European Journal of Pragmatism and American Philosophy, XII-1 | 2020 Two Forms of Realism 2
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Mind Body Problem and Brandom's Analytic Pragmatism
The Mind-Body Problem and Brandom’s Analytic Pragmatism François-Igor Pris [email protected] Erfurt University (Nordhäuserstraße 63, 99089 Erfurt, Germany) Abstract. I propose to solve the hard problem in the philosophy of mind by means of Brandom‟s notion of the pragmatically mediated semantic relation. The explanatory gap between a phenomenal concept and the corresponding theoretical concept is a gap in the pragmatically mediated semantic relation between them. It is closed if we do not neglect the pragmatics. 1 Introduction In the second section, I will formulate the hard problem. In the third section, I will describe a pragmatic approach to the problem and propose to replace the classical non-normative physicalism/naturalism with a normative physicalism/naturalism of Wittgensteinian language games. In subsection 3.1, I will give a definition of a normative naturalism. In subsection 3.2, I will make some suggestions concerning an analytic interpretation of the second philosophy of Wittgenstein. In the fourth section, I will propose a solution to the hard problem within Brandom‟s analytic pragmatism by using the notion of the pragmatically mediated semantic relation. In the fifth section, I will make some suggestions about possible combinatorics related to pragmatically mediated semantic relations. In the sixth section, I will consider pragmatic and discursive versions of the mind-body identity M=B. In the last section, I will conclude that the explanatory gap is a gap in a pragmatically mediated semantic relation between B and M. It is closed if we do not neglect pragmatics. 2 The Hard Problem The hard problem in the philosophy of mind can be formulated as follows. -
Philosophy (PHIL) 1
Philosophy (PHIL) 1 Philosophy (PHIL) Courses PHIL 5210. Special Topics in Philosophy. 3 Credit Hours. Arranged each semester. Please consult the instructor. Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may be repeated for additional credit. PHIL 5211. Intermediate Logic. 3 Credit Hours. This course will go through the soundness and completeness proofs for a first-order deductive system (i.e., the kind used in intro logic). The main goal of the course will be to deepen the students' understanding of logic by acquainting them with these formal results. But we'll also try to spend a little time on some philosophical issues (e.g., what, if anything, does logic have to do with reasoning). Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may not be repeated for additional credits. PHIL 5216. Philosophy of Science. 3 Credit Hours. Basic issues in the current philosophy of science, and particularly various accounts of such key notations of science as hypotheses, confirmation, laws, causation, explanation, and theories. Level Registration Restrictions: Must be enrolled in one of the following Levels: Graduate. Repeatability: This course may not be repeated for additional credits. PHIL 5217. Feminist Epistemology and the Philosophy of Science. 3 Credit Hours. This course explores the effects of gender on scientific creativity, method and decision making. Thomas Kuhn, in The Structure of Scientific Revolutions (1962), was one of the first to show that political, social and psychological factors affect scientific change. Feminist criticisms of science, developed over the last thirty years, are one way in which his views have been developed. -
Philosophy 1
Philosophy 1 for an Advanced Placement score of 4 or 5 in any discipline recognized PHILOSOPHY by the College. One unit of credit is awarded for a score of 6 or 7 on a Higher Level International Baccalaureate Examination in a liberal arts Philosophy is concerned with fundamental questions about the nature subject. One unit of credit is awarded for a score of A/A* or B on an A- of reality; the foundations of science, ethics and art; and the nature Level exam in a liberal arts subject. The College does not award credit and scope of human knowledge. Philosophy is actually the meeting for the IB Standard Exam or the AS-Level Exam. AP, IB, and A-Level credit place for all disciplines, for any discipline becomes philosophical once may be used to satisfy deficiencies and common area requirements. it begins seriously to examine its own methodology and fundamental Each academic department has its own policy regarding the use of presuppositions. Ultimately, philosophy is much more than the AP or IB credit for placement in courses and progress in the major. acquisition of a certain kind of knowledge. It is the ability to think The Department Chair must also review the A-Level score to determine reflectively and to raise questions about problems that lie at the root placement in courses and progress in the major. See departmental of what might appear self-evident. The study of philosophy is therefore descriptions for further information. recommended to all students, regardless of their major. Jeffrey A. Bernstein, Ph.D., Professor and Chair Philosophy involves both systematic forms of inquiry and a prolonged reflection upon its own history. -
Durham E-Theses
Durham E-Theses Understanding, normativity, and scientic practice LEWENDON-EVANS, HARRY,EDWARD How to cite: LEWENDON-EVANS, HARRY,EDWARD (2018) Understanding, normativity, and scientic practice, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/12780/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk Understanding, Normativity, and Scientific Practice Harry Lewendon-Evans PhD Thesis Department of Philosophy Durham University 2018 Abstract Understanding, Normativity, and Scientific Practice Harry Lewendon-Evans Recent work in epistemology and philosophy of science has argued that understanding is an important cognitive achievement that philosophers should seek to address for its own sake. This thesis outlines and defends a new account of scientific understanding that analyses the concept of understanding in terms of the concept of normativity. The central claim is that to understand means to grasp something in the light of norms. -
THE CATHOLIC UNIVERSITY of AMERICA Doctrina Christiana
THE CATHOLIC UNIVERSITY OF AMERICA Doctrina Christiana: Christian Learning in Augustine's De doctrina christiana A DISSERTATION Submitted to the Faculty of the Department of Medieval and Byzantine Studies School of Arts and Sciences Of The Catholic University of America In Partial Fulfillment of the Requirements For the Degree Doctor of Philosophy © Copyright All Rights Reserved By Timothy A. Kearns Washington, D.C. 2014 Doctrina Christiana: Christian Learning in Augustine's De doctrina christiana Timothy A. Kearns, Ph.D. Director: Timothy B. Noone, Ph.D. In the twentieth century, Augustinian scholars were unable to agree on what precisely the De doctrina christiana is about as a work. This dissertation is an attempt to answer that question. I have here employed primarily close reading of the text itself but I have also made extensive efforts to detail the intellectual and social context of Augustine’s work, something that has not been done before for this book. Additionally, I have put to use the theory of textuality as developed by Jorge Gracia. My main conclusions are three: 1. Augustine intends to show how all learned disciplines are subordinated to the study of scripture and how that study of scripture is itself ordered to love. 2. But in what way is that study of scripture ordered to love? It is ordered to love because by means of such study exegetes can make progress toward wisdom for themselves and help their audiences do the same. 3. Exegetes grow in wisdom through such study because the scriptures require them to question themselves and their own values and habits and the values and habits of their culture both by means of what the scriptures directly teach and by how readers should (according to Augustine) go about reading them; a person’s questioning of him or herself is moral inquiry, and moral inquiry rightly carried out builds up love of God and neighbor in the inquirer by reforming those habits and values out of line with the teachings of Christ. -
5 Holism and Animal Minds
WML05 12/20/2006 6:36 PM Page 251 5 Holism and Animal Minds David Finkelstein 1 It’s not unusual for influential philosophers to make statements about the minds of nonlinguistic creatures that to a nonphilosopher would seem not merely implausible, but plainly and obviously false. For example, in his Philosophy and the Mirror of Nature, Richard Rorty (1979, 187) defends the claim “that knowledge, awareness, concepts, . all descend on the shoulders of the bright child somewhere around the age of four, without having existed in even the most primitive form hitherto.” According to Rorty, a creature without language—whether human or nonhuman—is not aware of any- thing, and, contrary to what you might imagine when he climbs into bed with you each night, your dog has never once even noticed you. In arguing for this thesis, Rorty takes himself to be following the lead of Wilfrid Sellars. He quotes approvingly a passage from “Empiricism and the Philosophy of Mind” in which Sellars (1997, 63) describes his own position as one “according to which all awareness of sorts, resemblances, facts, etc., in short all awareness of abstract entities—indeed, all awareness even of particulars—is a linguistic affair.” According to Rorty, Sellars finds an innocent way to allow that brutes may be said to enjoy a kind of awareness. As Rorty (1979, 182) reads him, Sellars distinguishes “between aware- ness-as-discriminative behavior and awareness as . being ‘in the logical space of reasons, of justifying what one says.’” He goes on: “Awareness in the first sense is manifested by rats and amoebas and computers; it is simply reliable signaling. -
Cyclical and Circular Aspects of Native American Thought
Coming Around Again: Cyclical and Circular Aspects of Native American Thought B. Steve Csaki East Central University Before I begin my discussion of circularity and cyclical aspects of native thought and the importance of them, I think it would be helpful for me to explain what I mean by these terms, and why it is that I believe that they are both of great significance, yet largely ignored and/or undervalued by contemporary Western philosophers. By definition, when I say “circularity,” I do not mean strictly the geometric version of a perfect circle that has 360 degrees, a diameter of 2πr, etc. What I mean is rather a much broader interpretation of circular, that is to say almost anything that has a beginning point and end point that are the same. I’ll use the term “cyclical” to refer to instances of similarity that recur with some regularity, like the intervals between day and night, or the phases of the moon for instances. I have long been interested in circularity and the cyclical order of things, but more recently these issues have become a central, and unavoidable part of my life. I am a “semi-retired philosopher” who has been ranching full-time for the past ten years here in Oklahoma. What this means is that I spend an inordinate amount of my time making circles in fields, whether it is cutting hay, raking it, baling it, or putting seed in the ground for next year, I just go round and round – and I think. Sometimes I think about the fact that all this machinery that I use is based on circularity. -
29.Philosophy of Liberation.Pdf
CONTENTS Preface viii Chapter 1 HISTORY 1.1 Geopolitics and Philosophy 1 1.2 Philosophy of Liberation ofthe Periphery 9 Chapter 2 FROM PHENOMENOLOGY TO LIBERATION 2.1 Proximity 16 2.2 Tota1ity 21 2.3 Mediation 29 2.4 Exteriority 39 2.5 Alienation 49 2.6 Liberation 58 Chapter 3 FROM POLITICS TO ANTIFETISHISM 3.1 Politics 67 3.2 Erotics 78 3.3 Pedagogics 87 3.4 Antifetishism 95 Chapter 4 FROM NATURE TO ECONOMICS 4.1 Nature 106 4.2 Semiotics 117 4.3 Poietics 126 4.4 Economics 140 vi Chapter 5 FROM SCIENCE TO PHILOSOPHY OF LIBERATION 5.1 Science 153 5.2 Dialectic 156 5.3 The Analectical Moment 158 5.4 Practice 160 5.5 Poietics 163 5.6 Human Sciences 165 5.7 Ideological Methods 167 5.8 Critical Methods 169 5.9 Philosophy of Liberation 170 Appendix PHILOSOPHY AND PRAXIS A. Philosophy and Ideology 181 B. Dialectic between Philosophy and Praxis 183 C. Exigencies for a Philosophy of Liberation 188 D. Toward an International Division of Philosophical Labor 195 Notes 197 Glossary of Concepts 201 Glossary of Non-English Terms 213 vii PREFACE What follows is addressed to neophytes in philosophy of libera- tion. It does not claim to be an exhaustive exposition. It is a discourse that proceeds by elaborating one thesis after another, using its own categories and its own method. It is a provisional theoretical philosophical framework. Except in the Appendix, this work has few footnotes and no bibliography. Writing in the sorrow of exile (in Mexico), I did not have access to my personal library (in Argentina). -
Inferential Man: an Interview with Robert Brandom Jeffrey J
Inferential Man: An Interview with Robert Brandom Jeffrey J. Williams, Robert Brandom symploke, Volume 21, Numbers 1-2, 2013, pp. 367-391 (Article) Published by University of Nebraska Press For additional information about this article https://muse.jhu.edu/article/532830 [ This content has been declared free to read by the pubisher during the COVID-19 pandemic. ] INFERENTIAL MAN: AN INTERVIEW WITH ROBERT BRANDOM JEFFREY J. WILLIAMS Analytic philosophy, at least to those in literary studies, seems an arid pursuit focused on technical problems of language, often conveyed in the mathematical symbols of formal logic. However, just as literary theory is quite different from common portraits of it, analytic philosophy differs from such images and has changed considerably since the days of Rudolph Carnap. Robert Brandom is an analytic philosopher, but while following in its rationalist tradition, he argues for a revisionary perspective, holding that we obtain meaning through inference rather than reference to a state of affairs. And rather than the compartmentalized arguments of much analytic philosophy, often captured in a single essay, he has aimed to construct a systematic philosophy, notably in his 741-page book, Making It Explicit: Reasoning, Representing, and Discursive Commitment (Harvard UP, 1994). Another aspect of his revisionary stance is bringing several unlikely bedfellows, such as pragmatism and Hegel, into his version of analytic philosophy. Instead of disregarding the history of philosophy, he frequently evokes “the mighty dead.” Before he published Making It Explicit, Brandom gained a reputation from articles, unpublished papers, and talks as part of the “Pittsburgh School” of philosophy, which included colleagues Wilfrid Sellars, John McDowell, and others. -
Hispanic/Latino Issues in Philosophy
APA NEWSLETTER ON Hispanic/Latino Issues in Philosophy Eduardo Mendieta, Editor Spring 2004 Volume 03, Number 2 REPORT FROM THE CHAIR ARTICLES January 23, 2004 The Epistemology of Aztec Time-Keeping I am pleased to announce that the efforts of the Committee James Maffie on Hispanics toward establishing an annual prize for scholarly Colorado State University work in Latin American philosophy have been successful: the prize will soon be a reality, thanks to the APA’s recent decision Pre-Columbian Aztec (Mexica) astronomy achieved to support it for an initial period of three years. We plan to remarkable empirical accuracy, predictive success, and offer the prize once a year, at the Eastern Division meeting of mathematical precision.1 Aztec astronomers believed the the association, beginning this year in Boston. Those interested movement of time through space to be the self-presenting of in applying should be sure to check the conditions, which are the sacred. They followed celestial and terrestrial patterns, listed in this issue of the Newsletter. with an eye towards predicting the future, proper human ritual I would also like to report that we have continued moving participation and living in harmony with the cosmos, and ahead full-steam to promote Latin American philosophy, to understanding sacred reality. raise the profile of Hispanics in the profession, and to defend I want to examine two puzzles regarding Aztec astronomy. their rights. The Committee had a crucial role in the success of First, Aztec epistemology maintained that humans attain the first annual symposium on Latin American philosophy, held knowledge of reality a priori using their yollo (“heart”), not at Texas State University in San Marcos in October 2003. -
The Pragmatic Century
The Pragmatic Century Richard J. Bernstein There are many ways of telling the story of the vicissitudes of pragmatism in the United States. I want to begin with a brief account of what may be considered the standard story, because I intend to challenge it. The stan- dard story goes something like this. Pragmatism was popularized primar- ily through the lecturing and writing of William James at the beginning of the twentieth century. We can even date the explicit introduction of the term “pragmatism” by James in his 1898 address, delivered at the Univer- sity of California, Berkeley, “Philosophical Conceptions and Practical Results.” In that address, James generously acknowledged his debt to Peirce, “one of the most original contemporary thinkers,” and he refers to “the principle of practicalism—or pragmatism as he called it, when I first heard him enunciate it at Cambridge in the early 1970s.” James initially gives a rather metaphorical description of “Peirce’s principle”: “the soul and meaning of thought, he says, can never be made to direct itself towards anything but the production of belief, belief being the demica- dence which closes a musical phrase in the symphony of our intellectual life.” Furthermore, “beliefs, in short are really rules of action; and the whole function of thinking is but one step in the production of habits of action” (James 1967: 348). In 1898, Peirce was barely known as a philoso- pher (except to a small group of admirers like James). As James’s popular version of pragmatism spread, Peirce was so appalled and outraged that he renamed his own doctrine of meaning “‘pragmaticism,’ which is ugly enough to be safe from kidnappers” (Peirce 1931: 5.414). -
Philosophy Study Guide: Introductions Encyclopedias
Philosophy Study Guide: Introductions Encyclopedias https://www.bibliographia.co/pathways-philosophy.htm Bibliographia. Annotated bibliographies by Raul Corazzon | e-mail: [email protected] Philosophy Study Guide: Introductory Works, Dictionaries, Encyclopedias The purpose of the section " Study Guides to Western Philosophy" is to give both the beginner and the more experienced reader a brief guide to the introductory literature on general philosophy, Bibliography of Philosophy and Manuals of Style, history of philosophy, metaphysics, ontology, Philosophical Logic and Philosophy of Logic. In its initial form the pages will contain a selection of introductory readings, with brief annotations on the content (for the most important books, also the index will be included); subsequently these will be expanded to include more specific essays on selected problems; in the sections for beginners, preference will be given to those books more readily available. With the exception of the section " Philosophical Bibliographies" only works in English will be cited (for the studies in French, Italian and German, separated pages are in preparation). INTRODUCTORY WORKS If you want a first introduction to philosophy you will find useful: 1. Craig, Edward. 2002. Philosophy. A Very Short Introduction. New York: Oxford University Press. Contents: List of illustrations IX; 1. Philosophy 1; 2. What should I do? 11; 3. How do we know? 24; 4. What am I? 35; 5. Some themes 45 6. Of 'isms' 6; 7. Some more high spots 74; 8. What's in it for whom? 100; Bibliography 119; Index 127. "We may be standing in the water, but why try to swim? In other words, what is philosophy for? There is far too much philosophy, composed under far too wide a range of conditions, for there to be a general answer to that question.