Slurs are derogatory words and they are used to derogate certain groups. Theories of slurs must explain why they are derogatory words, as well as other features like independence and descriptive ineffability. This paper proposes an illocutionary force indicator theory of slurs: they are derogatory terms because their use is to perform the illocutionary act of derogation, which is a declarative illocutionary act to enforce norms against the target. For instance, calling a Chinese person “chink” is an (...) act of derogation to enforce racist norms that license exclusion of the Chinese, deny their rights to dignity, etc. The contribution of this paper is twofold. First, it offers a more comprehensive explanation of the features of slurs than earlier speech act approaches. Second, it provides a theory that is immune to the problems faced by existing theories, such as wrong predictions of truth-conditions, explaining unacceptability to non-bigots, and explaining slurs against the dominant groups. (shrink)

The inconsistent relation between word frequency and free recall performance and the non-monotonic relation found between the two cannot all be explained by current theories. We propose a theoretical framework that can explain all extant results. Based on an ecological psychology analysis of the free recall situation in terms of environmental and informational resources available to the participants, we propose that because participants’ cognitive system has been shaped by their native language, free recall performance is best understood as the end (...) result of relational properties that preexist the experimental situation and of the way the words from the experimental list interact with those. In addition to this, we borrow from predictive coding theory the idea that the brain constantly predicts “what is coming next” so that it is mainly prediction errors that will propagate information forward. Our ecological psychology analysis indicates there will be “prediction errors” because the word frequency distribution in an experimental word list is inevitably different from the particular Zipf’s law distribution of the words in the language that shaped participants’ brains. We further propose the particular distributional discrepancies inherent to a given word list will trigger, as a function of the words that are included in the list, their order, and of the words that are absent from the list, a surprisal signal in the brain, something that is isomorphic to the concept of Bayesian surprise. The precise moment when Bayesian surprise is triggered will determine to what word of the list that Bayesian surprise will be associated with, and the word the Bayesian surprise will be associated with will benefit from it and become more memorable as a direct function of the magnitude of the surprisal. Two experiments are presented that show a proxy of Bayesian surprise explains the free recall performance and that no effect of word frequency is found above and beyond the effect of that proxy variable. We then discuss how our view can account for all data extant in the literature on the effect of word frequency on free recall. (shrink)

Triangles and trigonometry are always difficult topics for both mathematics students and teachers. Hence, students' performance in solving mathematical word problems in these topics is not only a reflection of their learning outcomes but also an indication of teaching effectiveness. This case study drew from two examples of solving word problems involving triangles by pre-service mathematics teachers in a foundation mathematics course delivered by the author. The focus of this case study was on reasoning implications of students' performances on the (...) effective training of pre-service mathematics teachers, from which a three-step interactive explicit teaching-learning approach, comprising teacher-led precise and inspiring teaching (or explicit teaching), student-driven engaged learning (or imitative learning), and student-led and teacher-guided problem-solving for real-world problems or projects (or active application), was summarized. Explicit teaching establishes a solid foundation for students to further their understanding of new mathematical concepts and to conceptualize the technical processes associated with these new concepts. Imitative learning helps students build technical abilities and enhance technical efficacy by engaging in learning activities. Once these first two steps have been completed, students should have a decent understanding of new mathematical concepts and technical efficacy to analyze, formulate, and finally solve real-world applications with assistance from teachers whenever required. Specially crafted professional development should also be considered for some in-service mathematics teachers to adopt this three-step interactive teaching-learning process. (shrink)

Unlike other writing systems that are readily classifiable as alphabetic or syllabic in their structure, the Indic Devanagari script (of which Hindi is an example) has properties of both syllabic and alphabetic writing systems. Whereas Devanagari consonants are written in a linear left-to-right order, vowel signs are positioned nonlinearly above, below, or to either side of the consonants. This fact results in certain words in Hindi for which, in a given syllable, the vowel precedes the consonant in writing but (...) follows it in speech. The current research exploited this property of the script to examine when the disparity between spatial and temporal sequenc- ing would incur a processing cost and the implications of the findings from naming speed, accuracy, and writing order for the level at which words in Devanagari are segmented. The results support a partly phonemic and partly syllabic level of segmentation, consistent with the structural hybridity of the script. (shrink)

Drawing on the epistemology of logic literature on anti-exceptionalism about logic, we set out to investigate the following metaphilosophical questions empirically: Is philosophy special? Are its methods (dis)continuous with science? More specifically, we test the following metaphilosophical hypotheses empirically: philosophical deductivism, philosophical inductivism, and philosophical abductivism. Using indicator words to classify arguments by type (namely, deductive, inductive, and abductive arguments), we searched through a large corpus of philosophical texts mined from the JSTOR database (N = 435,703) to find (...) patterns of argumentation. The results of our quantitative, corpus-based study suggest that deductive arguments are significantly more common than abductive arguments and inductive arguments in philosophical texts overall, but they are gradually and steadily giving way to non-deductive (i.e. inductive and abductive) arguments in academic philosophy. (shrink)

The sunspot data seems to indicate that the Sun is likely to enter Maunder Minimum, then it will mean that low Sun activity may cause low temperature in Earth. If this happens then it will cause a phenomenon which is called by some climatology experts as “The Little Ice Age” for the next 20-30 years, starting from the next few years. Therefore, the Earth climate in the coming years tend to be cooler than before. This phenomenon then causes us to (...) ask: what can we do as human being in Earth to postpone or avoid the worsening situation in terms of Earth cooling temperature in the coming years? We think this is a more pressing problem for the real and present danger that we are facing in the Earth. What we are suggesting in this paper is that perhaps it is possible to model Sun-Earth interaction in terms of Shannon entropy. Since Shannon entropy can be expressed as bits of information, then it would mean that perhaps we can do something with Earth temperature by controlling the amount of information transfer and storage in the Earth. This proposal is somewhat in resemblance with message of a 2012 movie “A Thousand words” where we shall strive to love our neighbours and nature, instead of being absorbed in a culture of less-meaningful fast-talk (starred by Eddie Murphy). (shrink)

According to the so-called Sapir-Whorf hypothesis, a language influences the mind of its user. This is more or less trivial, but the problems are in the details. It is difficult to make precise what those influences are, be it in general philosophical or in particular empirical-cultural terms. I will give an account of what I take to be basic aesthetic and grammatical features of the Chinese language compared with what we find in Western languages such as Latin or greek. Then (...) I will indicate what I take to be cultural differences and discuss whether these might be the result of differences in language structure. (shrink)

Two radically different views about time are possible. According to the first, the universe is three dimensional. It has a past and a future, but that does not mean it is spread out in time as it is spread out in the three dimensions of space. This view requires that there is an unambiguous, absolute, cosmic-wide "now" at each instant. According to the second view about time, the universe is four dimensional. It is spread out in both space and time (...) - in space-time in short. Special and general relativity rule out the first view. There is, according to relativity theory, no such thing as an unambiguous, absolute cosmic-wide "now" at each instant. However, we have every reason to hold that both special and general relativity are false. Not only does the historical record tell us that physics advances from one false theory to another. Furthermore, elsewhere I have shown that we must interpret physics as having established physicalism - in so far as physics can ever establish anything theoretical. Physicalism, here, is to be interpreted as the thesis that the universe is such that some unified "theory of everything" is true. Granted physicalism, it follows immediately that any physical theory that is about a restricted range of phenomena only, cannot be true, whatever its empirical success may be. It follows that both special and general relativity are false. This does not mean of course that the implication of these two theories that there is no unambiguous cosmic-wide "now" at each instant is false. It still may be the case that the first view of time, indicated at the outset, is false. Are there grounds for holding that an unambiguous cosmic-wide "now" does exist, despite special and general relativity, both of which imply that it does not exist? There are such grounds. Elsewhere I have argued that, in order to solve the quantum wave/particle problem and make sense of the quantum domain we need to interpret quantum theory as a fundamentally probabilistic theory, a theory which specifies how quantum entities - electrons, photons, atoms - interact with one another probabilistically. It is conceivable that this is correct, and the ultimate laws of the universe are probabilistic in character. If so, probabilistic transitions could define unambiguous, absolute cosmic-wide "nows" at each instant. It is entirely unsurprising that special and general relativity have nothing to say about the matter. Both theories are pre-quantum mechanical, classical theories, and general relativity in particular is deterministic. The universe may indeed be three dimensional, with a past and a future, but not spread out in four dimensional space-time, despite the fact that relativity theories appear to rule this out. These considerations, finally, have implications for views about the arrow of time and free will. (shrink)

The coronavirus pandemic, like its predecessors - AIDS, Ebola, etc., is evidence of the evolutionary instability of the socio-cultural and ecological niche created by mankind, as the main factor in the evolutionary success of our biological species and the civilization created by it. At least, this applies to the modern global civilization, which is called technogenic or technological, although it exists in several varieties. As we hope to show, the current crisis has less ontological as well as epistemological roots; its (...) reason lies in the main evolutionary trends in the development of science as a social institution. It was only later that epistemological factors were transformed into existential-ontological factors associated with the asymmetry of the existence of civilization and our biosocial nature. The perception or ignorance of a risk factor as a real fact is determined by the presence or absence of knowledge about it. In other words, risk is the result of the integration of the corresponding ontological concept into the general categorical structure. The plurality of such structures is a hallmark of multidisciplinary ontologies, each of which is associated with its own factual continuum. The aim of this study was to conceptually model for support relativistic parameter of evolutionary efficiency of stable evolutionary human strategy (SESH) in its techno-rationalistic module. The meaning of this term is equivalent to the category of scientific and technological development. (shrink)

There is an ongoing methodological debate in philosophy of science concerning the use of case studies as evidence for and/or against theories about science. In this paper, I aim to make a contribution to this debate by taking an empirical approach. I present the results of a systematic survey of the PhilSci-Archive, which suggest that a sizeable proportion of papers in philosophy of science contain appeals to case studies, as indicated by the occurrence of the indicator words “case (...) study” and/or “case studies.” These results are confirmed by data mined from the JSTOR database on research articles published in leading journals in the field: Philosophy of Science, the British Journal for the Philosophy of Science (BJPS), and the Journal for General Philosophy of Science (JGPS), as well as the Proceedings of the Biennial Meeting of the Philosophy of Science Association (PSA). The data also show upward trends in appeals to case studies in articles published in Philosophy of Science, the BJPS, and the JGPS. The empirical work I have done for this paper provides philosophers of science who are wary of the use of case studies as evidence for and/or against theories about science with a way to do philosophy of science that is informed by data rather than case studies. (shrink)

In this paper, we set out to investigate the following question: if science relies heavily on induction, does philosophy of science rely heavily on induction as well? Using data mining and text analysis methods, we study a large corpus of philosophical texts mined from the JSTOR database (n = 14,199) in order to answer this question empirically. If philosophy of science relies heavily on induction, just as science supposedly does, then we would expect to find significantly more inductive arguments than (...) deductive arguments and abductive arguments in the published works of philosophers of science. Using indicator words to classify arguments by type (namely, deductive, inductive, and abductive arguments), we search through our corpus to find patterns of argumentation. Overall, the results of our study suggest that philosophers of science do rely on inductive inference. But induction may not be as foundational to philosophy of science as it is thought to be for science, given that philosophers of science make significantly more deductive arguments than inductive arguments. Interestingly, our results also suggest that philosophers of science do not rely on abductive arguments all that much, even though philosophers of science consider abduction to be a cornerstone of scientific methodology. (shrink)

In this paper, I propose that applying the methods of data science to “the problem of whether mathematical explanations occur within mathematics itself” (Mancosu 2018) might be a fruitful way to shed new light on the problem. By carefully selecting indicator words for explanation and justification, and then systematically searching for these indicators in databases of scholarly works in mathematics, we can get an idea of how mathematicians use these terms in mathematical practice and with what frequency. The (...) results of this empirical study suggest that mathematical explanations do occur in research articles published in mathematics journals, as indicated by the occurrence of explanation indicators. When compared with the use of justification indicators, however, the data suggest that justifications occur much more frequently than explanations in scholarly mathematical practice. The results also suggest that justificatory proofs occur much more frequently than explanatory proofs, thus suggesting that proof may be playing a larger justificatory role than an explanatory role in scholarly mathematical practice. (shrink)

While the empirical evidence pointing to a gender gap in professional, academic philosophy in the English-speaking world is widely accepted, explanations of this gap are less so. In this paper, we aim to make a modest contribution to the literature on the gender gap in academic philosophy by taking a quantitative, corpus-based empirical approach. Since some philosophers have suggested that it may be the argumentative, “logic-chopping,” and “paradox-mongering” nature of academic philosophy that explains the underrepresentation of women in the discipline, (...) our research questions are the following: Do men and women philosophers make different types of arguments in their published works? If so, which ones and with what frequency? Using data mining and text analysis methods, we study a large corpus of philosophical texts mined from the JSTOR database in order to answer these questions empirically. Using indicator words to classify arguments by type, we search through our corpus to find patterns of argumentation. Overall, the results of our empirical study suggest that women philosophers make deductive, inductive, and abductive arguments in their published works just as much as male philosophers do, with no statistically significant differences in the proportions of those arguments relative to each philosopher’s body of work. (shrink)

It is often said that ‘every logical truth is obvious’ (Quine 1970: 82), that the ‘axioms and rules of logic are true in an obvious way’ (Murawski 2014: 87), or that ‘logic is a theory of the obvious’ (Sher 1999: 207). In this chapter, I set out to test empirically how the idea that logic is obvious is reflected in the scholarly work of logicians and philosophers of logic. My approach is data-driven. That is to say, I propose that systematically (...) searching for patterns of usage in databases of scholarly works, such as JSTOR, can provide new insights into the ways in which the idea that logic is obvious is reflected in logical and philosophical practice, i.e., in the arguments that logicians and philosophers of logic actually make in their published work. (shrink)

Philosophy is often divided into two traditions: analytic and continental philosophy. Characterizing the analytic-continental divide, however, is no easy task. Some philosophers explain the divide in terms of the place of argument in these traditions. This raises the following questions: Is analytic philosophy rife with arguments while continental philosophy is devoid of arguments? Or can different types of arguments be found in analytic and continental philosophy? This paper presents the results of an empirical study of a large corpus of philosophical (...) texts mined from the JSTOR database (n = 53,260) designed to find patterns of argumentation by type. Overall, the results suggest that there are no significant differences between the types of arguments advanced in analytic and continental philosophy journal articles. The findings, therefore, provide no empirical support to the hypothesis that the divide between analytic and continental philosophy has to do with the place of argument in these traditions. (shrink)

Many philosophers subscribe to the view that philosophy is a priori and in the business of discovering necessary truths from the armchair. This paper sets out to empirically test this picture. If this were the case, we would expect to see this reflected in philosophical practice. In particular, we would expect philosophers to advance mostly deductive, rather than inductive, arguments. The paper shows that the percentage of philosophy articles advancing deductive arguments is higher than those advancing inductive arguments, which is (...) what we would expect from the vantage point of the armchair philosophy picture. The results also show, however, that the percentages of articles advancing deductive arguments and those advancing inductive arguments are converging over time and that the difference between inductive and deductive ratios is declining over time. This trend suggests that deductive arguments are gradually losing their status as the dominant form of argumentation in philosophy. (shrink)

A number of contemporary philosophers think that the unqualified statement “X is unspeakable” faces the danger of self-referential absurdity: if this statement is true, it must simultaneously be false, given that X is speakable by the predicate word “unspeakable.” This predicament is in this chapter formulated as an argument that I term the “ineffability paradox.” After examining the Buddhist semantic theory of apoha (exclusion) and an apoha solution to the issue, I resort to a few Chinese Buddhist and Hindu philosophical (...) materials to rationally reconstruct a strategy for resolving the paradox. By introducing the mode of expression termed “indication,” together with the relevant notions of superimposition and of gesturing beyond the horizon, I show that expressing the ineffable does not necessarily involve irresoluble contradiction. It is also suggested that philosophers may need to acknowledge the relevance of the notion of ineffability for contemporary philosophizing. (shrink)

In this paper I propose three steps to overcome the force-content dichotomy and dispel the Frege point. First, we should ascribe content to force indicators. Through basic assertoric and directive force indicators such as intonation, word order and mood, a subject presents its position of theoretical or practical knowledge of a state of affairs as a fact, as something that is the case, or as a goal, as something to do. Force indicators do not operate on truth- or satisfaction evaluable (...) entities as on the traditional view, but complete and unify them. Second, higher-level acts such as interrogative, logical and fictional acts create higher-level unities that may suspend commitment to the assertions and directions they operate on. But they do not cancel their force, but transfer the meaning of force indicators into the new unities they create. For example, in the context of asking a theoretical or practical question, the assertoric or directive force indicator now presents the kind of knowledge the subject is seeking. Third, the Frege point conflates different varieties of force. We neither need Frege’s assertion sign, nor Hare’s neustic, nor Hanks’s cancellation sign, but only ordinary force indicators and interrogative, logical and fictional markers. Propositions are not forceless contents to which a subject commits by forceful acts, but forceful acts put forward by higher-level acts which may suspend commitment to them. (shrink)

It is argued that contraposition is valid for a class of natural language conditionals, if some modifications are allowed to preserve the meaning of the original conditional. In many cases, implicit temporal indices must be considered, making a change in verb tense necessary. A suitable contrapositive for implicative counterfactual conditionals can also usually be found. In some cases, the addition of certain words is necessary to preserve meaning that is present in the original sentence and would be lost or (...) changed in the contrapositive without them. A distinction is made between adding new meaning and adding new words to preserve existing meaning. For concessive conditionals and relevance conditionals, however, no valid contrapositive can be found. They do not belong to the class of contraposable conditionals, which can be independently defined. Difficult cases are also discussed in which the contradictory of the consequent semantically entails the truth of the antecedent. In such cases the content of the antecedent is implicit in the meaning of the consequent. Contraposition becomes possible if what is implicit in the original consequent is made explicit in the contrapositive antecedent. (shrink)

There is almost a consensus among conditional experts that indicative conditionals are not material. Their thought hinges on the idea that if indicative conditionals were material, A → B could be vacuously true when A is false, even if B would be false in a context where A is true. But since this consequence is implausible, the material account is usually regarded as false. It is argued that this point of view is motivated by the grammatical form of conditional sentences (...) and the symbols used to represent their logical form, which misleadingly suggest a one-way inferential direction from A to B. That conditional sentences mislead us into a directionality bias is a phenomenon that is well-documented in the literature about conditional reasoning. It is argued that this directional appearance is deceptive and does not reflect the underlying truth conditions of conditional sentences. This directional bias is responsible for both the unpopularity of the material account of conditionals and some of the main alternative principles and themes in conditional theory, including the Ramsey’s test, the Equation, Adams’ thesis, conditional-assertion and possible world theories. The directional mindset forgets a hard- earned lesson that made classical logic possible in the first place, namely, that grammatical form of sentences can mislead us about its truth conditions. There is a case to be made for a material account of indicative conditionals when we break the domination of words over the human mind. (shrink)

The word ‘equality’ often requires disambiguation, which is provided by context or by an explicit modifier. For each sort of magnitude, there is at least one sense of ‘equals’ with its correlated senses of ‘is greater than’ and ‘is less than’. Given any two magnitudes of the same sort—two line segments, two plane figures, two solids, two time intervals, two temperature intervals, two amounts of money in a single currency, and the like—the one equals the other or the one is (...) greater than the other or the one is greater than the other [sc. in appropriate correlated senses of ‘equals’, ‘is greater than’ and ‘is less than’]. In case there are two or more appropriate senses of ‘equals’, the one intended is often indicated by an adverb. For example, one plane figure may be said to be equal in area to another and, in certain cases, one plane figure may be said to be equal in length to another. Each sense of ‘equality’ is tied to a specific domain and is therefore non-logical. Notice that in every cases ‘equality’ is definable in terms of ‘is greater than’ and also in terms of ‘is less than’ both of which are routinely considered domain specific, non-logical. The word ‘identity’ in the logical sense does not require disambiguation. Moreover, it is not correlated ‘is greater than’ and ‘is less than’. If it is not the case that a certain designated triangle is [sc. is identical to] an otherwise designated triangle, it is not necessary for the one to be greater than or less than the other. Moreover, if two magnitudes are equal then a unit of measure can be chosen and, no matter what unit is chosen, each magnitude is the same multiple of the unit that the other is. But identity does not require units. In this regard, congruence is like identity and unlike equality. In arithmetic, the logical concept of identity is coextensive with the arithmetic concept of equality. The logical concept of identity admits of an analytically adequate definition in terms of logical concepts: given any number x and any number y, x is y iff x has every property that y has. The arithmetical concept of equality admits of an analytically adequate definition in terms of arithmetical concepts: given any number x and any number y, x equals y iff x is neither less than nor greater than y. As Aristotle told us and as Frege retold us, just because one relation is coextensive with another is no reason to conclude that they are one. (shrink)

A number of traditional philosophers and religious thinkers advocated an ineffability thesis to the effect that the ultimate reality cannot be expressed as it truly is by human concepts and words. However, if X is ineffable, the question arises as to how words can be used to gesture toward it. We can't even say that X is unsayable, because in doing so, we would have made it sayable. In this article, I examine the solution offered by the fifth-century (...) Indian grammarian-philosopher Bhartrhari and develop it into a linguistic strategy based on the imposition-cum-negation method. The purpose is to show how we can non-contradictorily say, or rather indicate, the unsayable. (shrink)

Although the word 'sustainability' is used broadly, scientific approaches to sustainability fall into one of two competing paradigms. Following the influential Brundtland report of 1987. some theorists identify sustainability with some form of resource availability, and develop indicators for sustainability that stress capital depletion. This approach has spawned debates about the intersubstitutivity of capitals, with many environmental theorists arguing that at some point, depletion of natural capital cannot be offset by increases in human or social capital. The alternative approach is (...) grounded in stock and flow systems systems modeling, and defines sustainability through indicators that determine whether the system structure is robust (e.g. resists perturbation), resilient (recovers after disruption) and adaptive (capable of change in response to external conditions). Both paradigms have applications in economics and ecology. (shrink)

Aristotle’s words in the Metaphysics: “to say of what is that it is, or of what is not that it is not, is true” are often understood as indicating a correspondence view of truth: a statement is true if it corresponds to something in the world that makes it true. Aristotle’s words can also be interpreted in a deflationary, i.e., metaphysically less loaded, way. According to the latter view, the concept of truth is contained in platitudes like: ‘It (...) is true that snow is white iff snow is white’, ‘It is true that neutrinos have mass iff neutrinos have mass’, etc. Our understanding of the concept of truth is exhausted by these and similar equivalences. This is all there is to truth. In his book Truth (Second edition 1998), Paul Horwich develops minimalism, a special variant of the deflationary view. According to Horwich’s minimalism, truth is an indefinable property of propositions characterized by what he calls the minimal theory, i.e., all (nonparadoxical) propositions of the form: It is true that p if and only if p. Although the idea of minimalism is simple and straightforward, the proper formulation of Horwich’s theory is no simple matter. In this paper, I shall discuss some of the difficulties of a logical nature that arise. First, I discuss problems that arise when we try to give a rigorous characterization of the theory without presupposing a prior understanding of the notion of truth. Next I turn to Horwich’s treatment of the Liar paradox and a paradox about the totality of all propositions that was first formulated by Russell (1903). My conclusion is that Horwich’s minimal theory cannot deal with these difficulties in an adequate way, and that it has to be revised in fundamental ways in order to do so. Once such revisions have been carried out the theory may, however, have lost some of its appealing simplicity. (shrink)

This paper excavates the practice-oriented background and therapeutic significance of emptiness in the Madhyamaka philosophy attributed to Nāgārjuna and Sengzhao. Buddhist emptiness unravels experiential and linguistic reification through meditation and argumentation. The historical contexts and uses of the word indicate that it is primarily a practical diagnostic and therapeutic concept. Emptiness does not lead to further views or truths but, akin to yet distinct from Ajñāna and Pyrrhonian skepticism, the suspension of assertion. This sense of emptiness as a practice can (...) be traced in the intercultural transmission of Madhyamaka from Nāgārjuna, its paradigmatic philosopher, to Sengzhao 僧肇, its first pivotal indigenous Chinese representative. (shrink)

Drawing on Seamus Heaney and his symbolic reference to a great sea change or tidal wave in epic poem “The Cure at Troy” (1990) – much referred to in these gradually post-pandemic times and indicating that a new chapter is about to begin – and “The City” by Ted Hughes, where a life is read like a poem and in the many depths of the urban space the writer roams “my own darkness”, this paper looks at human resilience in the (...) face of an interrupted COVID reality that has brought a fundamental shift to the way we view the world and our role in society. In our era of a New Normal, the idea that “less is more” is quickly becoming a mantra for our times, a time characterised by a gradual distancing from material hype while we turn to nature for solace and guidance – as importantly advocated by Heaney and Hughes who illuminate our path as we gain a greater understanding of what really matters at the core. We likewise begin to see commonalities between people and cultures, and we open up a space for a greater sense of authenticity. As we are now stepping into the initial stages of 2023, entering a new chapter; have we gained existential insights from the COVID-19 pandemic and will this lead to new beginnings where the written word helps us along the way? (shrink)

The word theology and Hinduism as a lived religion often do not go together. Moreover anything to do with theology or with Hinduism in India today might be construed as right wing rhetoric. Through this article, the author revisits Patristics, Catholic theologians like Karl Rahner and Bernard Lonergan. This essay is supposed to be read with the preceding essay which appeared in this issue of Prabuddha Bharata. That was written by Gayatri Spivak. The Editor put Spivak ahead of this essay (...) to emphasize the cosmopolitan nature of Hindu praxes. This essay also touches upon Liberation Theology. (shrink)

Many philosophers maintain that causation is to be explicated in terms of a kind of dependence between cause and effect. These “dependence” theories are opposed by “production” accounts which hold that there is some more fundamental causal “oomph”. A wide range of experimental research on everyday causal judgments seems to indicate that ordinary people operate primarily with a dependence-based notion of causation. For example, people tend to say that absences and double preventers are causes. We argue that the impression that (...) commonsense causal discourse is largely dependence-based is the result of focusing on a very narrow class of causal verbs. Almost all of the vignette-based experimental work on causal judgment has been prosecuted using the word “cause”. But much ordinary causal discourse involves special causal verbs, such as “burn” and “crack”. We find that these verbs display a quite different pattern from the verb “cause”. For instance, for absences and double preventers (Studies 1-3), we find that while people are inclined to say that X caused Y to burn, turn, crack or start, they are less inclined to think that X burned, turned, cracked or started Y. In Study 4, we find that for chains involving a distal and proximal event, people are inclined to say that the distal event is not a special cause of the outcome, though it is a “cause” of the outcome. Together, we find a surprising double dissociation between “cause” and a stock of special causal verbs. We conclude by suggesting that much commonsense causal judgment, which heavily trades in special causal verbs, might be better captured by production-based accounts of causation. (shrink)

The semantic theory of expressivism has been applied within metaethics to evaluative words like ‘good’ and ‘wrong’, within epistemology to words like ‘knows’, and within the philosophy of language, to words like ‘true’, to epistemic modals like ‘might’, ‘must’, and ‘probably’, and to indicative conditionals. For each topic, expressivism promises the advantage of giving us the resources to say what sentences involving these words mean by telling us what it is to believe these things, rather than (...) by telling us what it would be for them to be true. This, in turn, absolves these theories of the burden of holding that there is any general answer to what it is for these sentences to be true. However, expressivism is famously subject to a deep and general problem about how to account for the meanings of complex sentences – a problem variously known as the ‘Frege-Geach’ or ‘embedding’ problem. In this paper I will be interested in whether there are reasons to think that the embedding problem looks less difficult for some of these applications for expressivism, than for others. In particular, in this paper I will be interested in the prospects for expressivism about what I will call epistemics – a class which I take to include epistemic modals like ‘might’ and ‘must’, sentential adverbs like ‘probably’, adjectives like ‘likely’ and ‘improbable’, and so-called ‘open’ indicative conditionals like ‘if the Fed doesn’t intervene, then the economy will enter a deflationary spiral’. There are several reasons to be particularly interested in expressivism about epistemics, relating both to the philosophical payoffs of such a view, and relating to the technical prospects for making it work. In other work I’ve touched on the especially interesting philosophical payoffs which make expressivism about epistemics interesting; in this paper I will be interested primarily in evaluating the possibility that there are better prospects for making expressivism about epistemics work than there are for making expressivism work about other topics. There are two main reasons why one might suspect that expressivism about epistemics will have better prospects than expressivism about many other topics, including in metaethics.. (shrink)

-- 05.04.2024 -- Intervention held at the Italian Philosophical Society’s national congress’ section entitled "Texts, Words and Images: Philosophical Traditions and Translations", at Catholic University of the Sacred Heart, Milan, Italy -- -/- The aim of this intervention is to briefly advance an interpretation of the post- COVID19 digitalisation processes as to be recognised within the philosophical framework of Vorstellung Metaphysik, “metaphysics of representation”. I would maintain that the formula, firstly indicated by Martin Heidegger, can provide us with a (...) tool to interpret contemporary culture as founded on an “iteration” of individual and collective consciousness into non-existent digital realities. Moreover, I will argue that these concepts are philosophically relatable to those of alienation and reification that come from Marxist traditions. Ultimately, the analysis will try to use the above mentioned tools to delve into an interpretation of remote working and education as potential carriers of alienation. (shrink)

Analyses of moral value judgements must meet a practicality requirement: moral speech acts characteristically express pro- or con-attitudes, indicate that speakers are motivated in certain ways, and exert influence on others' motivations. Nondescriptivists including Simon Blackburn and Allan Gibbard claim that no descriptivist analysis can satisfy this requirement. I argue first that while the practicality requirement is defeasible, it indeed demands a connection between value judgement and motivation that resembles a semantic or conceptual rather than merely contingent psychological link. I (...) then show how a form of descriptivism, the interest-relational theory, satisfies the requirement as a pragmatic and conversational feature of value judgement – thereby also accommodating its defeasibility. The word ``good'' is always indexed to some set of motivations: when this index is unarticulated in many contexts the speaker conversationally implicates possession of those motivations. (shrink)

This paper undertakes textual exegesis and rational reconstruction of Mukula Bhaṭṭa’s Abhidhā-vṛttta-mātṛkā, or “The Fundamentals of the Communicative Function.” The treatise was written to refute Ānandavardhana’s claim, made in the Dhvanyāloka, that there is a third “power” of words, vyañjanā (suggestion), beyond the two already accepted by traditional Indian philosophy: abhidhā (denotation) and lakṣaṇā(indication).1 I argue that the explanation of lakṣaṇā as presented in his text contains internal tensions, although it may still be a compelling response to Ānandavardhana.

Purpose. This article is devoted to the case study of relevant linguacultural stereotypes of the particular organization’s managerial culture and based on corresponding results the inquiry of the discourses formation features associated with the lexico-semantic meanings dispersion of (Foucault). -/- Methods and Procedure of Research. Top managers of a large Ukrainian enterprise (67 respondents) were asked to arbitrarily describe the following concepts – “manager”, “subordinate”, “managerial style”. Each concept was differentiated according to the principle of the lexico-semantic opposition (“productive – (...) counterproductive”). The obtained set of texts was lemmatized and a frequency analysis of the lemmas was carried out as well. Collocations were also evaluated, in particular, repeated n-grams were identified. In the further analysis were used all detected n-grams and those lemmas, the observed frequencies of which statistically significantly exceeded the expected ones. -/- Results. Discourse formation features are determined by the paradigmatic relations of lexico-semantic units (words) and their semantic linear compatibility. The paradigmatic dispersion of a discourse is represented by the quality of connections between lemmas according to the criterion of the paradigm types to be found. Also informative is the assessment of the lemmas number (granularity of the discourse) and the spectrum diversity of paradigmatic relations in the discourse. These parameters reflect the properties of homogeneity/complexity of discourse meanings dispersion. The syntagmatic dissemination of discourse is manifested by the features of the words semantic linear interrelationship in each n-gram. This parameter reflects the quality of rationalizations (verbal-logical chains) associated with the corresponding discourses. The length of n-grams (the number of words) is also indicative – the higher n, the more differentiated the discourse is and vice versa. Matching the words semantics in n-grams with lemmas allows one to draw a conclusion regarding the internal consistency (integration) of the discourse. -/- Conclusions. Psycholinguistic tools can be effectively used in an organizational phenomena study. In particular, the frequency analysis of lemmas, their lexico-semantic evaluation, as well as the qualitative analysis of n-grams in the problem-targeted texts of respondents allows one to solve applied research issues related to the assessment of current linguacultural trends in an organization and understanding their possible causes. Managerial culture, as a linguacultural phenomenon, is represented by a set of stably reproduced discourses in the process of the organization’s functioning. At the same time, discourses are constituted by the dispersion of meanings (words), which is being realized in two linguistic dimensions – paradigmatic and syntagmatic ones. (shrink)

The austere view of nonsense says that the source of nonsense is not a violation of the rules of logical syntax, but nonsense is always due to a lack of meaning in one of the components of a sentence. In other words, the necessary and sufficient condition for nonsensicality is that no meaning has been assigned to a constituent in a sentence. The austere conception is the key ingredient of the resolute reading of Tractatus Logico-Philosophicus that presents a therapeutical (...) interpretation of the work, and rejects a possibility of conveying some ineffable truths by means of nonsensical sentences. In this paper, I defend the austere view against the most important objections. Firstly, I discuss textual sources for ascribing to Wittgenstein the austere view that have not been sufficiently thoroughly discussed yet. Next, I indicate that the apparent occurrence of words out of the context of a sentence on lists of verbs and in definitions is not in conflict with the version of the context principle recommended by austere theorists, since this argument does not sufficiently take into account the distinction between sign and symbol. Furthermore, I argue that the austere conception and the principle of compositionality are jointly tenable, for the former view does not exclude the existence of syntactic and semantic rules, but only shows that they are recognizable conditionally. Finally, I indicate that the austere view of nonsense should be seen as a viable option by a contemporary theorist of nonsense, for it helps us to avoid making controversial assumptions about the nature of meaning and content. (shrink)

This paper represents an attempt to better understand the educational expectations of Japanese university students. Eighty students were asked to indicate whether or not they felt there was some relationship between 24 English words. The results were then added and entered into a table where the number at each intersection of words represented the total number of students that felt there relationship between those two words. This table was then analyzed using Multidimensional Scaling to produce a two (...) dimension plot representing the relationship between these 24 words. Since the distance between the words the plot represents the level of similarity, a study of the result gives some insight into the educational expectations of these students. A description of the data collection and analysis, as well as, one possible interpretation of the results is included. (shrink)

To modern ears, the word Epicurean indicates (if anything) an interest in fine dining. But at least throughout the early modern period up until the 19th century, Epicureanism was known less for its relation to food preparation and more so, if not scandalously so, for its doctrine about the annihilation of the human soul at death, its denial of human immortality, and its attempt to justify the claim that death should not be feared since “Death is nothing to us” ( (...) Kyriai Doxai [hereafter KD] 2). Epicureans — like many ancient schools of thought — sought to establish an objective “morality of happiness” or rational teaching about right conduct which allowed its practitioners to arrive at a kind of well-being. Epicureans identified such well-being or happiness with “freedom from disturbance” ( ἀταραξία), and insofar as the fear of death undermined such contentedness in life, they presented arguments against the claim that death was a bad thing. Put more concisely, Epicureans believe that (as James Warren [JW] puts it), “if we think about death correctly, we think about living a good life correctly, and vice versa” (7). But whereas other ancient thinkers — most famously Socrates and his students — had sought to cure the fear of death by positing an immortal soul which philosophy was to prepare for life after the death of one’s body, Epicureans took the opposite route and argued that in part it was the longing for an impossible immortality that contributed to the fearfulness of death. (shrink)

Abū Ishāq al-Ṣaffār was one of scholars of the Western Qarakhānids’ period who followed the Kalām thought of al-Māturīdī (d. 333/944). His theological works Talkhīs al-adilla and Risāla fī al-kalām, his method in kalām, and frequent reference to his works by Ottoman and Arab scholars indicate that al-Ṣaffār is a respected and authorative Māturīdī theologian. The article focuses on his defense of the kalām. By adding a long introduction to Talkhīs about the naming, importance, and religious legitimacy of the science (...) of kalām, Saffār asserted that the kalām should be learned. When systematical vindication of the science of kalām is examined, it is understood that al-Ṣaffār is the first theologian who reserved a private and voluminous part for defensing the kalām among Ḥanafī-Māturīdīs. Even though he does not state its systematic, it can be understood that vindication of kalām in al-Ṣaffār divides into three parts as of explanation, demonstration and refutation. Al-Ṣaffār’s defending the science of kalām shows that there were opposite thoughts against kalām in the 4th/10th and 5th/11th centuries throughout in Transoxania. In this period Aṣḥāb al-Ḥadīth and Ikhwān al-Ṣafāʾ were the opposite fronts of kalām. In addition, he was trying to go beyond the oppositions of Ḥanafī jurists. His vindication is consistent and has scholarly depth because it is able to be against a strong opposition. -/- SUMMARY: Abū Ishāq Ibrahīm b. Ismāil Zāhid al-Ṣaffār al-Bukhārī is a scholar belonging to the Ḥanafī theological tradition which was improved by the contribution of Ḥanafī theologians who used thinking system of Abū Ḥanīfa (d. 150/767) as base and adopted Abū Manṣūr al-Māturīdī (d. 333/944) and his thoughts in historical process. The contents of his theological works Talkhīs al-adilla li-qawāʿid al-tawḥīd and Risāla fī al-Kalām, the method that he used, and references to his works made by Ottoman and Arab scholars indicate that he is an important Māturīdī theologian. The article focuses on his defense of the science of Kalām. -/- In Talkhīs al-adilla, there are two sections including the subject of naming, and importance and necessity of Kalām discipline. Here, the necessity of learning Kalām and its value are defended in detail. -/- Besides, rumors “Abū Ḥanīfa turned away from the science of Kalām in his doomsdays” and that “He prohibited to make occupation with Kalām completely” are evaluated. -/- When systematical vindication of the science of Kalām is examined, it is understood that al-Ṣaffār is the first theologian who reserved a private and voluminous part for defensing the Kalām among Ḥanafī Māturīdīs. Even if Abū Manṣūr al-Māturīdī, Abū al-Yusr al-Bazdawī (d. 493/1100) and Abū Muʿīn al-Nasafī (d. 508/1115) defend that the science of Kalām is not wrong for religion; yet, the vindication of Kalām does not take a place under a separate title and in a detailed manner in any of Māturīdī theologians works. -/- The method that al-Ṣaffār used when he is defending the science of Kalām, differs from strategy of Abū Ḥanīfa. While Abū Ḥanīfa has mentioned that there is a need for the science of Kalām under these new circumstances, al-Ṣaffār has defended theologians who were charged with being Ahl al-Bidaʿ, by trying to prove that the prophets especially the Prophet Ibrāhīm, even the Companions of the Prophet Muḥammad (Ṣaḥāba) and the Successors of the Companions (Tābiʿūn) scholars use their minds and make arguments in religious matters. In this respect, he emphasizes that the Qurʾān orders to think and discuss gently, not to be stay in silence: “And dispute with them, using what is best” (16.125-126). Therefore, he states that this discipline which took a mission to explain and defend the creed of Islam (ʿaqīda), cannot be characterized as an innovation (bidʿah) or illicit. -/- His vindication method can be defined as a more developed type of method that Abu’l-Ḥasan al-Ash’arī’s (d. 324/935) used in Risāla fī istiḥsān al-khawḍ fī ʿilm al-kalām. Even though he does not state its systematic, it can be understood that vindication of Kalām in al-Ṣaffār divides into three parts as of explanation, demonstration and refutation: -/- a) Explanation: Explaining the necessity and importance of the science of Kalām by giving information about its definition, names, value and place among other principles. -/- b) Demonstration: Revealing the religious basics of the science of Kalām from the Qurʾān, the Sunna of the Prophet Muḥammad, the Companions of the Prophet, and the Successors of the Companions thus specifying that it is legitimate for religion. -/- c) Refutation: Replying the claims having aim to weaken the value of Kalām principle and its religious legality. -/- Al-Ṣaffār describes ‘the science of Kalām’ as ‘Knowing the Real with the evidences which help to reach the absolute information’. By allocating the concept of 'Ḥaqq', he repeats the definition of Kalām as “it is to know God with certain evidences” in a part of his work, and “it is to know the principles of religion (uṣūl al-dīn) with certain evidences” in another part. He describes Kalām as “Knowing ḥaqq / God / uṣūl al-dīn by depending on evidence”, and tries to prove that it is wrong to consider a science which performs the stated duty, as illicit and abominable and thus turn away from it. -/- Al-Ṣaffār thinks that it is right to call this principle as ‘Kalām’ because of the certain evidences leading to the truth that this science has used. This thought was defended by other theologians as well. -/- For example, according to Saʿd al-Dīn Masʿūd al-Taftazānī (d. 792/1310) it seems like to say “This is the word (kalām), not the other knowings” by the way of the power of evidences used in Kalām.Thus, it is appropriate to give name Kalām for this science which based on certain evidences. -/- Al-Ṣaffār’s explanations revealed in scope of vindication of the Kalām are adopted by some of following scholars. Ḥusām al-Dīn al-Sighnāqī (d. 714/1314) in his book called al-Tasdīd sharḥ al-Tamhīd fī qawāʿid al-tawḥīd quotes Saffâr’s explanations as the same. -/- Al-Ṣaffār indicates that the method told in the Qurʾān is to reply questions about religion, beliefs and rejection instead of remaining in silence. The duty taken on by Kalām is this vindication activity performed by the prophets whose examples are described in the Qurʾān and which is legal and demanded. His way of thinking and vindication of the Kalām resembles that of Abū Manṣūr al-Māturīdī. Al-Māturīdī says, “Prophets and we were ordered to invite infidels to Islam. When this invitation happens, the respondents will ask for evidence and explanation, and discussion will be inevitable. Therefore, discussing and talking about subjects of Kalām is not objectionable”. -/- Thoughts of al-Māturīdī and al-Ṣaffār regarding the vindication of the Kalām were repeated by Nūr al-Dīn al-Ṣābūnī (d. 580/1184), and Fakhr al-Dīn al-Rāzī (d. 606/1210) later. According to al-Ṣābūnī, the evidences put against deniers and especially the discussion made by the Prophet Ibrāhīm to defend his own belief, prove the legality of Kalām discipline. Likewise, according to al-Rāzī, the duty of Kalām is just an activity performed already in the Qurʾān and ordered to the prophets. At this point of view, since the prophets were leading to Kalām, banning this activity is nonsense. -/- According to al-Ṣaffār, the reason for why Abu Hanifa avoids his son Hammād from these discussions is that Abu Hanifa does not like discussions based on obstinate. Otherwise, it cannot be that Abū Ḥanīfa prohibits to learn Kalām and make discussion about Kalām. According to him, this behavior of Abū Ḥanīfa results from that people discussing with him are ignorant about the subject of Kalām, discussion turns to an obstinate, and coming to an end of discussion seems impossible. This comment of al-Ṣaffār is quoted in Miftāḥ al-saʿāda wa-miṣbāḥ al-siyāda by ʿIṣām al-Dīn Aḥmed b. Muṣṭafā Tashköprüzāde (d. 968/1561) and in Minaḥ al-rawḍ al-azhar fī sharḥ al-Fiqh al-akbar by ʿAlī b. Sulṭān Muḥammad al-Qārī (d. 1014/1606) as same as his words. -/- Al-Ṣaffār’s defending the science of Kalām shows that there were opposite thoughts against Kalām in the 4th/10th and 5th/11th centuries throughout in Transoxania.In this period Aṣḥāb al-Ḥadīth and Ikhwān al-Ṣafāʾ were the opposite fronts of Kalām. In addition, he was trying to go beyond the oppositions of Ḥanafī jurists (fuqahāʾ). Because some of the Ḥanafī jurists thought that Abū Ḥanīfa forsook occupation with the science of Kalām and even he prohibited his son to have interest in this discipline. But some of Ḥanafī theologians such as al-Māturīdī, al-Nasafī and al-Ṣaffār protested this thought which describes Abū Ḥanīfa as a banner for Kalām. -/- His vindication is consistent and has scholarly depth because it is able to be against a strong opposition. -/- His book Talkhīs al-adilla li-qawāʿid al-tawḥīd is a unique source in terms of containing vindication of the Kalām in detail and also influencing the approaches of the next period scholars. (shrink)

This paper aims to suggest a new arrangement of Plato’s dialogues based on a different theory of the ontological as well as epistemological development of his philosophy. In this new arrangement, which proposes essential changes in the currently agreed upon chronology of the dialogues, Parmenides must be considered as criticizing an elementary theory of Forms and not the theory of so-called middle dialogues. Dated all as later than Parmenides, the so-called middle and late dialoguesare regarded as two consecutive endeavors to (...) resolve the problems drawn out in there; an effort in the theory of knowledge through Theaetetus, Meno and Phaedo and another in ontology through the second part of Parmenides, Sophist and Republic. -/- Key Words: Plato; chronology; development; ontology; epistemology -/- Introduction There are many determinative factors regarding the chronology of the dialogues about which our informationis terribly deficient. There is no certain evidence about the date of each of the dialogues, nor any reliable information about the beginning and ending time of Plato’s writing. The most determinative issue among all chronological matters, I am inclined to insist, is the question that if did Plato use to manipulate or, as Dionysius of Halicarnassus said (1808, 406), polish, comb and curl his previously written dialogues and, if so, to what extent? That there is almost no answer to this most crucial issue shows how far deficient, indefinite and inconclusive the chronological plans can be. The fact that we do not even have enough information to decide, in case of Socratic dialogues, to what extent they are reporting or reflecting the actual dialogues of historical Socrates, and to what extent they are Plato-made stories so that even now we have a schizophrenic character between Socrates and Plato, can be good evidence for this deficiency. There are, nevertheless, somemore certain informations that can be contributive in case of the arrangement of some dialogues. a) The only external evidence provided by Aristotle that Lawswas written after Republic (Politics, II, 6) which was repeated by others . b) Few internal evidences provided by references in dialogues themselves including: i) the cross references in the Sophist 217a and Politicus 257a and 258b which indicate the prior composition of Sophist; ii) Timaeus 27 which hints to Critias as its sequel; iii) Theaetetus 183e where Socrates says he met Parmenides when he was young which has been taken as a reference to Parmenides; iv) a similar reference to the discussion of young Socrates with Parmenides this time in Sophist 217c; v) Sophist 216a refers to a previous discussion which has been thought to be referring to Theaetetus, and vi) the Timaeus 17b-19b in which Socrates tries to summarize his previous dialogue about the structure of cities, and the kind of men these cities must bring up to become the best people and so on which, among the dialogues we have now, must refer to Republic. (shrink)

The main goal of this paper is to show that there are many phenomena that pertain to the construction of truth-conditional compounds that follow characteristic patterns, and whose explanation requires appealing to knowledge structures organized in specific ways. We review a number of phenomena, ranging from non-homogenous modification and privative modification to polysemy and co-predication that indicate that knowledge structures do play a role in obtaining truth-conditions. After that, we show that several extant accounts that invoke rich lexical meanings to (...) explain such phenomena face problems related to inflexibility and lack of predictive power. We review different ways in which one might react to such problems as regards lexical meanings: go richer, go moderately richer, go thinner, and go moderately thinner. On the face of it, it looks like moderate positions are unstable, given the apparent lack of a clear cutoff point between the semantic and the conceptual, but also that a very thin view and a very rich view may turn out to be indistinguishable in the long run. As far as we can see, the most pressing open questions concern this last issue: can there be a principled semantic/world knowledge distinction? Where could it be drawn: at some upper level (e.g. enriched qualia structures) or at some basic level (e.g. constraints)? How do parsimony considerations affect these two different approaches? A thin meanings approach postulates intermediate representations whose role is not clear in the interpretive process, while a rich meanings approach to lexical meaning seems to duplicate representations: the same representations that are stored in the lexicon would form part of conceptual representations. Both types of parsimony problems would be solved by assuming a direct relation between word forms and (parts of) conceptual or world knowledge, leading to a view that has been attributed to Chomsky (e.g. by Katz 1980) in which there is just syntax and encyclopedic knowledge. (shrink)

Spinoza’s interpretation of the election of the Hebrews in the third chapter of the Theological Political Treatise enraged quite a few Jewish readers of the nineteenth and twentieth centuries. The rise of nationalism, and the demand of loyalty to one’s own genos brought about a certain style of patriotic writing aimed at Spinoza’s “betrayal.” In a series of lectures on the eve of the Great War, Hermann Cohen portrayed Spinoza as a person of “demonic spirt” and as “the great enemy (...) who emerged from our midst.” In a stream of words more akin to shouting than to analytic discourse, Cohen protested against what he took to be the universal complacency regarding Spinoza’s treachery: “When Spinoza, with merciless severity, makes his own nation the object of contempt – at the time that Rembrandt lived on the same street and immortalized the ideal type of the Jew - no voice rises in protest against this humanly incomprehensible betrayal.” Cohen was right in identifying in Spinoza an absence of ethnic patriotism. I, for one, find this absence a virtue rather than a vice, and in this chapter I will argue, inter alia, that in rejecting ethnic normativity Spinoza was consistent with a dominant strand of rabbinic thought. What precisely was so offensive in Spinoza’s words in chapter three of the TTP? A common reading of this chapter suggests that Spinoza presents the election of the Hebrews as merely political and not spiritual in nature, thus downgrading the importance of the election. This reading is not absolutely groundless, but it is highly imprecise, for as we shall shortly see, for Spinoza, God’s (genuine) election of the Hebrews indicates the political weakness of their state, rather than its strength. Apart from pointing out this important corrective, I will also attempt in this essay to evaluate Spinoza’s critique of the election of the Hebrews, the result of which might lead us to some highly unexpected conclusions. In the first section of this chapter I present an outline of Spinoza’s interpretation of the connection between the Hebrews’ belief in being chosen, and the xenophobic nature of their ancient state. In the second section, I discuss Spinoza’s interpretation of the election of the Hebrews in chapter three of the TTP, and show that on Spinoza’s sardonic reading it was nothing but luck which allowed the Hebrew state to survive for a rather long time in spite of its poor political constitution. The third and final part provides a defense of Spinoza’s critique of the notion of chosenness. I will argue, first, that chosenness has never been granted the status of theological doctrine or principle of faith within rabbinic Judaism. I will then point out the significant religious problems with the notion of chosenness, suggesting however two exceptions in which belief in chosenness might still be defensible. I will conclude this section with a discussion of rabbinic views on the conversion of minors, arguing that according to the mainstream rabbinic view, being a Jew is a merit only on the condition that a person is pious, a view which is not far from Spinoza’s own claims in the third chapter of the TTP. (shrink)

Regarding the relation of Plato’s early and middle period dialogues, scholars have been divided to two opposing groups: unitarists and developmentalists. While developmentalists try to prove that there are some noticeable and even fundamental differences between Plato’s early and middle period dialogues, the unitarists assert that there is no essential difference in there. The main goal of this article is to suggest that some of Plato’s ontological as well as epistemological principles change, both radically and fundamentally, between the early and (...) middle period dialogues. Though this is a kind of strengthening the developmentalistic approach corresponding the relation of the early and middle period dialogues, based on the fact that what is to be proved here is a essential development in Plato’ ontology and his epistemology, by expanding the grounds of development to the ontological and epistemological principles, it hints to a more profound development. The fact that the bipolar and split knowledge and being of the early period dialogues give way to the tripartite and bound knowledge and benig of the middle period dialogues indicates the development of the notions of being and knowledge in Plato’s philosophy before the dialogues of the middle period. -/- Keywords Plato; early dialogues; middle dialogues; being; knowledge; development -/- Introduction The differences between two groups of the early and middle period dialogues have always been a matter of dispute. Whereas the developmentalists like Vlastos, Silverman (2002), Teloh (1981), Dancy (2004) and Rickless (2007) think that from the early to the middle dialogues Plato’s philosophy changes, at least in some essential points, the unitarists like Kahn, Cherniss and Shorey believe that there happens no development and the differences must be taken as natural, ignorable and even pedagogic. In his well-known article, Socrates contra Socrates in PLATO, Vlastos lists ten theses of difference between two groups of dialogues. The first group which includes Plato’s early dialogues he divides to 'elenctic' (Apology, Charmides, Crito, Euthyphro, Gorgias, Hippias Minor, Ion, Laches, Protagoras and Republic I) and 'transitional' (Euthydemus, Hippias Major, Lysis, Menexenus and Meno) dialogues. These transitional come after all the elenctic dialogues and before all the dialogues of the second group which compose Plato’s middle period dialogues, including (with Vlastos' chronological order) Cratylus, Phaedo, Symposium, Republic II-X, Phaedrus, Parmenides and Theaetetus (1991, 46-49). Vlastos asserts strictly that his list of differences are 'so diverse in content and method that they contrast as sharply with one another as with any third philosophy you care to mention, beginning with Aristotole’s' (ibid, 46). Vlastos’ list of differences between two Socrateses is considered a view breaking sharply between the early and the middle dialogues. Besides all ten differences between the two Socrateses in Vlastos’ list that can be supportive for our doctrine here, we intend to focus on some ontological as well as epistemological distinctions that have not completely been discussed hitherto. Contrary to the developmentalist theory of Vlastos, unitarian theory of Charles Kahn wishes to eliminate any substantial difference between the early and the middle dialogues. He distinguishes seven 'pre-middle' or 'threshold' dialogues including Laches, Charmides, Euthyphro, Protagoras, Meno, Lysis and Euthydemus from the other Socratic dialogues which he calls 'earliest group' (1996, 41). The threshold dialogues, Kahn thinks, 'embarke upon a sustained project' that is to reach to its climax in the middle period dialogues, namely Phaedo, Symposium and Republic. Believing in that there is no 'fundamental shift'between the early and middle dialogues (ibid, 40), Kahn thinks the Socratic dialogues are just the 'first stage' with a 'deliberate silence' towards the theories of later periods (ibid, 339). One of the reasons of the surprising fact that Plato gives no hint of the metaphysics and epistemology of the Forms in the early dialogues, he thinks, is the pedagogical advantages of aporia. He thinks that Plato 'obscurely', and mostly because of education, hinted to some doctrines and conceptions in his early dialogues and with the aim of clarifying them only in the later ones (ibid, 66). The seven threshold dialogues, Kahn asserts, 'had been designed from the first' to prepare the pupils and readers for the views expounded in the middle period dialogues (ibid, 59-60). To show that the differences of the two Socrateses of the early and middle period dialogue are in their onto-epistemological grounds and thence cannot be explained by a unitaristic view, we try to draw the ontological and epistemological principles of the early dialogues in the first part below in order to show, in the second part, that those principles have been developed in the middle period dialogues. -/- A. The Onto-Epistemologic Principles of the Early Dialogues Socratic dialogues are paradoxical about knowledge because while being knowledge-oriented always searching for knowledge, they deny it and even never discuss it directly. Three elements of Socrates’ way of searching Knowledge throughout the early dialogues, i.e. Socratic 'what is X?' question, his disavowal of knowledge and his elenctic method combined together produce something like a circle which works, more or less, in the same way in these dialogues. Though this circle is an embaressing inquiry always resulting in ignorance instead of knowledge, its motivation is surprisingly Socrates’ passionate enthusiasm for knowledge, an intensive love of wisdom. The starting point of this circle is Socrates’ confession of having no knowledge which might be explicitly asserted or presupposed, maybe because it was one of the famous characteristics of Socrates; a confession always paradoxically accompanied with his intense longing for knowledge (e.g., Gorgias 505e4-5). Every time Socrates encounters with someone who thinks he knows something (οἴεταί τι εἰδέναι) (Apology 21d5) and tries to examine him. This examination seems to be the simplest one asking just what it is that he knows. Socrates’ elenchus, therefore, is always connected with 'what is X?' (τίς ποτέ ἐστιν) question, a question that most of the early dialogues of Plato are concerned with; 'what is courage?' in the Laches, 'what is piety?' in Euthydemus, 'what is temperance?' in Charmides and 'what is beauty?' in Hippias Major. This question we call here 'Socratic question' and probably is the very question the historical Socrates used to employ, is tightly interrelated with both his disavowal and his elenchus. He disclaims knowledge because he cannot find the answer to the question himself and he rejects others’ since they cannot offer the correct answer too. Every interlocutor can claim he knows X, if and only if he can answer the Socratic question. Otherwise, he is more of an ignorant than of a knower of τί ποτέ ἐστι X. Knowing the answer to this question is, thus, knowledge’s criterion for Socrates. Having found out that he cannot answer what it is which he would claim to know, the interlocutor comes to the point Socrates was there at the beginning. The least advantage of this circle is that he becomes as wise as Socrates does about the subject, becoming aware that he does not know it. At the end of the circle they are both still at the beginning, not knowing what X is. So let us first take a glance at these three elements. Socratic disavowal of knowledge is strictly asserted in some passages. At Apology 21b4-5, Socrates says: -/- I do not know of myself being wise at all (οὔτε μέγα οὔτε σμικρὸν σύνοιδα ἐμαυτῷ σοφὸς ὤν) -/- Moreover, at 21d4-6: -/- None of us knows anything worthwhile (καλὸν κἀγαθὸν εἰδέναι) …. I do not know (οἶδα) neither do I think I know. -/- In Charmides Socrates speaks about a fear about his probable mistake of thinking that he knows (εἰδέναι) something when he does not (166d1-2). The somehow generalization of this disavowal can be seen in Gorgias. After calling his disavowal 'an account that is always the same' (509a4-5), Socrates continues (a5-7): -/- I say that I do not know (οἶδα) how these things are, but no one I have ever met, like now, who can say anything else without being absurd. -/- At the end of Hippias Major (304d7-8), Socrates affirms his disavowal of knowledge of 'what is X?' this time about the fine: -/- I do not know (οἶδα) what that is itself (αὐτὸ τοῦτο ὅτι ποτέ ἐστιν). Some other passages, however, made a number of scholars dubious about Socrates’ disavowal. Vlastos mentions Apology 29b6-7 as an evidence : 'that to do wrong and to disobey one’s master, both god and men, I know (οἶδα) to be evil and shameful'. He thinks that if we give this single text 'its full weight' it can suffice to show that Socrates does claim knowledge of a moral truth (1985, 7). Vlastos’ claim is not admittable since it would be too strange, I think, for a man like Socrates to violate his disavowal claim just after emphasizing it. We can see his claim just before the already mentioned passage: -/- And surely it is the most blameworthy ignorance to believe that one knows what one does not know. It is perhaps on this point and in this respect, gentlemen, that I differ from the majority of men and if I were to claim that I am wiser than anyone in anything it world be in this, that, as I have no adequate knowledge (οὐκ εἰδὼς ἱκανῶς) of things in the underworld, so I do not think I have (οὐκ εἰδέναι) (Apology 29b1-6) Vlastos tries to solve what he calls the 'paradox' of Socrates’ disavowal of knowledge distinguishing the 'certain' knowledge from 'elenctic' knowledge (1985, 11) and thinking that when Socrates avows knowledge, we must perceive it as an elenctic knowledge, a knowledge its content 'must be propositions he thinks elenctically justifiable' (ibid, 18). Irwin’s solution is the distinction of knowledge and belief. He approves that Socrates does not 'explicitly' make such a distinction, but still thinks that Socrates’ 'test for knowledge would make it reasonable for him to recognize true belief without knowledge, and his own claims are easily understood if they are claims to true belief alone' (1977, 40). While I agree with Vlastos up to a point, I strongly disagree with Irwin about the early dialogues. As I will try to show below, we are not permitted to consider any kind of distinction within knowledge in Socratic dialogues because only one category of knowledge is alluded to there and the distinction of knowledge and belief thoroughly belongs to the second Sorcates. Although no kind of distinction can be admittable here, I think Vlastos’ distinction can be accepted only if we regard it as a distinction between knowledge, which is unique and without any, even incomparable, rival, and a semi-idiomatic and ordinary one that is a necessary requirement for any argument, and thus, unavoidable even for someone who does not claim any kind of knowledge. An apparent evidence of this is Gorgias 505e6-506a4: -/- I go through the discussion as I think it is (ὡς ἄν μοι δοκῇ ἔχειν), if any of you do not agree with admissions I am making to myself, you must object and refute me. For I do not say what I say as I know (οὐδὲ γάρ τοι ἔγωγε εἰδὼς λέγω ἃ λέγω) but as searching jointly with you (ζητῶ κοινῇ μεθ᾽ ὑμῶν). -/- The minimal degree of knowledge everyone must have to take part in an argument, conduct it and use the phrase "I know" when it is necessary is what Socrates cannot deny. We can call it elenctic knowledge only if we agree that it is not the kind of knowledge that Socrates has always been searching, the one that can be accepted as the answer of Socratic 'what is X?' question. His disavowal of knowledge is applied only to the knowledge which can truly be the answer of Socratic question and pass the elenctic exam; a knowledge that, I believe, is never claimed by first Socrates. Socrates conducts his method of examining his interlocutors’ knowledge, our second element here, by almost the same method repeated in Socratic dialogues. That whether we are allowed to regard all the examinations of Socrates in the early dialogues as based on the same or not has been a matter of dispute. Vlastos himself (1994, 31) distinguished Euthydemas, Lysis, Menexenns and Hippias Major from the other Socratic dialogues because he thinks Socrates has lost his faith to elenchus in there. Irwin (1977, 38) distinguishes Apology and Crito where Socrates’ own convictions is present. Contrary to some scholars like Benson (2002, 107) who take elenchus in all the Socratic dialogues as a unique method, Michelle Carpenter and Ronald M. Polansky (2002, 89-100) argue pro the variety of methods of elenchus. Thomas C. Brickhouse and Nicholas D. Smith (2002, 145-160) even reject such a thing as Socratic elenchus which can gather all of the Socrates’ various arguments under such a heading. There can be no solution for the problem of elenchus, they think, is due to 'the simple reason that there is no such thing as 'the Socratic elenchos"'(p.147). Though we consider elenchus a somehow determined process and a part of Socratic circle in the early dialogues, all we assume is that whatever differences it might have in different dialogues, it has the same onto-epistemological principles and, thus, we are not going to take it necessarily as a unique method. This method sets out to prove that the interlocutors are as ignorant as Socrates himself is. That whether elenchus is constructive, capable of establishing doctrines as Vlastos (1994) or Brickhouse and Smith (1994, 20-21) believe or not is another issue to which this paper is not to claim anything. What is crucial for our discussion here is that elenchus does not reach to the very knowledge Socrates is looking for. This is strictly against Irwin who thinks that not only elenchus leads to positive results, 'it should even yield knowledge to match Socrates’ conditions'(1977, 68, cf. 48). He does not explain where and how they really yield to that kind of knowledge. He explains his elenctic method in his apology in the court (Apology 21-22), that how he used to examine wise men, politicians, poets and all those who had the highest reputation for their knowledge and every time found that they have no knowledge. If we accept, as I strongly do, that Socrates’ disavowal of his knowledge is not irony, it might seem more reasonable to agree that the process that has that disavowal as its first step cannot be irony as well. The key of the circle which can explain why Socrates disclaims knowledge and how he can reject others’ claim of having any kind of knowledge lies in the third element, Socratic question. In Hippias Major (287c1-2), Socrates asks: 'Is it not by Justice that just people are Just? (ἆρ᾽ οὐ δικαιοσύνῃ δίκαιοί εἰσιν οἱ δίκαιοι). He insists at 294b1 that they were searching for that by which (ᾧ) all beautiful things are beautiful (cf. b4-5, 8). At Euthyphro 6d10-11 it is said that the Socratic question is waiting for 'the form itself (αὐτὸ τὸ εἶδος) by which (ᾧ) all the pious actions are pious; and at 6d11-e1: -/- Through one form (που μιᾷ ἰδέᾳ) impious actions are impious and pious actions pious. -/- Since the X itself is that by which X is X, knowing 'X itself' is the only way of knowing X. It is probably because of this that Socrates makes the distinction between the ousia as a right answer to the question and effect as a wrong one: -/- I am afraid, Euthyphro, that when you were asked what piety is (τὸ ὅσιον ὅτι ποτ᾽ ἐστίν) you did not wish to make clear its nature itself (οὐσίαν … αὐτοῦ) to me, but you said some effect (πάθος) about it. (Euthp. 11a6-9) -/- 1. Knowledge of what X is Now it is time to look for the onto-epistemological principles of Socratic circle and its three elements. It cannot reasonably be expected from the first Socrates to present us explicitly and clearly formulated principles of his onto-epistemology when such explications cannot be found even in the second Socrates who has some obviously positive theoris. Since there must be some principles underlying this first systematic inqury of knowledge, we must seek to them and be satisfied with elicitation of the first Socratas’ principle. What will be drawn out as his principles cannot and must not, thus, be taken as very fix and dogmatic principles. Some very slightest principles and grounds suffice for our purposes here. The first principle that is the prima facie significance of the Socratic question and his implementation of all those elenctic arguments I call the principle of 'Knowledge of What X is' (KWX): -/- KWX To know X, it is required to know what X is. -/- Aristotle (Metaphysics 1078b23-25, 27-29, 987b4-8) takes Plato’s τί ἐστι question as seeking the definition of a thing that is the same as historical Socrates’ search but applying to a different field. That Plato’s 'what is X?' question was a search for definition became the prevailed understanding of this question up to now. I am going neither to discuss the answer of Socratic question nor to challenge taking it as definition. What I am to insist is that knowledge is attached firmly to the answer of the question: Knowledge of X is not anything but the knowledge of what X is. It entails, certainly, the priority of this knowledge to any other kind of knowledge about X but it also has something more fundamental about the relation of knowledge and Socratic question. Socrates’ exclusive focus on the answer of his question can authorize the consideration of such an essential role for KWX in his epistemolgoy. The total rejection of his interlocutors’ knowledge when they are unable to answer the question can be regarded as a strong evidence for it. Socrates’ elenctic method and his rejection of others’ knowledge in the early dialogues, which all end aporetically with no one accepted as knower and nothing as knowledge, prevent us from finding any positive evidence for this. We have to be content, therefore, of negative evidences which, I think, can be found wherever Socrates rejects his interlocutors’ knowledge when they are not able to give an acceptable answer to his 'what is X?' question. 2. Bipolar Epistemology Socrates’ rejection of his interlocutors’ knowledge has another epistemological principle as its basis. Let me call this principle Bipolar Epistemology' (BE): BE There is no third way besides knowledge and Ignorance. -/- BE says that about every object of knowledge there are only two subjective statuses: knowledge and Ignorance. Socrates’ disavowal, however, says nothing but that he is ignorant of knowledge of X because he does not know what X is. This means that BE is presupposed here. Socrates’ elenchus and his rejection of interlocutors’ having any kind of knowledge are the necessary results of the fact that he does not let any third way besides knowledge and ignorance. The first Socrates never let anyone partly know X or have a true opinion about it, as he would not let anyone know anything about X when he did not know what X is. -/- 3. Bipolar Ontology The principle of BE in first Socrates’ epistemology is parallel to another principle in his ontology. Plato’s bipolar distinction between being and not being is as strict and perfect as his distinction between knowledge and ignorance. This principle I shall call the principle of 'Bipolar Ontology' (BO): BO Being is and not being is not. BO is apparently the same with the well-known Parmenidean Principle of being and not being (cf. Diels-Kranz (DK) Fr. 2.2-5). Euthydemus’ statement against the possibility of false knowledge can be good evidence for this principle: -/- The things which are not surely do not exist (τὰ δὲ μὴ ὄντα … ἄλλο τι ἢ οὐκ ἔστιν). (Euthydemus 284b3-4) -/- He continues (b4-5): -/- There is nowhere for not being to be there (οὖν οὐδαμοῦ τά γε μὴ ὄντα ὄντα ἐστίν). -/- That BE does not let true opinion as a third option besides knowledge and ignorance seems to be related to BO’s rejecting a third option besides being and not being, which is itself the basis of the impossibility of false belief. Socrates’ elaborate discussion of the problem of false belief in Theatetus that leads to a more decisive discussion and finally to some solutions in Sophist can make our consideration of BO for the first group of dialogues authentive. -/- 4. &5. Split Knowledge and Split Being The fourth principle I shall call the principle of 'Split Knowledge' (SK): -/- SK Knowledge of X is separated from any other knowledge (of anything else) as if the whole knowledge is split to various parts. -/- This Principle is hinted and criticized as Socrates’ way of treating with knowledge in Hippias Major: -/- But Socrates, you do not contemplate the entireties of things, nor do people you have used to talk with (τὰ μὲν ὅλα τῶν πραγμάτων οὐ σκοπεῖς, οὐδ᾽ ἐκεῖνοι οἷς σὺ εἴωθας διαλέγεσθαι). (301b2-4) -/- Contrary to Rankin who regards the passage as 'antilogical, almost eristic in tone rather than presenting a serious philosophy of being' (1983, 54), I think it can be taken as serious. Hippias criticizes Sorcates that he does not contemplate (σκοπεῖς) the entireties of things (ὅλα τῶν πραγμάτων), a critique which Socrates is not its only subject but all those whom Socrates accustomed to talk with (ἐκεῖνοι οἷς σὺ εἴωθας διαλέγεσθαι). This last phrase, I think, extends this critic beyond this dialogue to other Socratic dialogues. Hippias’ use of the perfect tense of the verb ἔθω (to be accustomed) is a good evidence of this extension. We can get, thus, these ἐκεῖνοι as Socrates’ interlocutors in his other dialogues that hints that this criticism has the epistemological groundings of the previous dialogues as its subject. What ἐκεῖνοι οἷς σὺ εἴωθας διαλέγεσθαι points to is that Hippias does not have in mind Socrates’ way of treating things only in this dialogue, but he is also criticizing Socrates’ way throughout his dialogues. At 301b4-5, Socrates and his interlocutors’ way of beholding things is described as such: -/- You people knock (κρούετε) at the fine and each of the beings (ἕκαστον τῶν ὄντων) by taking each being cut up in pieces (κατατέμνοντες) in words (ἐν τοῖς λόγοις). This leads us to our next principle that is parallel to, and the ontological side of, SK, the principle of 'Split Being'(SB): -/- SB Everything (being) is separated from any other thing as if the whole being is split to many beings. -/- Socrates and his interlocutors and thus, as we saw, the Socratic dialogues are accused to regard everything as it is separated from all other things. This separation is en tois logois that, I think, can reasonably be taken as saying that Socratic dialogues (it refers of course to the dialogues before Hippias Major) cut up all things which have the same name/definition from all other things and try to understand them separately, without considering other things that are not in their logos. They, for example in Hippias Major, are cutting up to kalon and try to understand what it and all others inside this logos are by separating it from all other things. This is directed straightly against Socratic question and the way Socratic dialogues follow to find its answer, every time separating one logos. As Meyer (1995, 85) points out, every question 'presupposes that the X in question in a logos is something' and 'every answer to every question aims at unity' (84). The critique of Hippias Major is, therefore, at the same time a critique of SK and SB. It is also a critique of KWX because it is only based on KWX that Socratic dialogues could search for the answer of 'what is X' question supposing that knowing what X is is enough for the knowledge of X. SK and KWX are absolutely interdependent. What Socrates and all his previous interlocutors have neglected in Socratic dialogues, Hippias says, was 'continuous bodies of being' (διανεκῆ σώματα τῆς οὐσίας) (301b6). Either this theory actually belongs to the historical Hippias as it is being said or not, it is strictly criticizing SB. We have the same phrase with changing sūma to logos some lines later at 301e3-4: διανεκεῖ λόγῳ τῆς οὐσίας. Although this theory that can be observed as both an ontological and an epistemological theory is rejected by Socrates (301cff.), it is still against first Socrates’ onto-epistemological principles and might let us look at what is rejected as Socratic prineple. -/- 6. Knowledge is of Being The sixth principle that I think is presupposed by the first Socrates, is the 'Knowledge of Being' Principle (KB): -/- KB Knowledge is of Being. -/- This principle is obviously the source of the problem of false knowledge, a very important problem throughout Plato’s philosophy. We face this problem maybe for the first time in Euthydemus. In less than 20 Stephanus’ pages, 276-295, we are encountered with different interwoven problems about knowledge , all grounded in the problem of false opinion. Having challenged the obvious possibility of telling lies at 283e, at 284 Euthydemus discusses it saying that the man who speaks is speaking about 'one of those things that are (ἓν μὴν κἀκεῖνό γ᾽ ἐστὶν τῶν ὄντων)' (284a3) and thus speaks what is (λέγων τὸ ὄν) (a5). He must necessarily be saying truth when he is speaking what is because he who speaks what is (τὸ ὄν) and the things that are (τὰ ὄντα) speaks truth (τἀληθῆ λέγει) (a5-6). This is based on Parmenidean principle of the impossibility of being of not being which Euthydemus restates (284b3-4) and we mentioned discussing BO principle above. The things that are not are nowhere (οὐδαμοῦ) and there is no possibility for anyone to do (πράξειεν) anything with them because they must be made as being before anything else can be done, which is impossible (b5-7). The words, then, are of things that exist (εἰσὶν ἑκάστῳ τῶν ὄντων λόγοι) (285e9) and as they are (ὡς ἔστιν) (e10). The result is that no one can speak of things as they are not. It is this impossibility of false speach that is extended to thinking (δοξάζειν) at 286d1 and leads to the impossibility of false opinion (ψευδής … δόξα) (286d4). The general conclusion is asserted at 287a extending this impossibility to actions and making any kind of mistake. Not only knowledge is of being but speech, thought and action are of being simply because of the fact that nothing can be of not being. -/- B. First Socrates’ Principles in the Middle Period Dialogues Out of what were presupposed or criticized mostly in five dialogues, Euthyphro, Euthydemus, Hippias Major, Laches and Charmides, we tried to draw the first Socrates’ principles. Our inquiry here is directed to find out the fate of these principles in the three dialogues of the middle period, Meno, Phaedo and Republic. To do this, first we ought to check the situation of Socratic circle in these dialogues. The Socratic circle that was predominant in the early dialogues, does not look like a circle here anymore though they certainly have some features in common. Meno, Phaedo and Republic II-X are not committed to the principles of the circle and the whole circle in disrupted in them. The difference of the two Socrateses towards acquiring knowledge is obvious. The Socrates of Meno, Phaedo and Republic is evidently more self-confident that he can get to some truths during his arguments as he does. They are in their first appearance, as almost all other dialogues, committed to Socrates’ disavowal. All of them try to keep the shape of the Socratikoi Logoi genre, which is committed to the historical Socrates’ way of discussion; a dramatic personage who is to challenge his interlocutors, ask them and refuse the answers. Nevertheless, the fact is that what we have in common between two groups of dialogues is mostly a dramatic structure. Whereas the first group’s arguments are based on Socrates’ disavowal and lead to no positive results, the second group is decisively going to achieve some positive results. The aim of the first Socrates was to show others that they are ignorant of what they thought they knew. The new Socrates of Meno, on the opposite, makes so much efforts to show that the slave boy has within himself true opinions (ἀληθεῖς δόξαι) about the things that he does not know (οἶδε) (85c6-7). Despite his lack of knowledge, he has true opinions nevertheless. The way from these true opinions to knowledge, as Socrates states, is not so long. These true opinions are now like a dream but 'can become knowledge of the same things not less accurate than anyone’s' (οὐδενὸς ἧττον ἀκριβῶς ἐπιστήσεται περὶ τούτων) (c11-d1), if they be repeated by asking the same questions. The most outstanding text regarding Socrates’ disavowal is Meno 98b where he explicitly claims knowledge: -/- And indeed I also speak as (ὡς) one who does not know (εἰδὼς) but is guessing (εἰκάζων). However, [about the fact] that true opinion and knowledge are different, I do not altogether expect (δοκῶ) myself to be guessing (εἰκάζειν), but if I say about anything that I know (εἰδέναι) -which about few things I say- this is one of the things that I know (οἶδα). (98b1-5) This passage is very significant about Plato’s disavowal of knowledge. There can hardly be found, I think, anywhere else in Plato’s corpus where Socrates speaks about his knowledge of something as such. He says first that he speaks as someone who does not know. This ὡς οὐκ εἰδὼς λέγω comparing with what he used to say in the first group, οὐκ οἶδα, has this added ὡς. Socrates does not claim strongly anymore that he does not know anything but speaks only as someone who does not know. He needs this ὡς not only because he is going to accept that he does know some, though few, things immediately after this sentence, but also because he needs his previous disavowal to be loosened from Meno on. He does not merely say here that he knows something. It is then different from the examples mentioned before which could be taken as idiomatic or at least not emphatic. Socrates’ remarkable emphasis on distinguishing εἰδέναι from εἰκάζειν departs it from all other passages where he says only he knows something. Moreover, he claims definitely that he has knowledge about few (ὀλίγα) things. From the early to the middle dialogues, Socrates’ attitude to knowledge has totally renewed its face. He brings forth a new concept, true opinion, and he does not speak of knowledge as he used to before; the rough, perfect and unachievable knowledge of the first group has turned to something more smooth, realistic and achievable. Comparing with the early dialogues that did not set out from the first to reach positive results, the middle ones are extraordinarily and surprisingly positive and hence destroy the basis of the Socratic circle. The questions and answers are purposely directed to some specific new theories; most of them are not directly related to the topics or the main questions of the dialogues. They are suggested when Socrates draws the attention of the interlocutor away from the main question because of the necessity of another discussion. Even if the main question remains unanswered, we have still many positive theories, prominently of metaphysical type. These theories are so abundant and dominant in these dialogues, especially Phaedo and Republic, that one might think that they may appear to be arbitrarily sandwiched in there. This helps dialogues to keep their original Socratic structure while they are suggesting new theories. Hence, the Socratic question of 'what is X?', though is still used to launch the discussion, is loosened and is forgotten for most part of the dialogues. Meno that has first a differently formulated question, 'can virtue be taught?', leads finally to the Socratic question of 'What is virtue?'. Phaedo is dedicated to the demonstration of the immortality of soul and the life after death without having a central Socratic question. The case of Republic is more complicated. The first book, on the one hand, has all the criteria of a Socratic circle: its 'what is justice?' question, Socrates’ strong disavowal (e.g. 337d-e), his rejection of all answers and coming back to the first point without finding out any answer. This Book, considered alone, is a perfect Socratic dialogue, as many scholars regard it as early and separated from other books. The books II-X are, on the other hand, far from implementing a Socratic circle. They have still the 'what is justice?' question as their incentive leading question, but they are, in most of the positive doctrines and methods that encompass the main parts, ignoring the question. Even these books that, I believe, are the farthest discussions from the Socratic circle are so cautious not to break the Socratic structure of the dialogue as long as it is possible. What is changed is not the structure of the dialogue but the ontological and epistemological grounds based on which new theories are suggested. -/- 1. Knowledge of the Good We can clearly see in the second group of dialogues that the KWX principle loses the place it had before in our first group. It is not, of course, rejected, but still we cannot say that it has the same situation. KWX that was based on Socratic question, as we discussed before, was the leading principle of the first Socrates’ epistemology and of the highest position. Other epistemological principles, SK directly and BE indirectly, were relying on Socratic question and therefore on KWX. Such a position does not belong to KWX from Meno on. What makes it different in the second Socrates is another principle that is needed it not only as its complementary principle but also as what is more fundamental. Plato, then, does not reject KWX in this period, but, it seems, he transcends to another more basic principle; a principle we shall call the principle of 'Knowledge of the Good' (KG): -/- KG Knowledge of X requires knowledge of the Good. -/- Whereas all the dialogues of our first group are free from any discuscon about KG, it bears a very important role in the second group so as becomes the superior principle of knowledge in Republic. Trying to solve the problem of teachability of virtue, Socrates says that it can be teachable only if it is a kind of knowledge because nothing can be taught to human beings but knowledge (ἐπιστήμην) (Meno 87c2). The dilemma will be, then, whether virtue is knowledge or not (c11-12) and since virtue is good, we can change the question to: whether is there anything good separate from knowledge (εἰ μέν τί ἐστιν ἀγαθὸν καὶ ἄλλο χωριζόμενον ἐπιστήμης) (d4-5). Therefore, the conclusion will be that if there is nothing good which knowledge does not encompass, virtue can be nothing but knowledge (d6-8). What let us discuss KG as an epistemological principle for the second Secrates is the relation he tries to establish between knowledge and the Good which, though is alongside with the mentioned thesis and the idea of virtue as knowledge, goes much deeper inside epistemology asking to regard the Good as the basis of knowledge. The effort of Phaedo cannot succeed in establishing the Good as the criterion of explanation and knowledge since, I think, it needs a far more complicated ontology of Republic where Socrates can finally announce KG. What is said in Republic is totally compatible with Phaedo 99d–e and the metaphor of watching an eclipse of the sun. In spite of the fact that we do not have adequate knowledge of the Idea of the Good, it is necessary for every kind of knowledge: 'If we do not know it, even if we know all other things, it is of no benefit to us without it' (505a6-7). The problem of our not having sufficient knowledge of the Idea of Good is tried to be solved by the same method of Phaedo 99d-e, that is to say, by looking at what is like instead of looking at thing itself (506d8-e4). It is this solution that leads to the comparison of the Good with sun in the allegory of Sun (508b12-13). What the Good is in the intelligible realm corresponds to what the sun is in the visible realm; as sun is not sight, but is its cause and is seen by it (b9-10), the Good is so regarding knowledge. It has, then, the same role for knowledge that the sun has for sight. Socrates draws our attention to the function of sun in our seeing. The eyes can see everything only in the light of the day being unable to see the same things in the gloom of night (508c4-6). Without the sun, our eyes are dimmed and blind as if they do not have clear vision any longer (c6-7). That the Good must have the same role about knowledge based on the analogy means that it must be considered as a required condition of any kind of knowledge: -/- The soul, then, thinks (νόει) in the same way: whenever it focuses on what is shined upon by truth and being, understands (ἐνόησέν), knows (ἔγνω) and apparently possesses understanding (νοῦν ἔχειν). (508d4-6) -/- Socrates does not use agathon in this paragraph and substitutes it with both aletheia and to on. He links them with the Idea of the Good when he is to assert the conclusion of the analogy: -/- That which gives truth to the objects of knowledge and the power of knowing to the knower, you must say, is the Idea of the Good: being the cause of knowledge and truth (αἰτίαν δ᾽ ἐπιστήμης οὖσαν καὶ ἀληθείας) so far as it is known (ὡς γιγνωσκομένης μὲν διανοοῦ). (508e1-4) Knowledge and truth are called goodlike (ἀγαθοειδῆ) since they are not the same as the Good but more honoured (508e6-509a5). KG, which had been implicitly contemplated and searched in Phaedo, is now explicitly being asserted in Republic. As what was quoted clearly proves, this principle is the very one which we can observe as the most fundamental principle of the second Socrates in Republic, corresponding to the role KWX had in the first Socrates. The Form of the Good in Republic, of which Santas speaks as 'the centerpiece of the canonical Platonism of the middle dialogues, the centerpiece of Plato’s metaphysics, epistemology, ethics and …' (1983, 256) much more can be said. Plato’s Cave allegory in Book VIII dedicates a similar role to the Idea of the Good. The Idea of the Good is there as the last thing to be seen in the knowable realm, something so important that its seeing equals to understanding the fact that it is the cause of all that is correct and beautiful (517b). Producing both light and its source in visible realm, it controls and provides truth and understanding in the intelligible realm (517c). -/- 2. Tripartite Epistemology BE is thoroughy rejected in the second Socrates and substituted by its opposite, the principle of 'Tripartite Epistemolgy' (TE): -/- TE Opinion is an epistemological status between knowledge and ignorance. BE of the first Socrates was denying any third way besides knowledge and ignorance which was the foundation of Socratic circle without which Socrates could not reject his interlocutors’ possessing any kind of knowledge. We cannot say, however, that the first Socrates had a third epistemological status in mind but rejected it. Such a status was unacceptable for him so that one can say that he would reject any kind of such status if suggested. There were only two possibilities about knowledge: either one knows something or he does not know it. TE, thus, was not the first Socrates’ discovery and, I think it is not the second Socrates’discovery. All we can see in our second group of dialouges is that he uses this principle as an already demonstrated one. Having examined the slave boy in Meno for the prupose of showing the working of recollection, it truns out that he has some opinions in him while he still does not know. Without trying to prove it, Socrates takes this as the distinction between knowledge and opinion: -/- So, he who does not know (οὐκ εἰδότι) about what he does not know (περὶ ὧν ἂν μὴ εἰδῇ) has within himself true opinions (ἀληθεῖς δόξαι) about the same things he did not know (περὶ τούτων ὧν οὐκ οἶδε) (85c6-7). -/- The same distinction is set between ὀρθὴν δόξαν and ἐπιστήμην at 97b5-6 ff. (also cf. 97b1-2: ὀρθῶς μὲν δοξάζων … ἐπιστάμενος). He connects then their difference to the myth of Daedalus, the statue that would run away and escape. So are true opinions, not willing to remain long in mind and thus not worthy until one ties them down by αἰτίας λογισμῷ (98a3-4). Socrates says that this tying down is anamnesis. We face, in Phaedo, the same relation is settled between knowledge as the process of being tied down and getting the capability to give an account, on the one hand, and anamnesis, on the other hand. When a man knows, he must be able to give an account of what he knows (Phaedo 76b5-6) and since not all people are able to give such an account, those who recollect, recollect what once they learned (76c4). Although the distinction between knowledge and opinion is not explicitly used in Phaedo, referring to the parallel link between knowledge plus account and anamnesis in Phaedo and Meno, one can say that those who cannot recollect are not able to give account and, thus, are in a state of opinion. What is said at Phaedo 84a, though not yet a definite distinction between knowledge and opinion, makes a distinction between their objects so as we can agree that it is presupposed. The soul of the philosopher, Socrates says, follows reason, stays with it forever and contemplates the divine, which is not the object of opinoin (ἀδόξαστον) (84a8, cf. Meno 98b2-5). The distinction of knowledge and belief in Republic has a significant difference with what we discussed in Meno and Phaedo since the distinction of Meno was based on anamnesis and thus more an epistemological distinction. Even in Phaedo that we do not have any elaborate discussion about the distinction, the only hint to the matter at 76 is bound to the theory of anamnesis. In addition to the relation of the distinction with this theory, there is another evidence that does not permit us to consider the distinction as an ontological distinction. Let’s see Meno 85c6-7: -/- So, he who does not know about what he does not know has within himself true opinions about the same things he did not know (τῷ οὐκ εἰδότι ἄρα περὶ ὧν ἂν μὴ εἰδῇ ἔνεισιν ἀληθεῖς δόξαι περὶ τούτων ὧν οὐκ οἶδε). (85c6-7) -/- This last sentence persists that the objects of knowledge and true opinion are the same. What Socrates is to say here is that whereas he does not know X he has true opinion about the same X. I think Socrates’ sentence that the slave boy οὐκ εἰδότι ἄρα περὶ ὧν ἂν μὴ εἰδῇ and his restatement of it by saying περὶ τούτων ὧν οὐκ οἶδε is because he wants to emphasize that the slave boy who does not know, has true opinion about the same thing. Socrates could say this just with using τούτων and there would be no necessity to bring περὶ ὧν ἂν μὴ εἰδῇ for οὐκ εἰδότι if he did not want to emphasize. -/- 3. Tripartite Ontology The distinction between knowledge and true opinion in Republic, on other side, has nothing to do with recollection, but is based on an ontological principle, 'Tripartite Ontology' (TO): -/- TO There are things that both are and are not. -/- This principle I confine, among our three dialogues of the second group, to Republic not extended to Meno and Phaedo, is obviously the opposite of BO. Speaking about the lovers of sights and sounds in the fifth book, Socrates distinguishes them from philosophers because their thought is unable to understand the nature of beautiful itself besides beautiful things (476a6-8) and hence they can only have opinions. The philosopher who, on the contrary, believes in beautiful itself and can distinguish it from beautiful things (476c9-d3), has knowledge because he knows, contrasting others who have opinion because they only opine (d5-6). Since those whose knowledge were degraded as opinion will complain about Socrates’ such calling their thought, he provides them the following argument (476e7-477b1): -/- - Does the person who knows, knows (γιγνώσκει) something (τὶ) or nothing (οὐδέν)? - He knows something (τί). - Something that is (ὂν) or is not (οὐκ ὄν)? - Something that is (ὂν) for how could something that is not be known (πῶς γὰρ ἂν μὴ ὄν γέ τι γνωσθείη)? - Then we have an adequate grasp of this: No matter how many ways we examine it, what completely is (παντελῶς ὂν) is completely knowable (παντελῶς γνωστόν) and what is in no way (μὴ ὂν δὲ μηδαμῇ) is in every way unknowable (πάντῃ ἄγνωστον). - A most adequate one. - Good. Now, if anything is such as to be and also not to be (ὡς εἶναί τε καὶ μὴ εἶναι), won’t it be intermediate (μεταξὺ) between what purely is (εἰλικρινῶς ὄντος) and what in no way is (μηδαμῇ ὄντος)? - Yes, it’s intermediate. - Then as knowledge (γνῶσις) is set over what is (τῷ ὄντι), while ignorance (ἀγνωσία) is of necessity set over what is not (μὴ ὄντι) mustn’t we find an intermediate between ignorance (ἀγνοίας) and knowledge (ἐπιστήμης) to be set over the intermediate, if there is such a thing? -/- From the third status of being we must reach to the third status of knowledge. The simple reading of this text can be an existential reading, taking the "is" of the mentioned sentences as existence. The problem is that when it is said that there is something that both is and is not reading "is" existentially, it sounds too bizarre to be acceptable. It cannot easily be understandable to have something as both existent and non-existent at the same time. This problem arose so many debates and led many scholars to reject the existential reading of "is" and suggest some other readings like predicative or veridical readings. I think though Plato’s complicated ontology of Republic cannot be correctly understood by a simple existential reading, this "is" cannot be free from existential sense of being and, thus, cannot be reduced to just a predicative or veridical sense of being. -/- 4. Bound Knowledges In addition to KG, the Good is also the basis of another principle in the second Socrates, namely the principle of 'Bound Knowledge' (BK): -/- BK Knowledge of everything is bound to the knowledge of the Good. -/- We distinguished BK from KG because we want to insist, in BK, on what had not been insisted upon in KG, that is, the binding role that the Good plays in the second Socrates, contrasting the absence of such a role in the first Socrates. Socrates remembers, in Phaedo, his wonderful keen on natural philosophers' wisdom when he was young. The origin of this enthusiasm was Socrates’ hope to know the cause of everything as they used to claim. When he was searching the matters of his interest on their basis, Socrates says, he became convinced he can get no acceptable answer from them and found himself blind even to the things he thought he knew before. One day he hears Anaxagoras’ theory that 'it is Mind that arranges and is the cause of everything (ὡς ἄρα νοῦς ἐστιν ὁ διακοσμῶν τε καὶ πάντων αἴτιος)' (Phd. 97c1-2 cf. DK, Fr.15.8-9, 11-12, 12-14) and thinks that he can finally find what he has always expected, i.e. something which can explain all things. What I intend to show here is that what makes Socrates hopeful is that Anaxagoras’ theory tries 1) to explain all things by one thing and 2) this explanation is understood by Socrates as if it is based on the concept of the Good. That Socrates was searching for one explanation for all things can be proved even from what he has been expecting from natural philosophers. The case is, nonetheless, more clearly asserted when he speaks about Anaxagoras’ theory. In addition to διακοσμῶν τε καὶ πάντων αἴτιος of 97c2 mentioned above, we have τὸ τὸν νοῦν εἶναι πάντων αἴτιον (c3-4) and τόν γε νοῦν κοσμοῦντα πάντα κοσμεῖν (c4-5) all emphasizing on the cause of all things (πάντα) which can clearly prove that one of the reasons which caused Socrates to embrace it delightfully was its claim to provide the cause of all things by one thing. Another reason was that Anaxagoras’ Mind, at least in Socrates’ view, was attempting to explain everything by the concept of the Good. This connection between Mind and Good belongs more to the essential relation they have in Socrates’ thinking than Anaxagoras’ theory because there are almost nothing about such a relation in Anaxagoras. The reason for Socrates’ reading can be that Mind is substantially compatible with Socrates’ idea of the relation between good and knowledge. Both the thesis 'no one does wrong willingly' and the theory of virtue as knowledge we pointed to above are evidences of this essential relation. Nobody who knows that something is bad can choose or do it as bad. The reason, when it is reason, that means when it is as it should be, when it is wise or when it knows, works only based on good-choosing. In this context, when Socrates hears that Mind is considered as the cause of everything, it sounds to him like this: good should be regarded as the basis of the explanation of all things. We see him, thus, passing from the former to the latter without any proof. This is done in the second sentence after introducing Mind: -/- I thought that if this were so, the arranging Mind would arrange all things and put each thing in the way that was Best (ὅπῃ ἂν βέλτιστα ἔχῃ). If one then wished to find the cause of each thing by which it either perishes or exists, one needs to find what is the best way (βέλτιστον αὐτῷ ἐστιν) for it to be, or to be acted upon, or to act. On these premises then it befitted a man to investigate only, about this and other things, what is the most excellent (ἄριστον) and best (βέλτιστον). The same man must inevitably also know what is worse (χεῖρον), for that is part of the same knowledge. (97c4-d5) This passage is a good evidence of Socrates’ leap from Anaxagoras’ Mind to his own concept of the Good that can explain why Socrates found Anaxagoras theory after his own heart (97d7). Mind is welcomed because of its capability for explanation on the basis of good to 'explain why it is so of necessity, saying which is better (ἄμεινον), and that it was better (ἄμεινον) to be so' (97e1-3). What Socrates thought he had found in Anaxagoras can indicate what he had been expecting from natural scientists before. Socrates could not be satisfied with their explanations because they were unable to explain how it is the best for everything to be as it is. It can probably be said, then, that it was the lack of the unifying Good in their explanation that had disappointed him. We must insist that we are discussing what Socrates thought that Anaxagoras’ theory of Mind should have been, not about Anaxagoras’ actual way of using Mind. Phaedo 97c-98b, is not about what Socrates found in Anaxagoras but what he thought he could find in it. On the contrary, it should also be noted that it was not this that was dashed at 98b, but Anaxagoras’ actual way of using Mind. It was Anaxagoras’ fault not to find out how to use such an excellent thesis (98b8-c2, cf. 98e-99b). Socrates gives an example to show how not believing in 'good' as the basis of explanation makes people be wanderers between different unreal explanations of a thing. His words δέον συνδεῖν (binding that binds together) as a description for the Good we chose as the name of BK principle: They do not believe that the truly good and binding binds and holds them together (ὡς ἀληθῶς τὸ ἀγαθὸν καὶ δέον συνδεῖν καὶ συνέχειν οὐδὲν οἴονται). (99c5-6) -/- Having in mind Plato’s well-known analogy of the sun and the Good at Republic 508-509, we can dare to say that his warning of the danger of seeing the truth directly like one watching an eclipse of the sun in Phaedo (99d-e) is more about the difficulty of so-called good-based explanation than its insufficiency, a difficulty which is precisely confirmed in Republic (504e-505a, 506d-e). Moreover, BK is asserted in a more explicit way in the Republic, where the Good is considered not only as a condition for the knowledge of X, as was noted above discussing KG, but also as what binds all the objects of knowledge and also the soul in its knowing them. At Republic VI, 508e1-3, when Socrates says that the Form of the Good 'gives truth to the things known and the power to know to the knower (τοῦτο τοίνυν τὸ τὴν ἀλήθειαν παρέχον τοῖς γιγνωσκομένοις καὶ τῷ γιγνώσκοντι τὴν δύναμιν ἀποδιδὸν)', he wants to set the Good at the highest point of his epistemological structure by which all the elements of this structure are bound. This binding aspect of the Good is by no means a simple binding of all knowledges or all the objects of knowledge, but the most complicated kind of binding as it is expected from the author of the Republic. The kind of unity the Good gives to the different knowledges of different things is comparable with the unity which each Form gives to its participants in Republic: as all the participants of a Form are united by referring to the ideas, all different kinds of knowledge are united by referring to the Good. If we observe Aristotle's assertion that for Plato and the believers of Forms, the causative relation of the One with the Forms is the same as that of the Forms with particulars (e.g. Metaphysics 988a10-11, 988b4), that is to say the One is the essence (e.g., ibid, 988a10-11: τοῦ τί ἐστὶν, 988b4-6: τὸ τί ἢν εἶναί) of the Forms besides his statement that for them One is the Good (e.g., ibid, 988b11-13) the relation between the Good and unity may become more understandable. Since the quiddity of the Good (τί ποτ᾽ ἐστὶ τἀγαθὸν) is more than discussion (506d8-e2), we cannot await Socrates to tell us how this binding role is played. All we can expect is to hear from him an analogy by which this unifying role is envisaged, the sun. The kind of unity that the Good gives to the knowledge and its objects in the intelligible realm is comparable to the unity that the sun gives to the sight and its objects in the visible realm (508b-c). The allegory of Line (Republic VI, 509d-511), like that of the Sun, tries to bind all various kinds of knowledges. The hierarchical model of the Line which encompasses all kinds of knowledge from imagination to understanding can clearly be considered as Plato’s effort to bind all kinds of knowledges by a certain unhypothetical principle. The method of hypothesis starts, in the first subsection of the intelligible realm, with a hypothesis that is not directed firstly to a principle but a conclusion (510b4-6). It proceeds, in the other subsection, to a 'principle which is not a hypothesis' (b7) and is called the 'unhypothetical principle of all things' (ἀνυποθέτου ἐπὶ τὴν τοῦ παντὸς ἀρχὴν) (511b6-7). This παντὸς must refer not only to the objects of the intelligible realm but to the sensible objects as well. Plato does posit, therefore, an epistemological principle for all things, a principle that all things are, epistemologically, bound and, thus, unified by. -/- 5. Bound Beings The ontological aspect of BK we shall call the principle of 'Bound Beings' (BB): -/- BB Being of all things are bound by the Good. -/- We saw in our principle of Split Being (SB) how the first Socrates was criticized because of his approach to split being and separate each thing from other things. The principle of Bound Beings intends to make the things more related, a duty which is done again by the Good. In the allegory of Sun, there are two paragraphs that evidently and deliberately extend the binding role of the Good to the ontological scene: -/- You will say that the sun not only makes the visible things have the ability of being seen but also coming to be, growth and nourishment. (509b2-4) -/- This clearly intends to remind the ontological role the sun plays in bringing to being all the sensible things in order to display how its counterpart has the same role in the intelligible realm (b6-10): -/- Not only the objects of knowledge (γιγνωσκομένοις) owe their being known (γιγνώσκεσθαι) to the Good, but also their existence (τὸ εἶναί) and their being (οὐσίαν) are due to it, though the Good is not being but superior to it in rank and power. That the Good is here represented as responsible for being of things in addition to their being known means, in my opinion, that Plato wants to posit BB in addition to BK. The allegory of Cave at the very beginning of the seventh Book (514aff.) can be taken as another evidence. The role of the Good, one might say, is confined to the intelligible realm because it is asserted that the role the Good plays in this realm is corresponding to that of the sun in the visible realm. The fact that Plato wants to observe the Good also as the ontological cause of the sensible things is obvious from his saying, in the allegory of Cave, that the Form of the Good 'produces light and its source (τὸν τούτου κύριον) [i.e. the sun] in the visible realm' (517c3). We can conclude, then, that the ontological function of the Good is not confined to the intelligible realm in which it is the lord and provides truth and understanding (c3-4) because it is also responsible to produce τὸν κύριον of light. 6. Proportionality of Being and Knowledge Insofaras BE and BO principles of the first Socrates gave way to TE and TO principles of the second Socrates, we cannot expect him to preserve KB in the same way as it was in the first Socrates. The new tripartite ontology and epistemology necessitates some modifications in KB which results in the principle of 'Proportionality of Being and Knowledge' (PBK): -/- PBK To every class of being there is a proportionate category of knowledge. -/- This principle, of course, does not entail the refutation of KB and thus is not kind of rejecting PBK but only a more complicated version of it. Based on PBK, we can still agree that knowledge is of being (KB) but the issue is that since none of the concepts of knowledge and being in the second Socrates are as simple as they were for the first Socrates, we need a more complicated principle for their relation here. Although from Meno 97a where the distinction of knowledge and true opinion is drawn out in the second group of the dialogues, we can expect a new relation, it is articulated in its most complete way in Republic and specifically in the allegory of Line. All the beings are divided there hierarchically to four classes, to each of them belongs a class of knowledge: imagination to images, belief to the sensible things (more correctly: the things of which they[in previous class] were images (ᾧ τοῦτο ἔοικεν)), thought to mathematical objects (?) and understanding to the Forms and the first principle. The degree of clarity that each of the classes of knowledge shares in (σαφηνείας ἡγησάμενος μετέχειν) is proportionate to the degree that its object shares in truth (ἀληθείας μετέχει). (511e2-4) -/- Conclusion From the six onto-epistemilogical principles of the first Socrates, four principles turn to their opposite in the middle period dialogues. While bipolar epistemology and ontology of the early dialogues give place to tripartite epistemology in the middle period dialogues and tripartite ontology in Republic, the split knowledge and being of the first Socrates are inclined to be substituted by bound knowledges and bound beings in the second Socrates and specifically in Republic. Not all our system of principles in this article is necessarily determinative. Either they are rightly formulated or not, our result would not be vulnerable if we accept that 1) making the distinction of knowledge and belief, 2) accepting the being of not being and 3) trying to bind both being and knowledge by the concept of the Good happens only in middle period dialogues, having been absent in the early ones. These are the favourite results all those somehow arbitrary and even oversimplified principles were to illustrate; that there is kind of a development in the epistemological as well as the ontological grounds of Plato’s philosophy. -/- Notes . (shrink)

Starting from the basic premises of Schank's notion of indexing in story telling and the representational approach of language, this paper investigates whether fairy tales create initial indexes for children, that may be re-indexed later in adult life, by reshaping their pre-existing experiences. More specifically, it focuses on the way fairy tales present several concepts already familiar to children, and whether this representation matches children’s pre-existing experiences. The data collected comes from several of Grimm Brothers' fairy tales and consists of (...) a corpus of 62839 word tokens. The fairy tales included were thematically related to general areas of everyday experience: femininity, blackness, whiteness, day, night, being young, ageing. The following semantically contradictory lexical pairs were examined in the expanded concordance, in relation to their collocations and semantic associations: old - young, woman - maiden, day - night, white - black. These were then compared with an adults’ and a children’s dictionary to check whether the collocations, semantic associations of the selected words as portrayed in the data, matched the societally accepted meanings found in dictionaries. The comparison indicated that, although the connotative meanings were included in the majority of denotative meanings that make up words' definitions in the adult dictionary examined, only five of them matched the connotative meanings of the words examined in the data. On the other hand, the way the above concepts/words were presented in the children’s dictionary, was very simple, probably reflecting children’s experiences. It seems, thus, that the concepts - at least some of them - presented in the fairy tales examined, do not “officially” relate to children's but to adults' experiences, functioning as an index that re-shapes children’s pre-existing concepts. (shrink)

Sanctions such as those applied by the United Nations against Yugoslavia, or rather the actions of implementing and maintaining them, at the very least implicitly purport to have moral justification. While the rhetoric used to justify sanctions is clearly moralistic, even sanctions themselves, as worded, often include phrases indicating moral implication. On May 30, 1992, United Nation Security Council Resolution 757 imposed a universal, binding blockage on all trade and all scientific, cultural and sports exchanges with Serbia and Montenegro. In (...) addition to expressing the usual "concern' and "dismay" regarding various events, the language of this Resolution also includes, on three occasions, unmistakably moral language "deploring" failures in meeting the demands of earlier resolutions.' There is no question that sanctions have political, economic, military and trategic consequences for the sanctioned state, perhaps exactly as desired by the sanctioning party. However, the question raised in this essay is whether in addition to these consequences, sanctions also produce morally reprehensible consequences that undermine their often-cited moral justification. If so, international economic sanctions are an immoral means of achieving primarily political goals. Six morally significant consequences are: 1) The unethical, elevated susceptibility of the sanctioned to olitical (and other forms of) manipulation, 2) the inherent and unjust paternalism in the process of sanctioning, 3) the abandonment of strict moral criteria on virtually all levels of evaluation, primarily inside the sanctioned country, but also in sanctioning states best exhibited in the attitudes toward the sanctioned, 4) the general decline in moral consciousness, 5) the subsequent rise of many forms of violence within the sanctioned state in connection with the increase in lawlessness, and a general decline of expectations in all areas of life, and 6) the continual, arbitrary redefining of conditions for a final lifting of sanctions. In light of this moral phenomenology we shall argue that sanctions, lacking in moral justification, are simply a means for achieving the mentioned immoral goals. Furthermore, the argument will be that sanctions are a form of siege and, as such, an act of war, requiring the sort of justification that would be needed to justify a war. (shrink)

In this paper I shall first illustrate the variety of uses the concept of "nature" can and does have. Then I shall indicate that the confusing variety is not without rhyme or reason. I shall end by saying a few words about the notion of "progress". This may sound surprising but the notion of "progress" does tie up with what I shall try to say about the contrast between nature and convention.

The aim of this paper is to bring an end to the interpretative dispute on Descartes’s cog­ito: is the cogito known by intuition or by inference? There have been several studies based on both analytical and historical approaches to the dispute, and it seems that we have exhausted all interpretations. Nevertheless, I wish to revisit this dispute, as it ap­pears that the previous studies have overlooked Descartes’s use of words and phrases, which is the most significant for understanding his (...) various discourses on the cogito con­sistently. In this paper, I focus on the terms which Descartes uses to indicate the varied status of the cogito, such as ‘haec cognitio, ego cogito, ergo sum’, ‘hanc propositionem, ego cogito, ergo sum’, ‘hanc conclusionem: cogito, ergo sum’, and so on; Descartes changes carefully the terms in each of the cogito arguments. By focusing on these terms, I try to interpret Descartes’s explanations consistently. (shrink)

In this book, the words ‘science’ and ‘social science’ are used in their limited sense that refer to experience-based knowledge. This should not indicate that experience is being used in a positivistic sense. Rather, the important insights of all kinds of post-positivist views are embraced to give an extensive meaning to experience. However, the most important characteristic of experience and science that should never be excluded is its dependence on observation and observational evidence. Thus, when ‘science’ is used in (...) combination with ‘religion’, it should not be confused by religious knowledge. The latter might refer to, perhaps, a certain kind of knowledge that could be found in religious texts and might be different from other kinds of knowledge. However, when the phrase of ‘religious science’ is used, it refers to a scientific knowledge, even though because of its religious presuppositions it is called religious. And this relation between religion and science is exactly the point that is at issue in this book. On one hand, the issue of religious science raises challenges on the ground that the contemporary science has been explicitly non-religious or perhaps in some cases anti-religious. Objectivity of science is usually understood in a way that it does not permit to combine ‘science’ with ‘religion’. Thus, in the first step, the phrase of religious science is considered as nonsense. On the other hand, as far as religious people are concerned, the issue of religious science is enthusiastic. These people sometimes think that a real religion should include all scientific truths. Thus, facing the issue, they immediately verdict that there are or should be religious sciences. However, neither that strong challenge with the possibility of any religious science, nor this hot enthusiasm could be in congruence with the spirit of scientific endeavor. As far as social scientists are concerned, the possibility of religious science should not be rejected a priori. This possibility should not be necessarily considered as a threat for science, rather the plausibility of its being a chance for the development of science should also be taken into account. On the other hand, as far as the religious people are concerned, they should not necessarily consider the possibility of talking about religious sciences as a chance for spreading their religion, rather the plausibility of its being a threat for their purpose should also be considered. This is because entering of a religion into a job which is not relevant to it could be dangerous. Far from these two kinds of biases, it is attempted in this book to deal with the issue in a reflective manner. It seems that thinking about ‘religious science’ requires us to take three steps. In the first step, we need to think about the nature or characteristics of science. In the second step, we need to think about the nature or characteristics of religion. And finally, in the third step, it seem necessary to think about the combination of them. These three steps show the direction of the discussion in what follows. (shrink)

This research assesses the factors influencing students' decision-making when choosing a university. The study proposes eight factors, such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation, on students' university choices. A quantitative approach was employed, utilizing both secondary and primary data. A total of 330 students were sampled for this study. The data were analyzed using SPSS, employing descriptive statistics for data summarization and inferential statistics for analysis. (...) Descriptive tools such as frequency analysis were used to examine the distribution of responses, while regression analysis was conducted to test the predictive power of the factors. The findings of this study indicate that factors such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation are all significant considerations in students' decision-making process when choosing a university. These factors play an influential role in shaping students' preferences and choices. The results show that these factors significantly impact students' university choices. The study contributes to the existing literature by providing empirical evidence on the importance of these factors in the decision-making process. Understanding the influence of these factors can assist universities in developing targeted strategies to attract and meet the needs of prospective students. By recognizing the significance of parental involvement, fostering positive relationships with high school teachers, showcasing successful graduates, promoting positive word-of-mouth recommendations, providing a conducive learning environment, and building a solid reputation, universities can enhance their appeal and effectively compete in the higher education market. Further research in this area can explore additional factors and delve deeper into the mechanisms influencing students' decision-making when choosing a university. (shrink)

I explain a mechanism I call “incorporation,” that I think is at work in a wide range of cases often put under the heading of “scare-quoting.” Incorporation is flagging some words in one’s own utterance to indicate that they are to be interpreted as if uttered by some other speaker in some other context, while supplying evidence to one’s interpreter enabling them to identify that other speaker and context. This mechanism gives us a way to use others’ vocabularies and (...) contexts, thereby extending our expressive capacities on the fly. -/- Explaining incorporation involves explaining intra-sentential shifts in lexicon and in context. Shifts of the former sort are familiar to linguists under the heading of “code-switching.” Shifts of the latter sort have been less explored; accordingly I explain how to modify Kaplan’s logic of demonstratives to allow for such shifts. -/- I compare the incorporation account of scare-quoting with accounts offered by Brandom, Recanati, Geurts and Maier, Benbaji, Predelli, and Shan. Finally I note a possible implication concerning the speech act of assertion: that you can properly assert a content you do not believe, let alone know, because part of it is expressed with words you do not understand. (shrink)

The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs’ level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex, socio-economic status, parents’ educational attainment, high school graduated from and subject preference; and their problem-solving skills. The PETs’ problem-solving performance was determined by a problem set consisting of word problems with number sense, measurement, geometry, algebra, and (...) probability. A mixed-method research design was employed. Senior PETs purposively served as a sample where they mostly preferred to teach other subjects than mathematics. PETs who preferred math performed satisfactorily, while prospective teachers who opted for other subjects performed unsatisfactorily. The PETs’ unsatisfactory output indicates the need for remediation to advance the mathematical material skills and enrich the problem-solving abilities of these primary schools' potential teachers. Besides, results showed that subject preference strongly affected and predicted the problem-solving success of the PETs. PETs who preferred to teach mathematics performed significantly better than their counterparts; hence, mathematics as a field of specialization in the Bachelor of Elementary Education program may be considered by teacher education institutions. Further, most PETs displayed lack of problem-solving skills; thus, a Problem-Solving course is recommended for them. (shrink)

This paper seeks to bring out the difference between the later Wittgenstein’s and Davidson’s view of actions with a special focus. Initially it contrasts their respective approaches to the correlative notions of wish, will (intention) and actions, an issue which has customarily been categorized as reason-approach of Wittgenstein as against the mental causation theory endorsed by Davidson. The ultimate aim of this paper is to integrate the ontology of actions with the semantic issue of the distinction between reference and description (...) action-words, or that between the extensionalist and intensionalist approach to actions. The author demonstrates how Davidson in spite of conscientiously problematising the task of separating the mental causal antecedent from the action, goes on to undertake a hair-splitting analysis to sustain the split; and thereby preserve the extensional identity of actions. This extensional identity in Davidson’s scheme turns out to be as brute physical events with bare spatio-temporal outlines - lying beyond the various intensional ascriptions. For Wittgenstein on the other hand, actions are not caused by mental antecedents, but blend with wish, will and the so-called mental antecedents to forge an indissoluble whole, leaving no scope for the proposed bare extension to take shape. The paper concludes with a brief indication of McDowell’s treatment of this cause/reason polemics phrased in terms of the non-conceptualist versus conceptualist debate suggesting a new direction to engage with Wittgenstein’s insights on action. (shrink)