Seibt, Johanna. Properties as Processes
1990, Ridgeview Publishing.
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Added by: Jamie CollinSummary: Sellars' critics have, predominantly, studied single aspects of his work. This essay, on the other hand, is motivated by Sellars' dictum that "analysis without synopsis is blind" (TWO 527). My intent is to give a synopsis of Sellars' thought by focusing on the nominalist strands of his scheme. I shall try to draw the reader's attention to the systematicity and overall coherence of Sellars' work, since I think that any successful analysis of his writings must heed their systematic context. By presenting Sellars' logical, semantic, epistemological and metaphysical arguments for the expendability of abstract entities in their systematic connection, I hope to promote both 'full scope nominalism' and 'full scope Sellarsianism.'Comment: This would be useful in a course on metaphysics or on philosophy of language. The book is not easy, but is unique in being a book-length exploration of metalinguistic nominalism. Recommended for graduate and perhaps advanced undergraduate courses.
Sereni, Andrea, Sforza Fogliani, Maria Paola. How to Water a Thousand Flowers. On the Logic of Logical Pluralism
2017, Inquiry: An Interdisciplinary Journal of Philosophy:1-24
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Added by: Franci MangravitiAbstract:
How many logics do logical pluralists adopt, or are allowed to adopt, or ought to adopt, in arguing for their view? These metatheoretical questions lurk behind much of the discussion on logical pluralism, and have a direct bearing on normative issues concerning the choice of a correct logic and the characterization of valid reasoning. Still, they commonly receive just swift answers – if any. Our
aim is to tackle these questions head on, by clarifying the range of possibilities that logical pluralists have at their disposal when it comes to the metatheory of their position, and by spelling out which routes are advisable. We explore ramifications of all relevant responses to our question: no logic, a single logic, more than one logic. In the end, we express skepticism that any proposed answer is viable. This threatens the coherence of current and future versions of logical pluralism.Comment: Could be used for a lesson on meta-theoretical issues in a course on logical pluralism, or as further reading when discussing logical pluralism in a general course on the philosophy of logic. Some familiarity with the monism/pluralism debate is assumed.
Series, Peggy, Mark Sprevak. From Intelligent machines to the human brain
2014, in M. Massimi (ed.), Philosophy and the Sciences for Everyone. Routledge
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Added by: Laura JimenezSummary: How does one make a clever adaptive machine that can recognise speech, control an aircraft, and detect credit card fraud? Recent years have seen a revolution in the kinds of tasks computers can do. Underlying these advances is the burgeoning field of machine learning and computational neuroscience. The same methods that allow us to make clever machines also appear to hold the key to understanding ourselves: to explaining how our brain and mind work. This chapter explores this exciting new field and some of the philosophical questions that it raises.Comment: Really good chapter that could serve to introduce scientific ideas behind the mind-computer analogy. The chapter zooms in on the actual functioning of the human mind as a computer able to perform computations. Recommendable for undergraduate students in Philosophy of Mind or Philosophy of science courses.
Seyedsayamdost, Hamid. On Gender and Philosophical Intuition: Failure of Replication and Other Negative Results
2015, Philosophical Psychology 28 (5), 642-673
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Added by: Tomasz Zyglewicz, Shannon Brick, Michael GreerAbstract:
In their paper titled Gender and Philosophical Intuition, Wesley Buckwalter & Stephen Stich argue that the intuitions of women and men differ significantly on various types of philosophical questions. Furthermore, men’s intuitions, so the authors, are more in line with traditionally accepted solutions of classical problems. This inherent bias, so the argument, is one of the factors that leads more men than women to pursue degrees and careers in philosophy. These findings have received a considerable amount of attention and the paper is to appear in the second edition of Experiment Philosophy edited by Joshua Knobe & Shaun Nichols, which itself is an influential outlet. Given the exposure of these results, we attempted to replicate three of the classes of questions that Buckwalter & Stich review in their paper and for which they report significant differences. We failed to replicate the results using two different sources for data collection (one being identical to the original procedures). Given our results, we do not believe that the outcomes from Buckwalter & Stich (forthcoming) that we examined are robust. That is, men and women do not seem to differ significantly in their intuitive responses to these philosophical scenarios.Comment (from this Blueprint): Hamid Seyedsayamdost presents the results of the replications of three classes of studies invoked by Buckwalter and Stich in support of the claim that philosophical intuitions vary across gender. Most of the studies fail to replicate the original results. Although the paper is rather technical in focus, working through (some parts of) it may help the readers better understand the methodology of x-phi and assess the credibility of results published in x-phi papers.
Shahvisi, Arianne. Colonial monuments as slurring speech acts
2021, Journal of Philosophy of Education 55(3):453-468
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Added by: Ten-Herng LaiAbstract:
In recent years, the removal of monuments which glorify historical figures associated with racism and colonialism has become one of the most visible and contested forms of decolonisation. Yet many have objected that there is educational value in leaving such monuments standing. In this paper, I argue that public monuments can be understood as speech acts which communicate messages to those who live among them. Some of those speech acts derogate particular social groups, contributing to their marginalisation in much the way that slurs do. Comparing derogating monuments to slurs is also productive in suggesting morally appropriate responses to their harms. I explore the limits of the use-mention distinction in relation to the harmfulness of slurs and apply this to show that attempting to recontextualise harmful monuments in situ—by, for example, changing the text on an accompanying plaque in order to retain the monument for its educational value—will not solve the problem in most cases. I conclude that the removal of slurring monuments, or their relocation to museum exhibitions dedicated to presenting a more critical view of history, is a more robust and reliable way of protecting against harm, and that this consideration outweighs any purported educational value in leaving monuments in place.Comment (from this Blueprint): Speech act theory is a very good way to understand why problematic monuments are problematic. It also has some important implications concerning what we ought to do with these monuments and whether they have good educational value. Especially regarding the second thing, the analogy with slurs is an illuminating one. There are better ways to teach the objectionableness of slurs than mentioning them constantly. Similarly, there are better ways to teach historical lessons than preserving problematic monuments.
Shellenberg, Susanna. Phenomenal Evidence and Factive Evidence
, in Symposium withcomments by Matt McGrath, Ram Neta, and Adam Pautz, Philosophical Studies
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Added by: Giada FratantonioSummary: In this paper, the author presents the so-called capacity view, namely, the view that "that perceptual states are systematically linked to what they are of in the good case, that is, the case of a successful perception, and thereby provide evidence for what they are of in the good case". The author discusses the main committments of the view and the implications it has when it comes to the justification of our beliefs and the transparency of our mental states.Comment: Good as further reading for a postgraduate course on epistemology of percpetion.
Silva, Francisca. First-Order Aboutness Theory
2025, Erkenntnis.
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Added by: Viviane FairbankAbstract:
We seem to have a good grasp of how the subject matters of truth-functional composites depends on their components: it’s simply fusion (Hawke in Australas J Philos 96:697–723, 2018, Fine in Philos Studies 177:129–171, 2020, Plebani and Spolaore in Philos Q 71:605–622, 2021, Plebani and Spolaore in Philos Stud 181:247–265, 2021, Berto in Topics of Thought, Oxford University Press, Oxford, 2022). But what relation should the subject matter of subsentential components bear to the subject matter of the sentences they feature in, and what to say about the quantified sentences of first-order predicate logic? Given how well we seem to understand sentential subject matter in the context of propositional logic, I propose a reduction of the subject matter of subsentential components and of quantified sentences to the subject matter of quantifier-free sentences. I argue that the view squares with the Fregean intuitions that gave rise to the construction of first-order logic as we know it today, motivating its adequacy as a theory of subject matter for first-order languages. I then show that this first-order aboutness theory has predictive and explanatory power, leading us to accept a modified version of Yablo’s (Aboutness, Princeton University Press, Princeton, 2014) principle of immanent closure, as well as a new conception of arbitrary objects/reference. Finally, I propose some potential developments and restrictions.Comment: This paper is a useful example of the kind of work being done in contemporary aboutness theory and its associated formal tools, and hence might be referenced in any intermediate/advanced course on such topics.
Sliwa, Paulina. In defense of moral testimony
2012, Philosophical Studies 158 (2): 175-195.
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Added by: Nick NovelliIntroduction: Moral testimony has been getting a bad name in the recent literature. It has been argued that while testimony is a perfectly fine source for nonmoral belief, there's something wrong with basing one's moral beliefs on it. This paper argues that the bad name is undeserved: Moral testimony isn't any more problematic than nonmoral testimony.Comment: This is a very good, easy to understand article on moral epistemology. The examples used are clear and well-presented, and it would be suitable even for students with no previous experience with moral epistemology. As the issue addressed, moral testimony, is a central one, this article would be recommended for an introductory course in moral epistemology.
Slowther, Anne. Truth-telling in health care
2009, Clinical Ethics 4 (4):173-175.
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Added by: Clotilde Torregrossa, Contributed by: Simon FoktAbstract: This article is about the description of all the situations in which clinician find difficult to tell the truth to patients regarding their condition. Moral importance of telling the truth is recognized in both moral theory and in the practical reality of everyday living. However, empirical studies continue to show that health- care professional identify the question of truth-telling and disclosure as a source of moral and psychological discomfort in many situations. Other situation creating difficulties for clinicians are not related directly to the patient's wants or needs regarding their illness but to wider issues such as disclosure of medical error and identifying poor performance in colleagues.
Sorge, Carmen. The Relationship Between Bonding with Nonhuman Animals and Students’ Attitude Towards Science
2008, Society and Animals 16 (2): 171-184
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Added by: Sara PeppeAbstract: This paper examines the relationship of bonding with nonhuman animals during an interactive, animal-in-the-wild science program and the science attitudes of 358 young children between the ages of 8 and 14 Talking Talons utilizes typically wild animals such as raptors, reptiles, and bats in a school-based educational science curriculum. Qualitative data from interviews with students in the program indicated that 'bonding with animals' and the educators within the program were related to increased positive attitudes toward science. The program used quantitative methods to examine these dual relationships - with animals and with educators- on student attitude toward science. The program performed a step-wise multiple regression with 'Attitude toward Science' as the dependent variable and 'Gender,' 'Age,' and 'Bonding with Animals' as independent variables. Both 'Bonding with Animals' and 'Bonding with the Educator' contributed significantly to prediction of the participants' science attitudes. Altogether 28% of the variance in 'Science Attitude' was predicted by both 'Gender' and 'Age' , 'Bonding with Animals' and 'Bonding with Educator'. Bonding with the animals had a large quantifiable relationship with student attitudes toward science.Comment: This article is about the theme of 'bonding with animals' during a science programme. It is highly recommended for intermediate readers who have some knowledge about the main topic of the article.
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