Judith Jarvis Thomson's Normativity
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Curriculum Vitae (Short) Alex Byrne Professor of Philosophy and Head, Department of Linguistics and Philosophy, MIT ______
July 2020 Curriculum Vitae (short) Alex Byrne Professor of Philosophy and Head, Department of Linguistics and Philosophy, MIT ___________________________________________________________________ Contact Massachusetts Institute of Technology, Department of Linguistics and Philosophy 32-D808, Cambridge MA 02139-4307, USA +1 617.258.6106 (ph); +1 617.253.5017 (fax) [email protected]; web.mit.edu/abyrne/www/; orcid: 0000-0003-3652-1492 Employment 2006- Professor of Philosophy, MIT 2002-2006 Associate Professor of Philosophy, MIT (tenured) 1999-2002 Associate Professor of Philosophy, MIT (untenured) 1995-1999 Assistant Professor of Philosophy, MIT 1994-1995 Instructor in Philosophy, MIT 1993-1994 Mellon Postdoctoral Instructor in Philosophy, Caltech Education 1994 Ph.D., Princeton University 1989 M.A., King’s College London 1988 B.A., Birkbeck College London Research Areas Primary: philosophy of mind; metaphysics and epistemology Secondary: philosophy of language; twentieth century analytic philosophy; philosophy of sex and gender; philosophical logic; ethics Publications Papers and Commentaries Forthcoming “Comment on Yli-Vakkuri and Hawthorne,” Narrow Content, Philosophical Studies. Forthcoming “Concepts, Belief, and Perception,” Concepts in Thought, Action, and Emotion: New Essays, ed. Christoph Demmerling and Dirk Schröder, Routledge. Forthcoming “Objectivist Reductionism” (with David Hilbert), in Fiona Macpherson & Derek Brown (eds.), The Routledge Handbook of Philosophy of Colour, 2 Routledge. Forthcoming “The Science of Color and Color Vision” (with David Hilbert), in Fiona Macpherson & Derek Brown (eds.), The Routledge Handbook of Philosophy of Colour, Routledge. 2020 “Are Women Adult Human Females?,” Philosophical Studies. 2019 “Schellenberg’s Capacitism,” Analysis 79: 713-9. 2019 “Perception and Ordinary Objects,” The Nature of Ordinary Objects, ed. J. Cumpa and B. Brewer, Oxford. -
Life and Learning Xix
LIFE AND LEARNING XIX PROCEEDINGS OF THE NINETEENTH UNIVERSITY FACULTY FOR LIFE CONFERENCE at THE UNIVERSITY OF ST. THOMAS SCHOOL OF LAW MINNEAPOLIS, MINNESOTA 2009 edited by Joseph W. Koterski, S.J. KOTERSKI LIFE AND LEARNING XIX UFL University Faculty for Life University Faculty for Life was founded in 1989 to promote research, dialogue, and publication among faculty members who respect the value of human life from its inception to natural death, and to provide academic support for the pro-life position. Respect for life is especially endangered by the current cultural forces seeking to legitimize such practices as abortion, infanticide, euthanasia, and physician-assisted suicide. These topics are controversial, but we believe that they are too important to be resolved by the shouting, the news-bites, and the slogans that often dominate popular presentation of these issues. Because we believe that the evidence is on our side, we would like to assure a hearing for these views in the academic community. The issues of abortion, infanticide, and euthanasia have many dimensions–political, social, legal, medical, biological, psychological, ethical, and religious. Accordingly, we hope to promote an inter-disciplinary forum in which such issues can be discussed among scholars. We believe that by talking with one another we may better understand the values we share and become better informed in our expression and defense of them. We are distressed that the media often portray those favoring the value of human life as mindless zealots acting out of sectarian bias. We hope that our presence will change that image. We also believe that academicians united on these issues can encourage others to speak out for human life in their own schools and communities. -
Judith Jarvis Thomson on Abortion; a Libertarian Perspective
DePaul Journal of Health Care Law Volume 19 Issue 1 Fall 2017 Article 3 April 2018 Judith Jarvis Thomson on Abortion; a Libertarian Perspective Walter E. Block Loyola University New Orleans, [email protected] Follow this and additional works at: https://via.library.depaul.edu/jhcl Part of the Health Law and Policy Commons Recommended Citation Walter E. Block, Judith Jarvis Thomson on Abortion; a Libertarian Perspective, 19 DePaul J. Health Care L. (2018) Available at: https://via.library.depaul.edu/jhcl/vol19/iss1/3 This Article is brought to you for free and open access by the College of Law at Via Sapientiae. It has been accepted for inclusion in DePaul Journal of Health Care Law by an authorized editor of Via Sapientiae. For more information, please contact [email protected]. Judith Jarvis Thomson on abortion; a libertarian perspective1 I. Introduction Abortion is one of the most vexing issues faced by society. On the one hand, there are those who favor the pro-choice position. In their view, the woman, and she alone (along with the advice of her doctor – but the final decision must be hers), should be able to legally determine on what basis, and whether, her pregnancy should be conducted. She should be as free to end her pregnancy at any stage of the development of her fetus, or give birth to it after the usual term of nine months. On the other hand, there are those who favor what is called the pro-life position. In this perspective, the fetus, from the moment of conception, is a full rights-bearing human being. -
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. -
1 Curriculum Vitae Judith Jarvis Thomson February 2016 Education
1 Curriculum Vitae Judith Jarvis Thomson February 2016 Education: B.A. Barnard College, 1950 B.A. Cambridge University, 1952 M.A. Cambridge University, 1956 Ph.D. Columbia University, 1959 Awards: Phi Beta Kappa Fulbright Scholarship, 1950-51 Frances Dibblee Scholar (Columbia University), 1955-56 AAUW New York State Fellowship, 1962-63 NEH Fellowship, 1978-79 NEH Fellowship, 1986-87 Guggenheim Fellowship, 1986-87 (held in 1987-88) Member, American Academy of Arts & Sciences, 1989- Fellow, Centre for Advanced Study, Oslo, Norway, spring 1996 Quinn Prize, APA, 2012 Honorary President, American Committee of the Philosophy Summer School in China, 2013 Honorary degree: Doctor of Letters, University of Cambridge, June 2015 Teaching Positions: Barnard College, 1956-62 Lecturer, 1956-59 Instructor, 1959-60 Assistant Professor, 1960-62 Boston University, 1963-64 Assistant Professor, 1963-64 MIT, 1964- Associate Professor, 1964-69 Professor, 1969-1991 Laurance S. Rockefeller Professor of Philosophy, 1991-96 Professor, 1996- (Professor Emerita, 2004-) Visiting Fellow, Research School of Social Sciences, Australian National University, summer 1968 Visiting Professor, University of Pittsburgh, fall 1976 Visiting Professor, University of California, Berkeley, Law School, spring 1983 Visiting Professor, Yale Law School, fall 1982, fall 1984, fall 1985 Visiting Professor, UCLA, winter quarter 2003 Visiting Professor, Princeton, fall 2010 Professional Activities: American Philosophical Association: Chair, Board of Officers, 2002-2004 Eastern Division: -
Noam Chomsky, New Horizons in the Study of Language and Mind, with a Forward By
Noam Chomsky, New Horizons in the Study of Language and Mind, with a Forward by Neil Smith. Cambridge, England: Cambridge University Press. Pp. xvi, 230. Reviewed by Gilbert Harman, Princeton University Here are seven essays that describe and deplore a philosophical double standard that respects the methods and results of physics, chemistry, and biology but not the methods and results of linguistics and other sciences of the mind. One sign of the double standard is that, while hardly anyone thinks one can do philosophy of physics without knowing physics, it is all too common for to think one can do philosophy of language without knowing linguistics. Chomsky is, of course, the leading figure in contemporary linguistics. Starting in the 1950s, his development of generative grammar was an important factor in the shift from behavioristic to cognitive approaches to language and mind. Chomsky's approach takes the goal of linguistics to be to characterize the human faculty of language, noting its differences from the human faculties for general problem solving science. As Chomsky and other linguists tried to give explicit characterizations of the competence of a speaker of a language like English, it became clear that a child learning language simply does not have the sort of evidence available that would enable it to learn the relevant principles from scratch. There is a "poverty of the stimulus." The child must be prepared to acquire language with these principles in a way that it is not prepared to acquire the principles of, say, physics or quantification theory. It is clear that normal children acquire a language that reflects their particular linguistic environment. -
The Oberlin Colloquium in Philosophy: Program History
The Oberlin Colloquium in Philosophy: Program History 1960 FIRST COLLOQUIUM Wilfrid Sellars, "On Looking at Something and Seeing it" Ronald Hepburn, "God and Ambiguity" Comments: Dennis O'Brien Kurt Baier, "Itching and Scratching" Comments: David Falk/Bruce Aune Annette Baier, "Motives" Comments: Jerome Schneewind 1961 SECOND COLLOQUIUM W.D. Falk, "Hegel, Hare and the Existential Malady" Richard Cartwright, "Propositions" Comments: Ruth Barcan Marcus D.A.T. Casking, "Avowals" Comments: Martin Lean Zeno Vendler, "Consequences, Effects and Results" Comments: William Dray/Sylvan Bromberger PUBLISHED: Analytical Philosophy, First Series, R.J. Butler (ed.), Oxford, Blackwell's, 1962. 1962 THIRD COLLOQUIUM C.J. Warnock, "Truth" Arthur Prior, "Some Exercises in Epistemic Logic" Newton Garver, "Criteria" Comments: Carl Ginet/Paul Ziff Hector-Neri Castenada, "The Private Language Argument" Comments: Vere Chappell/James Thomson John Searle, "Meaning and Speech Acts" Comments: Paul Benacerraf/Zeno Vendler PUBLISHED: Knowledge and Experience, C.D. Rollins (ed.), University of Pittsburgh Press, 1964. 1963 FOURTH COLLOQUIUM Michael Scriven, "Insanity" Frederick Will, "The Preferability of Probable Beliefs" Norman Malcolm, "Criteria" Comments: Peter Geach/George Pitcher Terrence Penelhum, "Pleasure and Falsity" Comments: William Kennick/Arnold Isenberg 1964 FIFTH COLLOQUIUM Stephen Korner, "Some Remarks on Deductivism" J.J.C. Smart, "Nonsense" Joel Feinberg, "Causing Voluntary Actions" Comments: Keith Donnellan/Keith Lehrer Nicholas Rescher, "Evaluative Metaphysics" Comments: Lewis W. Beck/Thomas E. Patton Herbert Hochberg, "Qualities" Comments: Richard Severens/J.M. Shorter PUBLISHED: Metaphysics and Explanation, W.H. Capitan and D.D. Merrill (eds.), University of Pittsburgh Press, 1966. 1965 SIXTH COLLOQUIUM Patrick Nowell-Smith, "Acts and Locutions" George Nakhnikian, "St. Anselm's Four Ontological Arguments" Hilary Putnam, "Psychological Predicates" Comments: Bruce Aune/U.T. -
Donald Davidson ERNEST LEPORE and KIRK LUDWIG
Midwest Studies in Philosophy, XXVIII (2004) Donald Davidson ERNEST LEPORE AND KIRK LUDWIG avidson, Donald (Herbert) (b. 1917, d. 2003; American), Willis S. and Marion DSlusser Professor, University of California at Berkeley (1986–2003). Previ- ously Instructor then Professor in Philosophy at: Queens College New York (1947–1950), Stanford University, California (1950–1967), Princeton University (1967–1969), Rockefeller University, New York City (1970–1976), University of Chicago (1976–1981), University of California at Berkeley (1981–2003). John Locke Lecturer, University of Oxford (1970). One of the most important philosophers of the latter half of the twentieth century, Donald Davidson explored a wide range of fundamental topics in meta- physics, epistemology, ethics, and the philosophies of action, mind, and language. His impact on contemporary philosophy is second only to that of his teacher W. V. O. Quine, who, along with Alfred Tarski, exerted the greatest influence on him. Given the range of his contributions, his work emerges as surprisingly systematic, an expression and working out of a number of central guiding ideas. Among his most important contributions are 1. his defense of the common sense view that reasons, those beliefs and desires we cite in explaining our actions, are also causes of them [11], 2. his groundbreaking work in the theory of meaning, and his proposal, based on Tarski’s work on recursive truth definitions for formal languages, for how to formulate a compositional semantic theory for a natural language [29, 46, 47, 50, 51], 3. his development of the project of radical interpretation as a vehicle for investigating questions about meaning and the psychological attitudes involved in understanding action [7, 15, 42, 44, 48], 309 310 Ernest Lepore and Kirk Ludwig 4. -
Moral Relativism Explained
Moral Relativism Explained Gilbert Harman 1 What Is Moral Relativism? According to moral relativism, there is not a single true morality. There are a variety of possible moralities or moral frames of reference, and whether something is morally right or wrong, good or bad, just or unjust, etc. is a relative matter—relative to one or another morality or moral frame of reference. Something can be morally right relative to one moral frame of reference and 1 morally wrong relative to another. It is useful to compare moral relativism to other kinds of 2 relativism. One possible comparison is with motion relativism. There is no such thing as absolute motion or absolute rest. Whether something is moving or at rest is relative to a spatio- temporal frame of reference. Something may be at rest in one such frame of reference and moving in another. There is no such thing as absolute motion and absolute rest, but we can make do with relative motion and rest. Similarly, moral relativism is the view that, although there is no such thing as absolute right and wrong, we can make do with relative right and wrong. 3 Paul Boghossian suggests a different comparison. When people decided that there were no witches and no such thing as witchcraft, they did not become relativists about witches; they gave up their beliefs about witches. It would have been a mistake for them to conclude that witchcraft is a relative matter, so that someone could be a witch in relation to one witch framework but not in relation to another. -
Judith Jarvis Thomson, Goodness and Advice
Judith Jarvis Thomson, Goodness and Advice Reviewed by Michael J. Zimmerman This is the accepted version of the following article: Zimmerman, Michael. “Judith Jarvis Thomson, Goodness and Advice”, Noûs, 38.3 (2004): 534- 552. which has been published in final form at http://dx.doi.org/10.1111/j.0029-4624.2004.00482.x ***© Wiley. Reprinted with permission. No further reproduction is authorized without written permission from Wiley. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document. *** Abstract: This article is a review of the book “Goodness and Advice” by Judith Jarvis Thomson. Keywords: Book Review | Philosophy | Judith Jarvis Thomson | Goodness and Advice Article: Judith Jarvis Thomson, Goodness and Advice (Princeton, NJ: Princeton University Press, 2000), xvi+188 pp. This is an interesting, uneven book. Its core consists of the 1999–2000 Tanner Lectures on Human Values that Thomson delivered at Princeton University and subsequently revised. Part I of these lectures is entitled ‘‘Goodness’’ (39 pages long), Part II ‘‘Advice’’ (40 pages). These lectures are preceded by an introduction by Amy Gutmann (10 pages) and succeeded by comments by Philip Fisher (12 pages), Martha Nussbaum (29 pages), Jerome Schneewind (6 pages), and Barbara Herrnstein Smith (13 pages). The book ends with Thomson’s reply to these comments (33 pages). The interest is due entirely to Thomson, the unevenness to the other contributors. In her lectures, Thomson proves herself still to be at the top of her game: as insightful, incisive, and pithy as ever. Neither the introduction nor the comments do her justice, but an unabashed fan of Thomson such as myself can gain a perverse pleasure (on which Thomson might herself frown) from the decisive manner in which she dispatches her critics. -
Complete Teaching Dossier
TEACHING DOSSIER BENJAMIN IAN WINOKUR Table of Contents Teaching statement………………………………………………………………………………1 Diversity statement………………………………………………………………………………2 Notes on Syllabi ………………………………………………………………………………….3 Syllabi…………………………………………………………………………………………4-32 Previously Used PHIL 4040—Varieties of Skepticism (Fall 2018)………………………………………...4-9 Sample Syllabi……………………………………………………………………………..10-31 Sample Syllabus—Knowledge, Mind and Reality (200-Level)………………………..10-13 Sample Syllabus—Introduction to Formal Logic (200-Level)…………………………14-16 Sample Syllabus—Information Ethics (200-Level)……………………………………17-19 Sample Syllabus—Epistemology (300-Level)…………………………………………20-23 Sample Syllabus—Introduction to Contemporary Metaethics (300-Level)……………24-27 Sample Syllabus—Trust in the Digital Age (400-Level)………………………………28-30 Sample Syllabus—The Epistemology of Self-Knowledge (Graduate)………………...31-32 Teaching Evaluations……………………………………………………………………….33-36 As Course Director PHIL 4040—Seminar in Contemporary Philosophy (Fall 2018)……………………33 As Tutorial Instructor PHIL 1100—The Meaning of Life (Fall 2014, Fall 2016) ………………………….34 PHIL 2100—Introduction to Formal Logic (Winter 2016, Fall 2017)…….………...35 Solicited Anonymous Feedback For PHIL 4040……………………………………………………………………….36 Teaching Statement New students of philosophy often express worry about how abstract philosophical inquiry and argumentation can be. Sympathetic as I can be to this worry, I respond that our discipline’s frequent abstractness emerges, ideally, from its breadth of aspiration. Here I take a page from Wilfrid Sellars, who once wrote that our project “is to understand how things in the broadest possible sense of the term hang together in the broadest possible sense of the term”. The philosopher’s penchant for abstraction, then, often expresses a desire for far-reaching syntheses of understanding. My pedagogy reflects this desire, even as I acknowledge that philosophical progress is made—and philosophy learned—slowly, and in small increments. -
'The Nature of Morality' in Gilbert Harman: an Appraisal
International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS) A Peer-Reviewed Monthly Research Journal ISSN: 2394-7969 (Online), ISSN: 2394-7950 (Print) Volume-I, Issue-I, February 2015, Page No. 80-88 Published by: Scholar Publications, Karimganj, Assam, India, 788711 Website: http://www.irjims.com ‘The Nature of Morality’ in Gilbert Harman: An Appraisal Oyedola, David A Department of Philosophy, Obafemi Awolowo University, Ile-Ife, Nigeria Abstract This study examines Gilbert Harman‟s submission that moral beliefs are incapable of the sort of empirical confirmation characteristic of scientific beliefs, in his work, „The Nature of Morality.‟ This study argues that the incapability of moral beliefs to be empirically confirmed characteristic of scientific beliefs, as espoused by Harman, has not undermined the nature of moral beliefs and the existence of moral universe. Nevertheless, the study concedes that the fact that Harman‟s grounds are appealing, his claim is insufficient. The study will conclude that moral beliefs cannot be reduced to nothingness: because they (moral beliefs) need not be empirically confirmed; a formal relationship between moral beliefs and empirical confirmation is not a matter of necessity; and, they (moral beliefs) have independent existence from scientific observation. The method of philosophical exposition and analysis will be employed. Key Words: Morality, Science, Confirmation, Moral universe, Empirical universe. Background Analysis: In recent years, the incapability of moral beliefs to be empirically confirmed characteristic of scientific beliefs has been gaining currency. W.V.O Quine is a major exponent, while Gilbert Harman is a mentee of Quine; moral beliefs, he (Harman) believes, cannot be confirmed or disconfirmed using empirical verification.