Leaps in the Dark: Epistemological Skepticism in Kripke's Wittgenstein
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Beyond Skepticism Foundationalism and the New Fuzziness: the Role of Wide Reflective Equilibrium in Legal Theory Robert Justin Lipkin
Cornell Law Review Volume 75 Article 2 Issue 4 May 1990 Beyond Skepticism Foundationalism and the New Fuzziness: The Role of Wide Reflective Equilibrium in Legal Theory Robert Justin Lipkin Follow this and additional works at: http://scholarship.law.cornell.edu/clr Part of the Law Commons Recommended Citation Robert Justin Lipkin, Beyond Skepticism Foundationalism and the New Fuzziness: The Role of Wide Reflective Equilibrium in Legal Theory , 75 Cornell L. Rev. 810 (1990) Available at: http://scholarship.law.cornell.edu/clr/vol75/iss4/2 This Article is brought to you for free and open access by the Journals at Scholarship@Cornell Law: A Digital Repository. It has been accepted for inclusion in Cornell Law Review by an authorized administrator of Scholarship@Cornell Law: A Digital Repository. For more information, please contact [email protected]. BEYOND SKEPTICISM, FOUNDATIONALISM AND THE NEW FUZZINESS: THE ROLE OF WIDE REFLECTIVE EQUILIBRIUM IN LEGAL THEORY Robert Justin Liphint TABLE OF CONTENTS INTRODUCTION .............................................. 812 I. FOUNDATIONALISM AND SKEPTICISM ..................... 816 A. The Problem of Skepticism ........................ 816 B. Skepticism and Nihilism ........................... 819 1. Theoretical and PracticalSkepticism ................ 820 2. Subjectivism and Relativism ....................... 821 3. Epistemic and Conceptual Skepticism ................ 821 4. Radical Skepticism ............................... 822 C. Modified Skepticism ............................... 824 II. NEW FOUNDATIONALISM -
Crispin WRIGHT: Wittgenstein on the Foundations of Mathematics, London: Duckworth 1980
Crispin WRIGHT: Wittgenstein on the Foundations of Mathematics, London: Duckworth 1980. Michael Dummett1 has long been encouraging philosophers of language to take up the task of constructing for natural languages semantics alternative to that originating with Frege. A classical Fregean or 'realist' semantics is characterized by its fascination with truth; for a realist, the understanding of a statement need in some way be analyzed in terms of a knowledge of its truth conditions. Dum mett envisions a likely alternative or 'anti-realist' semantics in the form of a generalization of the intuitionistic critique of classical mathematics. The nub of an antirealist semantics would be verification; the meaning of a statement is to be explained in terms of the conditions under which its assertion would be justi fied. Dummett and, recently, Crispin Wrighe have argued that the meaning-as-use doctrine of Wittgenstein's Philosophical Investigations3 and Remarks on the Foundaticns of Mathematics4, provides the materials for a thoroughgoing anti realism. DummettS believes that the species of anti-realism deriving from Witt genstein is compatible with intuitionism in mathematics, while Wright sees in Wittgenstein an antirealism far surpassing the intuitionistic in its strictures. Wright's Wittgenstein would repudiate any philosophical semantics which pre supposes that linguistic expressions have determinate sense or extension. The austerity of this position derives from an argument for what one might term "the nonobjectivity of sense", an argument which Wright takes as summarizing the conclusions Wittgenstein intended his reader to draw from a consideration of the procedure of following a rule. I To hold that sense is nonobjective is to believe that a shared understanding of an expression in no way enjoins on speakers an adherence to a determinate pattern 1. -
Wittgenstein, Wright, Rorty and Minimalism Author(S): Simon Blackburn Source: Mind , Jan., 1998, Vol
Wittgenstein, Wright, Rorty and Minimalism Author(s): Simon Blackburn Source: Mind , Jan., 1998, Vol. 107, No. 425 (Jan., 1998), pp. 157-181 Published by: Oxford University Press on behalf of the Mind Association Stable URL: http://www.jstor.com/stable/2659811 JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Oxford University Press and are collaborating with JSTOR to digitize, preserve and extend access to Mind This content downloaded from 132.174.255.116 on Mon, 29 Jun 2020 15:38:47 UTC All use subject to https://about.jstor.org/terms SYMPOSIUM: REALISMAND TRUTH Wittgenstein, Wright, Rorty and Minimalism SIMON BLACKBURN 1. Introduction William James said that sometimes detailed philosophical argument is irrelevant. Once a current of thought is really under way, trying to oppose it with argument is like planting a stick in a river to try to alter its course: ''round your obstacle flows the water and 'gets there just the same"' (James 1909, p. 55). He thought pragmatism was such a river. There is a contemporary river that sometimes calls itself pragmatism, although other titles are probably better. At any rate it is the denial of differences, the cel- ebration of the seamless web of language, the soothing away of distinc- tions, whether of primary versus secondary, fact versus value, description versus expression, or of any other significant kind. -
Defense of Reductionism About Testimonial Justification of Beliefs
Page 1 Forthcoming in Noûs A Defense of Reductionism about Testimonial Justification of Beliefs TOMOJI SHOGENJI Rhode Island College Abstract This paper defends reductionism about testimonial justification of beliefs against two influential arguments. One is the empirical argument to the effect that the reductionist justification of our trust in testimony is either circular since it relies on testimonial evidence or else there is scarce evidence in support of our trust in testimony. The other is the transcendental argument to the effect that trust in testimony is a prerequisite for the very existence of testimonial evidence since without the presumption of people’s truthfulness we cannot interpret their utterances as testimony with propositional contents. This paper contends that the epistemic subject can interpret utterances as testimony with propositional contents without presupposing the credibility of testimony, and that evidence available to the normal epistemic subject can justify her trust in testimony. I. Introduction There has recently been a considerable interest in anti-reductionism about testimonial justification of beliefs, according to which we cannot justify our trust in testimony by perceptual and memorial evidence.1 The reason for the interest is not the enticement of skepticism. Recent anti-reductionists hold that we are prima facie justified in trusting testimony simply because it is testimony. This means that there is a presumption in favor of testimony that it is credible unless contrary evidence is available. I will use the term “anti-reductionism” to refer to this non-skeptical version of anti-reductionism about testimonial justification. The more traditional position is reductionism, of which the most prominent advocate is David Hume. -
Knowledge of Logic Is It Possible for Us to Know The
Knowledge of Logic Is it possible for us to know the fundamental truths of logic a priori? This question presupposes another: is it possible for us to know them at all, a priori or a posteriori? In the case of the fundamental truths of logic, there has always seemed to be a difficulty about this, one that may be vaguely glossed as follows (more below): since logic will inevitably be involved in any account of how we might be justified in believing it, how is it possible for us to be justified in our fundamental logical beliefs? In this essay, I aim to explain how we might be justified in our fundamental logical beliefs. If the explanation works, it will explain not merely how we might know logic, but how we might know it a priori. The Problem Stated To keep matters as simple as possible, let us restrict ourselves to propositional logic and let us suppose that we are working within a system in which modus ponens (MPP) is the only underived rule of inference. My question is this: is it so much as possible for us to be justified in supposing that MPP is a valid rule of inference, necessarily truth‐preserving in all its applications?1 I am not at the moment concerned with how we are actually justified, but only with whether it makes sense to suppose that we could be. We need to begin with certain distinctions. Suppose it is a fact about S that, whenever he believes that p and believes that ‘if p, then q’, he is disposed either to believe q or to reject one of the other propositions. -
You Are Not Your Brain: Against Teaching to the Brain
You Are Not Your Brain: Against Teaching to the Brain Gregory M. Nixon Gregory Nixon is an Assistant Professor in the School of Education at the University of Northern British Columbia in Prince George. He took his doctorate with William F. Pinar at Louisiana State University and taught at various universities in the USA for 12 years before returning home to Canada. He publishes widely on learning theory and philosophy of mind. He is editor-at-large for the Journal of Consciousness Exploration & Research. Abstract Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community. [keywords: selfhood, neuroscience, cognitive science, brain-based learning, intersubjectivity, consciousness, philosophy of mind, explanatory gap, cultural construction, reductionism, scientism, education, learning theory, curriculum theory] Brain-Based Scientism 2 Introduction Human experience is a dance that unfolds in the world and with others. -
Following the Argument Where It Leads
Following The Argument Where It Leads Thomas Kelly Princeton University [email protected] Abstract: Throughout the history of western philosophy, the Socratic injunction to ‘follow the argument where it leads’ has exerted a powerful attraction. But what is it, exactly, to follow the argument where it leads? I explore this intellectual ideal and offer a modest proposal as to how we should understand it. On my proposal, following the argument where it leaves involves a kind of modalized reasonableness. I then consider the relationship between the ideal and common sense or 'Moorean' responses to revisionary philosophical theorizing. 1. Introduction Bertrand Russell devoted the thirteenth chapter of his History of Western Philosophy to the thought of St. Thomas Aquinas. He concluded his discussion with a rather unflattering assessment: There is little of the true philosophic spirit in Aquinas. He does not, like the Platonic Socrates, set out to follow wherever the argument may lead. He is not engaged in an inquiry, the result of which it is impossible to know in advance. Before he begins to philosophize, he already knows the truth; it is declared in the Catholic faith. If he can find apparently rational arguments for some parts of the faith, so much the better: If he cannot, he need only fall back on revelation. The finding of arguments for a conclusion given in advance is not philosophy, but special pleading. I cannot, therefore, feel that he deserves to be put on a level with the best philosophers either of Greece or of modern times (1945: 463). The extent to which this is a fair assessment of Aquinas is controversial.1 My purpose in what follows, however, is not to defend Aquinas; nor is it to substantiate the charges that Russell brings against him. -
Review of Crispin Wright "Truth and Objectivity" (Harvard University Press 1993)’, Erkenntnis, 44, 119-23
Müller, Vincent C. (1999), ‘Review of Crispin Wright "Truth and Objectivity" (Harvard University Press 1993)’, Erkenntnis, 44, 119-23. (www.sophia.de) Crispin Wright, Truth and Objectivity, Harvard University Press, Cambridge, Mass. & London, © 1992, published 1993, xi+247 pp. $ 29.95 (cloth), $ 14.95 (paper, 1994). This book is a new attempt to clarify what is at issue in the contemporary realism debates and to suggest which form the controversies ought to take. Wright has contributed to the- se debates for quite some time and essentially taken the anti-realist side (witness the papers collected in Realism, Meaning and Truth, 1987, 21993, and the forthcoming Realism, Rules and Objectivity, both Oxford: Basil Blackwell). In Truth and Objectivity however, he takes a step back and sketches a neutral ground upon which both sides could agree in or- der to define their oppositions clearly, thus enabling fruitful discussions. His methodolog- ical suggestion for a realism debate in a given assertoric discourse is that both sides should agree on a “minimal” concept of truth for that discourse and then see whether ascent to a more metaphysically substantial concept of truth is warranted, which would constitute a realism for the discourse in question. If Wright had managed to set the agenda in a way that does justice to both sides, this book would have constituted a major contribution to contemporary epistemology and metaphysics. Wright presents his minimalism as the result of a critique of deflationism about truth, which is said to show “a tendency to inflate under pressure” (13). According to Wright, deflationism amounts to saying that the content of the truth predicate is wholly fixed by the disquotational schema “p” is true if and only if p plus the contention that claiming a sentence to be true is the same as asserting it – in Wright’s terminology: For a linguistic practice, truth registers a norm that does not differ from that of warranted assertibility. -
Bertrand Russell on Sensations and Images Abdul Latif Mondal Aligarh Muslim University SUMMARY INTRODUCTION
Bertrand Russell on Sensations and Images Abdul Latif Mondal Aligarh Muslim University SUMMARY In his Theory of Mind, Russell tries to explain the mind in positive terms of sensations and images. All the mental phenomena like imagination, belief, memory, emotion, desire, will, even consciousness etc. are attempted to be established as entities, subjects, or acts by Russell. In his works The Analysis of Mind and An Outline of Philosophy, Russell offers the explanations of each mental phenomena with reference to neutrality of sensations and images, Russell does not treat them as neutral in his book The Analysis of Mind. However, in his later work, he treats them to be neutral. Russell relates especially the images to ―mnemic‖ causation. Firstly, he declares them as concerned with action in time. Subsequently, he explains them as permanent modification of the structure of the brain. He also explains sensations and images as stuff of our brain. In his book The Analysis of Mind, Russell tries to explain various mental phenomena. Firstly, he contends that all types of mental phenomena is a mix up of sensations and images and does not imply a special entity designated as ‗consciousness.‘ Secondly, Russell considers how combinations of sensations and images do, in a sense, imply consciousness in the sense of awareness. For Russell, a single sensation and image cannot in itself be deemed to be cognitive. When we try to explain a conscious mental occurrence, we do analyse it into non-cognitive constituents. We also need to show what constitutes consciousness or awareness in it. In this paper, our contention is that Russell‘s explanation of mental phenomena is especially related to these two claims. -
Kant and the Problem of Experience Hannah Ginsborg
Kant and the Problem of Experience Hannah Ginsborg (Version for Phil. Topics: September 16, 2006.) As most of its readers are aware, the Critique of Pure Reason is primarily concerned not with empirical, but with a priori knowledge. For the most part, the Kant of the first Critique tends to assume that experience, and the knowledge that is based on it, is unproblematic. The problem with which he is concerned is that of how we can be capable of substantive knowledge independently of experience. At the same time, however, the notion of experience plays a crucial role in the central arguments of the Critique. For, again as most readers of the Critique know, Kant aims to show how we can have synthetic a priori knowledge by showing that the categories, or pure concepts of the understanding, are conditions of the possibility of experience. This means that, whether or not Kant is concerned with the notion of experience for its own sake, his account of a priori knowledge carries with it at least some commitments regarding the character of experience. If the account of a priori knowledge is to be successful, then experience has to be the kind of thing for which the categories can, in principle, serve as conditions of posibility. More specifically, experience must involve not only the senses, but also thought or understanding, for otherwise the claim that it presupposes a certain specific set of concepts is simply unintelligible. And indeed at least some parts of the Critique, in particular the so-called subjective deduction in the first edition, and the briefer passages which correspond to it in the second edition, seem to be intended to show how this requirement is met. -
The Problem of Induction
The Problem of Induction Gilbert Harman Department of Philosophy, Princeton University Sanjeev R. Kulkarni Department of Electrical Engineering, Princeton University July 19, 2005 The Problem The problem of induction is sometimes motivated via a comparison between rules of induction and rules of deduction. Valid deductive rules are necessarily truth preserving, while inductive rules are not. So, for example, one valid deductive rule might be this: (D) From premises of the form “All F are G” and “a is F ,” the corresponding conclusion of the form “a is G” follows. The rule (D) is illustrated in the following depressing argument: (DA) All people are mortal. I am a person. So, I am mortal. The rule here is “valid” in the sense that there is no possible way in which premises satisfying the rule can be true without the corresponding conclusion also being true. A possible inductive rule might be this: (I) From premises of the form “Many many F s are known to be G,” “There are no known cases of F s that are not G,” and “a is F ,” the corresponding conclusion can be inferred of the form “a is G.” The rule (I) might be illustrated in the following “inductive argument.” (IA) Many many people are known to have been moral. There are no known cases of people who are not mortal. I am a person. So, I am mortal. 1 The rule (I) is not valid in the way that the deductive rule (D) is valid. The “premises” of the inductive inference (IA) could be true even though its “con- clusion” is not true. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so.