Concerning the resilience of Galen Strawson’s Basic Argument

Against its prominent compatiblist and libertarian opponents, I defend Galen Strawson’s Basic Argument for the impossibility of moral responsibility. Against John Martin Fischer, I argue that the Basic Argument does not rely on the premise that an agent can be responsible for an action only if he is responsible for every factor contributing to that action. Against Alfred Mele and Randolph Clarke, I argue that it is absurd to believe that an agent can be responsible for an action when no factor contributing to that action is up to that agent. Against Derk Pereboom and Clarke, I argue that the versions of agent-causal libertarianism they claim can immunize the agent to the Basic Argument actually fail to do so. Against Robert Kane, I argue that the Basic Argument does not rely on the premise that simply the presence of indeterministic factors in the process of bringing an action about is itself what rules out the agent’s chance for being responsible for that action.     

Analog and digital,continuous and discrete

Representation is central to contemporary theories regarding the mind/brain. But the nature of representation—both in the mind/brain and more generally—is a source of ongoing controversy. One way of categorizing representational types is to distinguish between the analog and the digital: the received view is that analog representations vary smoothly, while digital representations vary in a step-wise manner. In other words, ‘digital’ is synonymous with ‘discrete’, while ‘analog’ is synonymous with ‘continuous’. I argue that this characterization is inadequate to account for the ways in which representation is (and should be) used in cognitive science; in its place, I suggest an alternative taxonomy. I will defend and extend David Lewis’s account of analog and digital representation, distinguishing analog from continuous representation, as well as digital from discrete representation. I will argue that the distinctions available in this fourfold account better accord with representational features of interest in cognitive science than the received analog/digital dichotomy.     

Shallow versus deep response-dependence

This paper explores a distinction between two types of response-dependence (RD) account (shallow vs. deep). This distinction is inherent in much of the existing literature, however it is neither widely nor well understood, and has never been drawn explicitly. The distinction is often taken to be a metaphysical, or ‘realism-relevant’ one—i.e. deep RD accounts entail qualified realism (or perhaps anti-realism), while shallow RD accounts are metaphysically neutral. I argue that the distinction is not reliably realism-relevant. I formulate a weaker version of the distinction that may help prevent some common and understandable confusion about RD biconditionals and their relationship to realism. The weaker distinction rests on the different roles assigned to RD biconditionals by the two types of account.     

Unanswerable questions for Millians

I argue that Millianism has the very odd consequence that there are simple direct questions that Millians can grasp, but they cannot answer them in the positive or the negative, or in some other way, nor could they say that they do not know the answer.     

Lessons from beyond vision (sounds and audition)

Recent work on non-visual modalities aims to translate, extend, revise, or unify claims about perception beyond vision. This paper presents central lessons drawn from attention to hearing, sounds, and multimodality. It focuses on auditory awareness and its objects, and it advances more general lessons for perceptual theorizing that emerge from thinking about sounds and audition. The paper argues that sounds and audition no better support the privacy of perception’s objects than does vision; that perceptual objects are more diverse than an exclusively visual perspective suggests; and that multimodality is rampant. In doing so, it presents an account according to which audition affords awareness as of not just sounds, but also environmental happenings beyond sounds.     

A solution to the discursive dilemma

An impossibility result pertaining to the aggregation of individual judgements is thought by many to have significant implications for political theory, social epistemology and metaphysics. When members of a group hold a rational set of judgments on some interconnected questions, the theorem shows, it isn’t always (logically) possible for them to aggregate their judgements into a collective one in conformity with seemingly very plausible constraints. I reject one of the constraints which engender the dilemma. The analogy with the lottery paradox, I argue, shows that rational belief needn’t be consistent. So the alleged implications of the dilemma are dispelled.     

In support of anti-intellectualism

Intellectualist theories attempt to assimilate know how to propositional knowledge and, in so doing, fail to properly explain the close relation know how bears to action. I develop here an anti-intellectualist theory that is warranted, I argue, because it best accounts for the difference between know how and mere “armchair knowledge.” Know how is a mental state characterized by a certain world-to-mind direction of fit (though it is non-motivational) and attendant functional role. It is essential of know how, but not propositional knowledge, that it makes possible performance errors and has the functional role of guiding action. The theory is attractive, in part, because it allows for propositional, non-propositional and perhaps even non-representational varieties of know how.     

Semiotics of Identity: Politics and Education

In this text I concentrate on semiotic aspects of the theory of political identity in the work of Ernesto Laclau, and especially on the connection between metaphors, metonymies, catachreses and synecdoches. Those tropes are of ontological status, and therefore they are of key importance in understanding the discursive “production” of identity in political and educational practices. I use the conceptions of both Laclau and Eco to elucidate the operation of this structure, and illustrate it with an example of the emergence of the “Solidarność” movement in Poland, expanding its analysis provided by Laclau. I focus on the moment when one of particular demands assumes the representation of totality, which, in Laclau, is left to “circumstantial” determination. This moment inspires several questions and needs to be given special attention if Laclau’s theory is to be used in theory of education. It is so because theory of education cannot remain on the level of the ontological (which is the core of Laclau’s achievement), but has to theorize “non-ontological” dimensions as well, that is the ontic (i.e. “content” of education), the deontic (duty, obligation, and the normative in general), as well as what I call the deontological—the very relation between “what there is” and “what there is not” (including that which should be) as the locus of education.