交往情景下个体对说谎的理解及其道德评价

研究探讨了个体理解交往情景下说谎／说真话概念及其道德评价上的年龄差异,以及事实成份、交往动机与交往情景因素在其中的作用。结果表明：(1)3岁到4岁是说谎概念理解的转折点;(2)除3岁儿童外,大部分被试依据事实成份来理解谎前真话;(3)从小学开始,随着年龄的增长,个体对“白谎”与直率真话的道德评价中越来越多地考虑到交往动机或情景因素。     

Reconciliation and Forgiveness in an Unjust Society

Justification by faith necessarily leads to justice in society. IN post–apartheid South Africa, reconciliation has required truth telling plus confession and, most importantly, land redistribution. Failure at land redistribution in Zimbabwe has reduced the effectiveness of the post–colonial reconciliation program and perpetuated previous injustice.     

Who is the Addressee of Philosophical Argumentation?

Chaim Perelman invokes the idea of “universal audience” for explaining the nature of philosophical argumentation as rational rhetoric. As opposed to this view, centuries before Perelman, Socrates argues that philosophy should be conducted as a dialogue between concrete individuals with very specific qualities. The paper presents these different views in order to claim that the philosopher addresses neither a universal audience nor a particular other, but mainly and essentially the philosopher herself/himself. This brings to light the problem of self-deception as a central problem of philosophical thinking. In posing this view the paper uses Nietzsche’s definition of “the will to truth” as the will not to deceive, not even myself.

Comparing Fixed-Point and Revision Theories of Truth

In response to the liar’s paradox, Kripke developed the fixed-point semantics for languages expressing their own truth concepts. (Martin and Woodruff independently developed this semantics, but not to the same extent as Kripke.) Kripke’s work suggests a number of related fixed-point theories of truth for such languages. Gupta and Belnap develop their revision theory of truth in contrast to the fixed-point theories. The current paper considers three natural ways to compare the various resulting theories of truth, and establishes the resulting relationships among these theories. The point is to get a sense of the lay of the land amid a variety of options. Our results will also provide technical fodder for the methodological remarks of the companion paper to this one.     

Is knowledge a natural kind?

The project of treating knowledge as an empirical object of study has gained popularity in recent naturalistic epistemology. It is argued here that the assumption that such an object of study exists is in tension with other central elements of naturalistic philosophy. Two hypotheses are considered. In the first, “knowledge” is hypothesized to refer to mental states causally responsible for the behaviour of cognitive agents. Here, the relational character of truth creates a problem. In the second hypothesis “knowledge” is hypothesized to refer to mental states causally responsible for the evolutionarily successful behaviour of cognitive agents. Here, the problem lies in the fact that evolution by natural selection is not necessarily conducive to truth. The result does not necessarily amount to eliminativism, however, since the naturalist may consistently reject the condition of truth that lies behind these problems.     

Epistemology without metaphysics

The paper outlines a view of normativity that combines elements of relativism and expressivism, and applies it to normative concepts in epistemology. The result is a kind of epistemological anti-realism, which denies that epistemic norms can be (in any straightforward sense) correct or incorrect; it does allow some to be better than others, but takes this to be goal-relative and is skeptical of the existence of best norms. It discusses the circularity that arises from the fact that we need to use epistemic norms to gather the facts with which to evaluate epistemic norms; relatedly, it discusses how epistemic norms can rationally evolve. It concludes with some discussion of the impact of this view on “ground level” epistemology.

Commonsense Realism and Triangulation

Realism about the external world enjoys little philosophical support these days. I rectify this predicament by taking a relatively pragmatist line of thought to defend commonsense realism; I support commonsense realism through an interpretation and application of Donald Davidson’s notion of triangulation, the triangle composed of two communicators coordinating and correcting their responses with a shared causal stimulus. This argument is important because it has a crucial advantage over the often used abductive argument for realism. My argument avoids unwarranted conclusions, whereas the abductive argument is “inflationary” because it reaches beyond the limits of evidence for its realist conclusion. To illustrate the problems of the abductive argument and motivate my Davidsonian approach, I take a brief look at the abductive argument for realism in Frederick Will’s work.

Remarks on Grandi’s Comments

This note is a reply to some of Giovanni Grandi’s comments on my paper “Berkeley’s Contingent Necessities.”

Of thorns and roses: The use of the “brier rose” fairy tale in therapy with families of gifted children

Fairy tales have been used successfully in addressing difficult therapeutic issues in indirect ways. This paper describes how the Grimm's tale Brier Rose can help engage families with an academically gifted child in family therapy. The metaphor concepts of derivational search, indirection, and embedded commands are briefly discussed, the fairy tale is summarized, and the story is applied to the three metaphor concepts.     

Theology and Mathematics—Key Themes and Central Historical Figures

This article provides a survey of the history of the dialogue between the disciplines of mathematics and theology. It identifies three principal historical periods—the ancient, the scientific revolution, and modern. It identifies five key themes—the ontological status of mathematics; mathematics as a bridge to a noumenal world; God's relationship to the physical universe and how mathematics is part of this; truth—its nature, how we know it, certitude; and the role of mathematics in culture. The author develops these themes by exploring the thinking of several major historical figures.