrum of how there are materialists if a brain can directly sense its associated nmc. In sum, although of course it is impossible to prove that any particular person possesses or lacks nmc, given all the above our OC considers - as stated by the title of this paper - a brain’s self-identification as "materialist" or “non-materialist” (dualist, panpsychist, idealist etc) as reflecting the absence or presence of an associated real non-material awareness/consciousness, rather than merely as a statement of a philosophical stance. An alternative solution is implicit in the above - that all humans possess nmc just that materialists are those whose brains lack the awareness of theirs, or that the brain-aspect which communicates to others has no access to it. -/- Towards developing more constructive dialogue between mc’s/nmc’s, and greater self-confidence and independence among nmc’s in the face of materialist dominance of the intellectual-climate: A large part of the overall paper is devoted to not just pointing out the futility of communication of the sort usually engaged in - ie based on the erroneous underlying assumption that both sides of the debate are ontologically the same - but also suggesting ways to make the debate less frustrating by a recognition of the OC. Greater clarity in discussions can be achieved partly via a deeper understanding of the different meanings the same term might have to nmc’s/mc’s and suggestions relevant the construction of a sort of translation algorithm to utilize in discussions (as a simple example, substituting ‘higher-level cognitive material brain-processes’ for ‘mind’ when that term is used by an mc); by the frank statement by nmc’s engaged in dialogue with mc’s that the existence of nmc is not up for discussion; by learning how the existence of our nmc colors the meaning we give to certain terms in ways we were not aware of, meanings which are absent for mc’s; and in general via the recognition by the nmc that the dialogue is with a person lacking nmc. -/- Perhaps materialists are right: In the interest of ‘reciprocity’, the paper also offers an alternative/opposing view to the central proposition, to the effect that the materialist claim is correct, and it is a defect of brain wiring or structure which is the source of an active illusion of "self-awareness" underlying the philosophical claims of non-materialists. A prospective source of this illusion is offered - an analog of the sense of presence experienced during ‘sleep paralysis’. (shrink)

When travelling to a new city, we acquire knowledge about its physical terrain, directions, historical facts and aesthetic features. Engaging in tourism practices, such as guided walking tours, provides experiences of a city that are necessarily mediated and partial. This has led scholars in tourism studies, and more recently in philosophy, to question the epistemological value of city tours, critiquingthem as passive, lacking in autonomous agency, and providing misrepresentative experiences of the city. In response, we argue that the mediated and (...) partial knowledge of a city acquired through city tours is not epistemologically disvaluable. Although city tours involve the transmission of testimonial knowledge, this does not necessarily render tourists as passive and non-autonomous. Instead,tourists have the potential to participate in the generation of their knowledge actively. Moreover, we argue that city tours also provide a tourist with valuable ‘objectual’ knowledge of a city, whichhas the potential to be first-personal and active, and does not necessarily misrepresent the city’s identity. This type of knowledge is valuable both for tourists as credible epistemic agents, and for the city itself, as the knowledge generated by the tour can facilitate an accurate representation of the city and promote social transformation. We conclude by highlighting four further epistemic and ethical implications of our argument. (shrink)

Church and Fitch have argued that from the verificationationist thesis “for every proposition, if this proposition is true, then it is possible to know it” we can derive that for every truth there is someone who knows that truth. Moreover, Humberstone has shown that from the latter proposition we can derive that someone knows every truth, hence that there is an omniscient being. In his article “Omnificence”, John Bigelow adapted these arguments in order to argue that from the assumption (...) "every contingent proposition is such that if it is true something brought it about that it is true" we can derive that there is an omnificent being: a being that brings it about that every true contingent proposition is true. In my reply to his article, I show that Bigelow’s argument is flawed because there is some formal property that the knowledge operator has but that the bringing about operator lacks. This is the property of distributing over conjunctions. I explain why what brings it about that some conjunctive proposition is true need not bring it about that its conjuncts are true. (shrink)

The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around the (...) world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, (...) global warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. The revolution we require would put problems of living at the heart of the academic enterprise, the pursuit of knowledge emerging out of, and feeding back into, the fundamental intellectual activity of proposing and critically assessing possible actions, policies, political programmes, from the standpoint of their capacity to help solve problems of living. This revolution would affect almost every branch and aspect of academic inquiry. (shrink)

The INBIOSA project brings together a group of experts across many disciplines who believe that science requires a revolutionary transformative step in order to address many of the vexing challenges presented by the world. It is INBIOSA’s purpose to enable the focused collaboration of an interdisciplinary community of original thinkers. This paper sets out the case for support for this effort. The focus of the transformative research program proposal is biology-centric. We admit that biology to date has been more fact-oriented (...) and less theoretical than physics. However, the key leverageable idea is that careful extension of the science of living systems can be more effectively applied to some of our most vexing modern problems than the prevailing scheme, derived from abstractions in physics. While these have some universal application and demonstrate computational advantages, they are not theoretically mandated for the living. A new set of mathematical abstractions derived from biology can now be similarly extended. This is made possible by leveraging new formal tools to understand abstraction and enable computability. [The latter has a much expanded meaning in our context from the one known and used in computer science and biology today, that is "by rote algorithmic means", since it is not known if a living system is computable in this sense (Mossio et al., 2009).] Two major challenges constitute the effort. The first challenge is to design an original general system of abstractions within the biological domain. The initial issue is descriptive leading to the explanatory. There has not yet been a serious formal examination of the abstractions of the biological domain. What is used today is an amalgam; much is inherited from physics (via the bridging abstractions of chemistry) and there are many new abstractions from advances in mathematics (incentivized by the need for more capable computational analyses). Interspersed are abstractions, concepts and underlying assumptions “native” to biology and distinct from the mechanical language of physics and computation as we know them. A pressing agenda should be to single out the most concrete and at the same time the most fundamental process-units in biology and to recruit them into the descriptive domain. Therefore, the first challenge is to build a coherent formal system of abstractions and operations that is truly native to living systems. Nothing will be thrown away, but many common methods will be philosophically recast, just as in physics relativity subsumed and reinterpreted Newtonian mechanics. -/- This step is required because we need a comprehensible, formal system to apply in many domains. Emphasis should be placed on the distinction between multi-perspective analysis and synthesis and on what could be the basic terms or tools needed. The second challenge is relatively simple: the actual application of this set of biology-centric ways and means to cross-disciplinary problems. In its early stages, this will seem to be a “new science”. This White Paper sets out the case of continuing support of Information and Communication Technology (ICT) for transformative research in biology and information processing centered on paradigm changes in the epistemological, ontological, mathematical and computational bases of the science of living systems. Today, curiously, living systems cannot be said to be anything more than dissipative structures organized internally by genetic information. There is not anything substantially different from abiotic systems other than the empirical nature of their robustness. We believe that there are other new and unique properties and patterns comprehensible at this bio-logical level. The report lays out a fundamental set of approaches to articulate these properties and patterns, and is composed as follows. -/- Sections 1 through 4 (preamble, introduction, motivation and major biomathematical problems) are incipient. Section 5 describes the issues affecting Integral Biomathics and Section 6 -- the aspects of the Grand Challenge we face with this project. Section 7 contemplates the effort to formalize a General Theory of Living Systems (GTLS) from what we have today. The goal is to have a formal system, equivalent to that which exists in the physics community. Here we define how to perceive the role of time in biology. Section 8 describes the initial efforts to apply this general theory of living systems in many domains, with special emphasis on crossdisciplinary problems and multiple domains spanning both “hard” and “soft” sciences. The expected result is a coherent collection of integrated mathematical techniques. Section 9 discusses the first two test cases, project proposals, of our approach. They are designed to demonstrate the ability of our approach to address “wicked problems” which span across physics, chemistry, biology, societies and societal dynamics. The solutions require integrated measurable results at multiple levels known as “grand challenges” to existing methods. Finally, Section 10 adheres to an appeal for action, advocating the necessity for further long-term support of the INBIOSA program. -/- The report is concluded with preliminary non-exclusive list of challenging research themes to address, as well as required administrative actions. The efforts described in the ten sections of this White Paper will proceed concurrently. Collectively, they describe a program that can be managed and measured as it progresses. (shrink)

Abstract -- Most research reviews are concerned with empirical findings. This one takes astrological concepts and principles, the ideas on which astrology is based, and submits them to critical evaluation. It covers recent shifts in astrological ideas, how astrologers avoid dealing with criticism, and the problems associated with (in turn) the fundamental assumptions of astrology, the origins of astrological ideas, modern psychological astrology, astrological world views, astrological symbolism, non-falsifiability, and magical influences. To be plausible astrology needs sound ideas with sound (...) origins, and sound methods for verifying those ideas. But none of the possible origins of astrological ideas (revelation, paranormal, analogy, observation, theory) are plausible. Astrologers can explain away wrong chart interpretations by blaming the symbolism, inadvertently left out factors (such as an asteroid) method, data, the astrologer or the client. They can also dismiss the interpretation as misguided (it used to be visible events, now it is invisible inner meaning). So astrologers could never know if astrology was wrong or which of their explanatory theories could actually apply. Central ideas such as "as above so below" and "inter-connectedness" and the "whole chart" are too poorly developed to amount to anything useful. There is little agreement on many basic issues and on how to resolve differences among astrological techniques and ideas. Astrological symbolism is unsystematic and based on metaphors, analogies, verbal associations, word play, and mythology, which are developed in different ways by different astrologers with no clear way of evaluating them. The philosophies and worldviews associated with astrology are underdeveloped or poorly described. Consequently astrology does not have the resources to put its house in order. Astrology seems quite unlikely to deliver anything beyond what non-astrological factors (eg cognitive and perceptual biases) can account for. With copious quotes from leading astrologers and nearly 250 references. (shrink)

Amidst the broad divergence in opinion of philosophers and scientists at understanding reality that has lent character to the historical epochs of the Philosophical enterprise, the crucial realization has always been, of the necessity of Epistemology in our entire program of making inquiry into ‘What Is’. This realization seems born out of the erstwhile problem of knowing. Epistemology, which investigates the nature, sources, limitations and validating of knowledge, offers a striking challenge here. Since we have no direct access to our (...) world around us, outside of the subjective experience offered us by our senses, we are handicapped at making comparisons of our beliefs with a concrete world, out there, or with elements of the world. Our statements about the world seem to stand alone, buffeted against the intimidating tide of possible contradicting circumstances. Our putative claims to knowledge, therefore, face the exigency of justification. Ayer, expressing the urgency of resolving this persisting lacuna, provides an alternative criterion of knowing, as ‘having the right to be sure’. Thus, it is this deep-seated concern that has evolved, over time, to become the primary thrust of the project of Epistemology, raising the controversy over which, of Epistemology or Metaphysics, is to be accorded the prime status of first philosophy. However, Aquinas is wise to build his epistemological premise on a firm metaphysical support, clarifying the needed development from being to knowledge. For, being has to first exist to constitute the object of perception, belief, and knowledge. Accordingly, our exposition of Aquinas’ epistemology will first take a cursory look at the theoretical and historical background to Aquinas’ Philosophy, before offering a general characterization of his theory of knowledge. Then, the paper will discuss his concept of sense perception as a basis for all knowing, followed closely by an analysis of cognition and Scientia. (shrink)

Quantification, Negation, and Focus: Challenges at the Conceptual-Intentional Semantic Interface Tista Bagchi National Institute of Science, Technology, and Development Studies (NISTADS) and the University of Delhi Since the proposal of Logical Form (LF) was put forward by Robert May in his 1977 MIT doctoral dissertation and was subsequently adopted into the overall architecture of language as conceived under Government-Binding Theory (Chomsky 1981), there has been a steady research effort to determine the nature of LF in language in light of structurally (...) diverse languages around the world, which has ultimately contributed to the reinterpretation of LF as a Conceptual-Intentional (C-I) interface level between the computational syntactic component of the faculty of language and one or more interpretive faculties of the human mind. While this has opened up further possibilities of research in phenomena such as quantifier scope and scope interactions between negation, quantification, and focus, it has also given rise to a few real challenges to linguistic theory as well. Some of these are: (i) the split between lexical meaning – a matter supposedly belonging to the phase-wise selection of lexical arrays – and issues of semantic interpretation that arise purely from binding and scope phenomena (Mukherji 2010); (ii) partially relatedly, the level at which theta role assignment can be argued to take place, an issue that is taken up by me in Bagchi (2007); and (iii) how supposedly “pure” scopal phenomena relating to quantifiers, negation, and emphasizing expressions such as only and even (comparable to, e.g., Urdu/Hindi hii and bhii, Bangla –i and –o) also have dimensions of both focus and discourse reference. While recognizing all of these challenges, this talk aims to highlight particularly challenge (iii), both in terms of scholarship in the past and for the rich prospects for research on languages of south Asia with the semantics of quantification, negation, and focus in view. The scholarship of the past that I seek to relate this issue to is where, parallel to (and largely independently of) the research on LF that had been happening, Barwise and Cooper were developing their influential view of noun phrases as generalized quantifiers, culminating in their key 1981 article “Generalized Quantifiers and Natural Language” while, independently, McCawley, in his 1981 book Everything that Linguists have Always Wanted to Know about Logic, established through argumentation that all noun phrases semantically behave like generalized quantified expressions (further elaborated by him in the second – 1994 – revised edition of his book). I seek to demonstrate, based on limited data analysis from selected languages of south Asia, that our current understanding of quantification, negation, and focus under the Minimalist view owes something significant to the two major, but now largely marginalized, works of scholarship, and that for the way forward it is essential to adopt a more formal-semantic approach as adopted by them and also by later works such as Denis Bouchard’s (1995) The Semantics of Syntax, Mats Rooth’s work on focus (e.g., Rooth 1996, “Focus” in Shalom Lappin’s Handbook of Contemporary Semantic Theory), Heim and Kratzer’s Semantics in Generative Grammar (1998), and Yoad Winter’s (2002) Linguistic Inquiry article on semantic number, to cite just a few instances. (shrink)

This paper examines the role of reason in Shepherd's account of acquiring knowledge of the external world via first principles. Reason is important, but does not have a foundational role. Certain principles enable us to draw the required inferences for acquiring knowledge of the external world. These principles are basic, foundational and, more importantly, self‐evident and thus justified in other ways than by demonstration. Justificatory demonstrations of these principles are neither required, nor possible. By drawing on textual and contextual evidence, (...) I will show that Shepherd should have said that we know the first principles of any science, in general, and that “everything which begins to exist must have a cause”, in particular, via intuition, not via reason. Reasoning about such principles can help their self‐evidence shine through in certain cases; their justification, and our being justified in believing them, does not come from this reasoning, however. (shrink)