The relativity of perceptual knowledge

Since the most promising path to a solution to the problem of skepticism regarding perceptual knowledge seems to rest on a sharp distinction between perceiving and inferring, I begin by clarifying and defending that distinction. Next, I discuss the chief obstacle to success by this path, the difficulty in making the required distinction between merely logical possibilities that one is mistaken and the real (Austin) or relevant (Dretske) possibilities which would exclude knowledge. I argue that this distinction cannot be drawn in the ways Austin and Dretske suggest without begging the questions at issue. Finally, I sketch and defend a more radical way of identifying relevant possibilities that is inspired by Austin's controversial suggestion of a parallel between saying I know and saying I promise: a claim of knowledge of some particular matter is relative to a context in which questions about the matter have been raised.     

Theor of free choice permission

I argue that the conjunctive distribution of permissibility over or, which is a puzzling feature of free-choice permission is just one instance of a more general class of conjunctive occurrences of the word, and that these conjunctive uses are more directly explicable by the consideration that or is a descendant of oper than by reference to the disjunctive occurrences which logicalist prejudices may tempt us to regard as semantically more fundamental. I offer an account of how the disjunctive uses of or may have come about through an intermediate discourse-adverbial use of or, drawing a parallel with but, which, etymologically, is disjunctive rather than conjunctive and whose conjunctive uses seem to represent just such a discourse-adverbial application.     

Leadership of antireligious propaganda in the Soviet Union

Re-emergent scientific atheism bears the marks of its historical origins in the efforts of Bon-Bruevi and Jaroslavskij. The disciples of the Lenin generation use their fathers somewhat as second-level classics.     

The relevance of Habermas' communicative turn

This paper points out the way in which educational and communicative action (Habermas) are to be related. It is shown that earlier attempts to put Habermas ideas to use have led to a dead end because they do not realize clearly that the new basic notion introduced by Habermas, namely communicative action, is the expression of a communicative turn. It is argued that Habermas' concept expresses a radical new attempt to grasp the intersubjective character of social action. Next implications of this communicative turn for the concept of education as a social praxis are indicated. Education can be conceived of as a praxis responding to the vulnerability of a communicative self.     

Local Theories of Causation and the a Posteriori Identification of the Causal Relation

The need to find an intrinsic characterization of what makes a relation between events causal arises not only in local theories of causation like Salmon's process theory but also in global approaches like Lewis' counterfactual theory. According to the localist intuition, whether a process connecting two events is causal should depend only on what goes on between the events, not on conditions that hold elsewhere in the world. If such intrinsic characterizations could be found, an identification of the causal relation in the actual world (though not in other possible worlds) with physical processes may be feasible (the a posteriori identification). I consider recent proposals made for intrinsic characterizations of causality and conclude that none of them is able to deliver the intended result.     

Branching space-time

Branching space-time is a simple blend of relativity and indeterminism. Postulates and definitions rigorously describe the causal order relation between possible point events. The key postulate is a version of everything has a causal origin; key defined terms include history and choice point. Some elementary but helpful facts are proved. Application is made to the status of causal contemporaries of indeterministic events, to how splitting of histories happens, to indeterminism without choice, and to Einstein-Podolsky-Rosen distant correlations.     

Toulmin on Ideals of Natural Order

In this paper I criticize Toulmin's concept of Ideals of Natural Order and his account of the role these Ideals play in scientific explanation as given in his book, Foresight and Understanding. I argue that Toulmin's account of Ideals of Natural Order as those theories taken to be self evident by scientists at a given time introduces an undesirable subjectivism into his account of scientific explanation. I argue also that the history of science, especially the recent history of microphysics, does not support Toulmin's contentions about the supposed self-evidence of the basic explanatory theories in science.     

On two arguments for the indeterminacy of personal identity

Both arguments are based on the breakdown of normal criteria of identity in certain science-fictional circumstances. In one case, normal criteria would support the identity of person A with each of two other persons, B and C; and it is argued that, in the imagined circumstances, A=B and A=C have no truth value. In the other, a series or spectrum of cases is tailored to a sorites argument. At one end of the spectrum, persons A and B are such that A=B is clearly true; at the other end, A and B are such that the identity is clearly false. In between, normal criteria of identity leave the truth or falsehood of A=B undecided, and it is argued that in these circumstances A=B has no truth value.These arguments are to be understood counterfactually. My claim is that, so understood, neither establishes its conclusion. The first involves a pair of counterfactual situations that are equally possible or tied. If A=B and A=C have no truth value, a counterfactual conditional with one of them as consequent and an antecedent that is true in circumstances in which either is true should have no truth value. Intuitively, however, any such counterfactual is false. The second argument can be seen to invite an analogous response. If this is right, however, there is an important disanalogy between this and the classical paradox of the heap. If the disanalogy is only apparent, the argument shows at most that the existence of persons can be indeterminate.     

The probabilistic import of illatives

It is not only overtly probabilistic illatives like makes it certain that but also apparently non-probabilistic ones like therefore that have probabilistic import. Illatives like therefore convey the meaning that the premise confers on the conclusion a probability not only greater than 0 but also greater than 1/2. But because they do not say whether that probability is equal to or less than 1, these illatives are appropriately called neutral.     

Contextualism and the Skeptic: Comments on Engel

Mylan Engels paper (2004) is divided into two parts: a negative part, criticizing the costs of contextualism and a constructive part proposing a noncontextualist resolution of the skeptical problem. I will only address the constructive part here. The constructive part is composed of three elements: (i) a reconstruction or reformulation of the original skeptical argument, which draws on the notion of epistemic possibility (e-possibility), (ii) a distinction between two senses of knowledge (and two corresponding kinds of e-possibility): fallibilistic and infallibilistic, and (iii) an argument which tries to hoist the skeptic by their own petard, namely the closure principle (CP). As I will argue, there are two ways to understand Engels anti-skeptical argument. Only in one interpretation does the argument depend on the proposed reconstruction of the skeptical argument in terms of e-possibility. But this version of the argument is unsound. More importantly, the skeptic has a strong prima facie objection at her disposal, which applies to both interpretations of the argument. If this objection is valid, Engels argument does not hold. But once it is invalidated, his argument is superfluous.     

Think Before You Speak: Utterances and the Logic of Indexicals

This essay discusses some aspects of the logical behaviour of sentences in languages containing indexical and demonstrative expressions. After some preliminary remarks in section one, sections two and three focus on instances of logically true sentences that may be uttered falsely, and on cases of logically equivalent sentences whose utterances may have distinct truth-values. The logical and semantic problems taken into consideration include the validity of a Principle of Translation, the so-called puzzle of addressing, and examples related to measurement and approximation. Section four discusses the complementary phenomenon of sentences that may presumably always be uttered truly, but that do not qualify as logically true. In particular, I argue against the widespread tendency to consider I am here now or I exist as truths of the logic of indexicals.     

The Weight of Context: Headscarves in Holland

This paper explores the potential of a contextual approach to multicultural conflict. It reconstructs two cases that were hotly debated in the Netherlands—Islamic headscarves for police officers and for court officers—and asks whether a contextual approach reaches compromises and thus promotes social stability more easily than a deductive approach. The argument is that a deductive approach accepts standing interpretations of normative principles, whereas a contextual approach reinterprets these principles in the light of the circumstances and that, whether or not it promotes social stability, a contextual approach makes us attend to otherwise neglected perspectives and thus yields greater normative insights.     

Supererogation in Deontic Logic: Metatheory for DWE and Some Close Neighbours

In "Doing Well Enough: Toward a Logic for Common Sense Morality", Paul McNamara sets out a semantics for a deontic logic which contains the operator It is supererogatory that. As well as having a binary accessibility relation on worlds, that semantics contains a relative ordering relation, . For worlds u, v and w, we say that u w v when v is at least as good as u according to the standards of w. In this paper we axiomatize logics complete over three versions of the semantics. We call the strongest of these logics DWE for Doing Well Enough.     

Trying to Resolve the Two-Envelope Problem

After explaining the well-known two-envelope paradox by indicating the fallacy involved, we consider the two-envelope problem of evaluating the factual information provided to us in the form of the value contained by the envelope chosen first. We try to provide a synthesis of contributions from economy, psychology, logic, probability theory (in the form of Bayesian statistics), mathematical statistics (in the form of a decision-theoretic approach) and game theory. We conclude that the two-envelope problem does not allow a satisfactory solution. An interpretation is made for statistical science at large.     

Happiness and virtue in Socrates' moral theory

Conclusion In Section IV above we start with texts whose prima facie import speaks so strongly for the Identity Thesis that any interpretation which stops short of it looks like a shabby, timorous, thesis-saving move. What else could Socrates mean when he declares with such conviction that no evil can come to a good man (T19), that his prosecutors could not harm him (T16(a)), that if a man has not been made more unjust he has not been harmed (T20), that all of happiness is in culture and justice (T16(a)), that living well is the same as living justly (T15)? But then doubts begin to creep in. Recalling that inflation of the quantifier is normal and innocuous in common speech (that job means everything to him, he'll do anything to get it, will stick at nothing) we ask if there is really no chance at all that no evil in T19, not harmed in T20 might be meant in the same way? The shift from no harm at T16(a) to no great harm at T16(b), once noticed, strengthens the doubt. It gets further impetus in T21(b) when to explain how all of happiness is in culture and justice he depicts a relation (that recurs more elaborately in T22) which, though still enormously strong, is not quite as strong as would be required by identity. The doubt seeps into T15 when we note that current usage did allow just that relation as a respectable use of the same.At that point we begin to wonder if resort to the Identity Thesis might not be just a first approximation to a subtler, more finely nuanced, doctrine which would give Socrates as sound a foundation for what we know he wants to maintain at all costs - the Sovereignty of Virtue - without obliterating the eudaemonic value of everything else in his world. We cast about for a credible model of such a relation of virtue to happiness and hit on that multicomponent pattern sketched on p. 9 above. We ascertain that this will afford a comprehensively coherent eudaemonist theory of rational action, while its rival would not, and will fit perfectly a flock of texts in Section V which the latter will not fit at all. Are we not entitled to conclude that this is our best guide to the true relation of virtue to happiness in Socrates' thought - the one for which he would have declared if he had formulated explicitly those two alternative theses and made a reasoned choice between them?The Socrates of this paper is the protagonist of Plato's earlier dialogues. I list these (by self-explanatory abbreviations), borrowed from T. Irwin, Plato's Moral Theory [1974] (hereafter PMT): Ap., Ch., Cr., Eud., Eu., G., HMa., HMi, Ion, La., Ly., Pr., R., I. I assume, but shall not argue here, that in this segment of his corpus, Plato aims to recreate the doctrines and arguments of his teacher in dramatic scenes, all of which (except for the Ap.) may be, and most of which undoubtedly are, fictional; I shall be referring these works, under this proviso, as Plato's Socratic dialogues. (I did not include the Menexenus in the above list, since the parody of a funeral oration in this dialogue is implicitly dissociated from Socrates.)     

Promoting perspective coordination by dilemma discussion. The effectiveness of classroom group discussion on interpersonal negotiation strategies of 12-year-old students

Promoting social competence and social cognition is an important aim of education and socialization. According to theories of social cognitive and moral development, social cognition may be promoted by adolescent peer interaction. In this study, social cognition is theoretically conceptualized by the interpersonal negotiation strategies model of Selman which distinguishes levels of perspective coordination and steps of information processing (identification of a problem, generating negotiation strategies, selection of a strategy, evaluation). In a pre-post control group design this study investigated whether dilemma discussions among peers lead to higher individual levels of perspective coordination compared to an individualistic condition. Members of the discussion-condition exhibited higher gain scores in perspective coordination compared to the control group regarding the information processing steps generating strategies and strategy selection. In order to analyze verbal interaction in the discussion groups, an integrative coding schedule was developed. In addition, trait-like argumentative motives of the participants were assessed. The results of multilevel analyses suggest that progress in posttest-perspective coordination is mediated by the groups consensual solution of the dilemma as well as by an explanation-oriented discussion style, but only if the latter is accompanied by a trait-like subject- and consensus-oriented argumentative motive. Theoretical and practical conclusions are drawn.     

Ideologic Learning Under Conditions of Social Enslavement: The Case of the Soviet Union in the 1930s AND 1940s

A sequence of theoretical models is constructed as an extension to Leszek Nowak's theory of socialist society to explain important characteristics of the violent party purges in Soviet Stalinism. According to these models, purges are a regular and systemic feature of a socialist system during a certain phase of development (modelled as the phase of social enslavement). Contrary to traditional conceptions which interpret the purges essentially as resulting from the actions of an almost omnipotent, and partly irrational, despot, the models presented here provide an explanation which does not need to conceive Stalin as the architect of terror (Robert Conquest), i.e. as the long-term planner of the terror. However, the concepts presented here preserve the vital arguments of the traditional approach, thereby contradicting the revisionist pattern of interpretation. In particular the models seek to provide a theoretical base for an explanation of the moderation of inner-party terror from 1938. This moderation is interpreted as resulting from a modification of the then existing ideology (and corresponding habits of the party's leadership); a modification which in itself had been stimulated by the disastrous effects of the great purge in 1937/38. This modification can be theoretically conceived as a process of ideological learning. The historical fact that the post-war purges (i.e. the Leningrad affair in 1949 and the Mingrelian affair 1951/52) did not reach such an enormous extent as the purges of the late 1930s may thus be attributed to a process of ideological learning.     

On Alan Turing's anticipation of connectionism

It is not widely realised that Turing was probably the first person to consider building computing machines out of simple, neuron-like elements connected together into networks in a largely random manner. Turing called his networks unorganised machines. By the application of what he described as appropriate interference, mimicking education an unorganised machine can be trained to perform any task that a Turing machine can carry out, provided the number of neurons is sufficient. Turing proposed simulating both the behaviour of the network and the training process by means of a computer program. We outline Turing's connectionist project of 1948.In Memory of Robin Gandy     

Variations in use of the term “or”

Two studies showed that adults' responses to questions involving the term or varied markedly depending upon the type of question presented. When presented with various objects (A's and B's) and asked to circle all things which are A or B subjects tended to circle A's as well as B's, whereas when asked to circle all the A's or B's subjects showed a relatively stronger tendency to circle one or the other. Moreover the nature of the sets of objects (As and Bs) influenced behavior as well. There was also evidence that the effects due to question wording or set type transferred.