Paradigm Terms: The Necessity of Kind Term Identifications Generalized

Standard Kripke-Putnam semantics is widely taken to entail that theoretical identifications like ‘Brontosauruses are Apatosauruses’ or ‘Gold is ⁷⁹Au’ are necessary, if true. I offer a new diagnosis as to why this modal consequence ensues. Central to my diagnosis is the concept of a paradigm term. I argue that modal and epistemic peculiarities that are commonly considered as distinctive of natural kind expressions are in fact traits that are shared by paradigm terms in general. Philosophical semantics should broaden its focus from natural kind expressions to paradigm terms.     

Reasoning with Slippery Predicates

It is a commonplace that the extensions of most, perhaps all, vague predicates vary with such features as comparison class and paradigm and contrasting cases. My view proposes another, more pervasive contextual parameter. Vague predicates exhibit what I call open texture: in some circumstances, competent speakers can go either way in the borderline region. The shifting extension and anti-extensions of vague predicates are tracked by what David Lewis calls the “conversational score”, and are regulated by what Kit Fine calls penumbral connections, including a principle of tolerance. As I see it, vague predicates are response-dependent, or, better, judgement-dependent, at least in their borderline regions. This raises questions concerning how one reasons with such predicates. In this paper, I present a model theory for vague predicates, so construed. It is based on an overall supervaluationist-style framework, and it invokes analogues of Kripke structures for intuitionistic logic. I argue that the system captures, or at least nicely models, how one ought to reason with the shifting extensions (and anti-extensions) of vague predicates, as borderline cases are called and retracted in the course of a conversation. The model theory is illustrated with a forced march sorites series, and also with a thought experiment in which vague predicates interact with so-called future contingents. I show how to define various connectives and quantifiers in the language of the system, and how to express various penumbral connections and the principle of tolerance. The project fits into one of the topics of this special issue. In the course of reasoning, even with the external context held fixed, it is uncertain what the future extension of the vague predicates will be. Yet we still manage to reason with them. The system is based on that developed, more fully, in my Vagueness in Context, Oxford, Oxford University Press, 2006, but some criticisms and replies to critics are incorporated.     

Transformations: The World Religions Survey through an Adjunct Feminist Lens

This essay describes a transformation in my experience as an adjunct teaching underprepared students from one of shame toward a desire to assert the value of this work. Insights from my feminist theological training helped me to affirm the importance of encouraging transformative learning in teaching the academically marginalized and prompted my analysis of student writing in an introductory World Religions course, in order to determine whether or not the course was a site of transformative learning. I argue that despite many contextual limitations, the movement toward deepening self‐awareness and increasing openness to religious diversity seen in student writing demonstrates that transformative learning began in this course, and that is valuable for students' lives whether or not they are academically successful.     

John Buridan on the Possibility of Defining Definition

The study of the medieval reception of Aristotle’s Topics has largely been oriented toward debates on dialectical argumentation. And this is surely right. Nonetheless, I wish to approach John Buridan’s commentary on the Topics from another perspective, which highlights some semantic features of the set of predicates around which the work is organized. Thus, in my paper I will first reconstruct Buridan’s account of the identification of the predicates discussed in the Topics. I will argue that, for him, they are different in that they reflect one or more features of the way in which definiens and definiendum relate. By doing this, I will shed light on the role the notion of definition plays in Buridan’s commentary, so that an interpretation of it as a work on definition becomes promising. In the second part of the paper, I will offer an analysis of Buridan’s first move in his commentary toward a theory of definition. It concerns the problem of whether there is a definition of definition. In examining Buridan’s answer, I will argue for the close connection between his treatment of definitions and his theory of supposition, so that distinctions among the different modes of supposition help him to disambiguate statements in their possible meanings, and thus to clarify the difficulty related to the definability of definition.     

‘My Future Son is Possibly Alive’. Existential Presupposition and Empty Terms in Abelard's Modal Logic

The aim of this paper is to investigate the problem of existential import in Abelard's modal logic, and to ask whether the system of logical relationships that he proposes for modal propositions maintains its validity when some of the terms included in these propositions are empty. In the following, I first argue that, just as in the case of non-modal propositions, Abelard interprets modal propositions as having existential import, so that it is a necessary condition for the truth of propositions like ‘It is possible for my son to be alive’ or ‘it is necessary that all men are animals’ that their subjects’ referents exist. Then, I present the schemata of inferences that Abelard proposes to describe the logical behaviour of de rebus modal propositions. I argue that these systems of relations are valid only as long as all the terms contained in the formulas have an existing referent. I also claim that Abelard was aware of this difficulty (at least in the Logica Ingredientibus), and, accordingly, he explicitly decided to restrict the validity of his modal system to propositions that do not contain empty terms.     

Property Designators,Predicates, and Rigidity

The article discusses an idea of how to extend the notion of rigidity to predicates, namely the idea that predicates stand in a certain systematic semantic relation to properties, such that this relation may hold rigidly or nonrigidly. The relation (which I call signification) can be characterised by recourse to canonical property designators which are derived from predicates (or general terms) by means of nominalization: a predicate signifies that property which the derived property designator designates. Whether signification divides into rigid and non-rigid cases will then depend uponwhether canonical property designators divide into rigid and non-rigid ones. But, I shall argue, they do not, and so the only notion of rigidity gained this way is trivial. To show this, I first focus on the kind of canonical property designators which could be thought to be nonrigid, canonical designators such as having the colour of ripe tomatoes which themselves contain non-rigid property designators. An argument to the effect that such complex canonical designators are non-rigid is rebutted, five arguments to the effect that they are rigid are formulated, and finally an explanation of their rigidity based on the general nature of canonical property designators is presented.     

Learned changes in stimulus representations (a personal history)

Almost 40 years ago I began what turned out to be a programme of research on the way in which experience can change the effectiveness of the events used as stimuli in standard associative learning procedures. In this personal history I will describe my early (failed) attempts to find evidence for the acquired distinctiveness of cues, and my conclusion that experience tends to reduce, not enhance the associability of stimuli. I then go on to describe my attempts to square this conclusion with the stubborn empirical fact that, in some circumstances, pretraining with (or preexposure to) stimuli, can facilitate subsequent discrimination between them. I describe experiments (conducted mostly with rats as the subjects) showing how some of these effects can be explained in associative terms. Others, however, seemed to demand an explanation in terms of a new learning process that modulates the effective salience of stimuli. I go on to describe attempts to specify the nature of this process, and (bringing the story up to date) to describe recent experiments investigating the effects of salience modulation in human perceptual learning.     

Faith and the practising analyst

Abstract: In this brief essay, I reflect on three questions: What is ‘faith’ in a modern and post‐modern cultural context? Do I, a Jungian analyst, have ‘faith’ or do I not? Does having ‘faith’ or not make a difference in the practice of analysis? I make reference to Jung's understanding of ‘faith’ and his frequent disclaimers about making metaphysical claims. I conclude that a post‐credal ‘faith’ is possible for contemporary Jungian analysts, that I do have such a faith personally, and that in my experience this makes a significant difference in analytic practice at least with some patients. Traditional faith statements must be translated into depth psychological terms, however, in order for them to be applicable in post‐modern, multicultural contexts.     

Subjectivity and environmentalism

The main thesis of this paper is that the most cogent demands of subjectivity, at least with respect to questions concerning the contents of our thoughts, can be accommodated within an objectivist framework. I begin with two theses: (1) Subjectivity: I can know (the contents of) my own thoughts without appeal to any knowledge of features external to my mind; (2) Environmentalism: (The contents of) my thoughts are determined by features external to my mind, at least in this sense: without causal and/or social interaction between my internal states and various external features, these internal states would not have the particular contents they have and therefore would not be the mental states they are. Section I proceeds by elucidating various lines of environmentalism, an overtly objectivist thesis. Section II considers and refutes one purported environmentalist challenge to subjectivity, namely, that, according to it, thoughts are not in the head. Section III discusses a central subjectivist thesis, namely, thoughts do not admit of an appearance/reality distinction. Tyler Burge and Hilary Putnam, two environmentalists, seem to endorse such a distinction. It is argued that the two most reasonable routes of escape open to them require a retreat from environmentalism. This leaves us with an apparent dilemma: reject either subjectivity or environmentalism Section IV defends environmentalism. Section V considers and criticizes a maneuver Donald Davidson makes to preserve first‐person authority over thought‐contents. Section VI concludes with a brief defense of environmentalism which rests largely on rejecting a deeply entrenched epistemic model about how we access our own thoughts. It is argued that it is this bad epistemic model and not subjectivity per se, which has created whatever tension there appears to be between subjectivity and environmentalism.     

What I Talk About When I Talk About Teaching and Learning

In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas’s and Jacques Rancière’s thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.     

THE THOUGHT SPACE OF GOD: THE HAUNTING BELOW THE I‐THOU RELATION

This essay attempts a phenomenological analysis of Descartes' statement, ‘my perception of God is prior to my perception of myself,’ and Buber's claim that God ‘is also the mystery of the self‐evident, nearer to me than my I.’ I radicalize the implications of Descartes' and Buber's claims by drawing on the thought of Husserl and Levinas, and couching the analysis in terms of Merleau‐Ponty's experiential notions of haunting and reversibility. This forces us to interrogate the subjective space in which we think God qua recognize the other, and shows us a kind of necessity that underlies the I‐Thou relation. My conclusion leaves us in a place of powerless subjective inwardness and awe.     

Transcendence of the Ego (The Non-Existent Knight)

I exist, but I am not a thing among things; X exists if and only if there is something such that it=X. This is consistent, and it is a view that can be supported. Calvino’s novel The Non‐Existent Knight can be read so as to illustrate this view. But what is my relation to the things there are if I am not identical with any of them – things such as my arms, my garden, the city I live in? I name this the Gurduloo problem, after the Knight’s page. This relation must be one that admits of degrees; I suggest that we say that I manifest myself through the things thus associated with me. Several pseudo‐problems, pertaining to volitional action, supervenience, observability, and the emergence of consciousness, dissolve upon inspection.     

Projectible predicates in analogue and simulated systems

We investigate the relationship between two approaches to modeling physical systems. On the first approach, simplifying assumptions are made about the level of detail we choose to represent in a computational simulation with an eye toward tractability. On the second approach simpler, analogue physical systems are considered that have more or less well-defined connections to systems of interest that are themselves too difficult to probe experimentally. Our interest here is in the connections between the artifacts of modeling that appear in these two approaches. We begin by outlining an important respect in which the two are essentially dissimilar and then propose a method whereby overcoming that dissimilarity by hand results in usefully analogous behavior. We claim that progress can be made if we think of artifacts as clues to the projectible predicates proper to the models themselves. Our degree of control over the connection between interesting analogue physical systems and their targets arises from determining the projectible predicates in the analogue system through a combination of theory and experiment. To obtain a similar degree of control over the connection between large-scale, distributed simulations of complex systems and their targets we must similarly determine the projectible predicates of the simulations themselves. In general theory will be too intractable to be of use, and so we advocate an experimental program for determining these predicates.

the object of the natural history which I propose is...to give light to the discovery of causes and supply a suckling philosophy with its first food. Francis Bacon, The Great Instauration

     

Conservatism. A defence

Conservatism has an essence, or so I argue. Typical of the conservative attitude is to take what is an established fact or order to be worthy of preservation, precisely because it is well established. The question what fact is established must be answered in a context, and people of different political bent answer it differently. This is why we have left‐wing as well as right‐wing conservatism, sharing a common rationale. In my Conservatism for Our Time I discuss various different aspects of this rationale, and my answer to certain strictures raised by Robert Grant concerns several of them. The most important concerns a conservative or traditionalist criticism of rationalism. This criticism has been developed by ‐ among others ‐Michael Oakeshott. In my book, and in my answer to Grant, I defend and elaborate on this criticism.     

Learning and the Development of Meaning: Husserl and Merleau‐Ponty on the Temporality of Perception and Habit

In this paper, I argue that the temporal openness of perceptual experience provides insight into the basic structure of learning. I draw on Husserl's account of the mutability of the retained past in Analyses Concerning Passive and Active Synthesis, and Merleau‐Ponty's account of the perceptual field, as well as his remarks on habit, in Phenomenology of Perception, in order to elucidate the relation between the perceptual past and the future it portends. More specifically, I argue that retention and habituation in perceptual experience open dimensions of meaning that transform the initial, initiating, experiences in which meaning is first established. As a result, our experience of meaning is always subject to further development that we cannot anticipate. This temporal openness has consequences for our learning to navigate a perceptual field, but also, I argue, for our developing more complex ways of engaging with the world. Specifically, I show how learning requires that we commit ourselves to an object or task before we are in a position to recognize the implications or significance of our commitment. I further consider the role that others play in the inherent openness of learning to the development of new meaning.     

Phenomenal Feel as Process1

Phenomenal character (or feel) is the what‐it's‐likeness of subjective experience. I develop an ontology of phenomenal feel as process. My being in some phenomenal state R is the process of my instantiating R’s neurological correlate. The ontology explains why we have asymmetric epistemic access to phenomenal characters: the ontological ground for the subjective or first‐personal stance is different from the ontological ground for the objective or third‐personal stance. I end by situating my account in debates about physicalism.     

I—Stewart Shapiro

ABSTRACT After a brief account of the problem of higher-order vagueness, and its seeming intractability, I explore what comes of the issue on a linguistic, contextualist account of vagueness. On the view in question, predicates like'borderline red'and'determinately red'are, or at least can be, vague, but they are different in kind from'red'. In particular,'borderline red'and'determinately red'are not colours. These predicates have linguistic components, and invoke notions like'competent user of the language'. On my view, so-called'higher-order vagueness'is actually ordinary, first-order vagueness in different predicates. I explore the possibility that, nevertheless, a pernicious regress ensues.     

Theology, Science, and Postmodernism: Responding to Stanley Grenz

This article responds to Stanley J. Grenz's Templeton Lecture, “Why Do Theologians Need to Be Scientists?” published in the June 2000 issue of Zygon (Grenz 2000). In the first part I outline my reasons for finding the kind of theological reflections in which Grenz engages worthy of attention by noting my disagreement with the view that a sufficient response to theological issues can be formulated on the basis of an examination of our biological nature. I assert, in that connection, the autonomy of reason as a way of investigating and understanding the world. In the second part I respond directly to Grenz by explaining my disagreement with the postmodern critique of science upon which he relies and his adherence to Christian eschatology as an answer to the conundrums into which, he posits, we are drawn as a result of that critique. I note that I agree with Grenz, however, that the activity of valuing is necessarily a forward‐looking Godlike endeavor that is not derivable from science. In the third part I suggest that we must be open to the investigation of the possible existence of an objective realm of value and that, in any case, rejection of the postmodern critique of science in many cases pro‐vides a sound basis for the disciplined resolution of factual questions that frequently lie at the base of disagreements about values.