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Added by: Jamie CollinPublisher's Note: Causation is the most fundamental connection in the universe. Without it, there would be no science or technology. There would be no moral responsibility either, as none of our thoughts would be connected with our actions and none of our actions with any consequences. Nor would we have a system of law because blame resides only in someone having caused injury or damage. Any intervention we make in the world around us is premised on there being causal connections that are, to a degree, predictable. It is causation that is at the basis of prediction and also explanation. This Very Short Introduction introduces the key theories of causation and also the surrounding debates and controversies. Do causes produce their effects by guaranteeing them? Do causes have to precede their effects? Can causation be reduced to the forces of physics? And are we right to think of causation as one single thing at all?
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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.
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Added by: Jamie CollinAbstract: Recent discussions in the philosophy of biology have brought into question some fundamental assumptions regarding evolutionary processes, natural selection in particular. Some authors argue that natural selection is nothing but a population-level, statistical consequence of lower-level events (Matthen and Ariew [2002]; Walsh et al. [2002]). On this view, natural selection itself does not involve forces. Other authors reject this purely statistical, population-level account for an individual-level, causal account of natural selection (Bouchard and Rosenberg [2004]). I argue that each of these positions is right in one way, but wrong in another; natural selection indeed takes place at the level of populations, but it is a causal process nonetheless.
Comment: This would be useful in a course on the philosophy of science, the philosophy of biology, or in a section on causation in a course on metaphysics. The paper would be appropriate for undergraduate or graduate-level courses. It is quite long.
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Added by: Jamie CollinAbstract: This chapter addresses the worry that the existence of causal antecedents to your choices means that you are causally compelled to act as you do. It begins with the folk notion of cause, leads the reader through recent developments in the scientific understanding of causal concepts, and argues that those developments undermine the threat from causal antecedents. The discussion is then used as a model for a kind of naturalistic metaphysics that takes its lead from science, letting everyday concepts be shaped and transformed by scientific developments.
Comment: This would be useful in a course on metaphysics (either in sections on causation or free will), philosophy of science, or naturalism. The paper is quite long, but it is clearly written and not too technical. It provides a nice overview of the folk notion of causation, and how this may be amended in the light of scientific developments. It also serves as a good example of peculiarly naturalistic metaphyisics more generally.
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Added by: Jamie CollinSummary: A classic text in which Anscombe argues for a realist view of causation. Specifically, Anscombe holds that causation is both directly perceivable and not subject to philosophical analysis. Anscombe seeks to establish that causal relations do not presuppose laws, and that causal relations can be perceived in a direct way.
Comment: This would be useful in a course on metaphysics, philosophy of science or philosophy of action. Anscombe is not always an easy writer, but this paper is not technical and is widely considered to be a classic. This could be used at any undergraduate or graduate level.
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Added by: Jamie CollinPublisher's Note: Few philosophers or theologians exerted as much influence on the shape of Medieval thought as Thomas Aquinas. He ranks amongst the most famous of the Western philosophers and was responsible for almost single-handedly bringing the philosophy of Aristotle into harmony with Christianity. He was also one of the first philosophers to argue that philosophy and theology could support each other. The shape of metaphysics, theology, and Aristotelian thought today still bears the imprint of Aquinas work. In this extensive and deeply researched study, Eleonore Stump engages Aquinas across the full range of his philosophical writings. She examines Aquinas' major works, Summa Theologiae and Summa Contra Gentiles and clearly assesses the vast range of Aquinas' thought from his metaphysics, theology, philosophy of mind and epistemology to his views on free will, action, the soul and ethics, law and politics. She considers the influence of Aquinas' thought on contemporary philosophy and why he should be still read today.
Comment: This would be useful in a course on Aquinas or medieval philosophy. Though to some extent the book functions as a single unit, chapters could be used individually and would be useful in courses on metaphysics, metaethics and philosophy of religion. The book is very clear and introduces difficult ideas well. It provides an "analytic" approach to a medieval philosopher.
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Added by: Jamie CollinAbstract: Grice's distinction between what is said by a sentence and what is implicated by an utterance of it is both extremely familiar and almost universally accepted. However, in recent literature, the precise account he offered of implicature recovery has been questioned and alternative accounts have emerged. In this paper, I examine three such alternative accounts. My main aim is to show that the two most popular accounts in the current literature (the default inference view and the relevance theoretic approach) still face signifi cant problems. I will then conclude by suggesting that an alternative account, emerging from semantic minimalism, is best placed to accommodate Grice's distinction.
Comment: This would be useful in a course on the philosophy of language, particularly with regard to pragmatics and implicature. The paper is particularly useful for teaching, as it provides a clear overview of three influential and important theories of implicature; so serves as a good survey text, as well as an original piece of argumentation.
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Added by: Jamie CollinAbstract: The goal of the research programme I describe in this article is a realist epistemology for arithmetic which respects arithmetic's special epistemic status (the status usually described as a prioricity) yet accommodates naturalistic concerns by remaining funda- mentally empiricist. I argue that the central claims which would allow us to develop such an epistemology are (i) that arithmetical truths are known through an examination of our arithmetical concepts; (ii) that (at least our basic) arithmetical concepts are accurate mental representations of elements of the arithmetical structure of the inde- pendent world; (iii) that (ii) obtains in virtue of the normal functioning of our sensory apparatus. The first of these claims protects arithmetic's special epistemic status relative, for example, to the laws of physics, the second preserves the independence of arithmetical truth, and the third ensures that we remain empiricists.
Comment: Useful as a primary or secondary reading in an advanced undergraduate course epistemology (in a section on a priori knowledge) or an advanced undergraduate course on philosophy of mathematics. This is not an easy paper, but it is clear. It is also useful within a teaching context, as it provides a summary of the influential neo-Fregean approach to mathematical knowledge.
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Added by: Jamie CollinSummary: Morrison and Morgan argue for a view of models as 'mediating instruments' whose role in scientific theorising goes beyond applying theory. Models are partially independent of both theories and the world. This autonomy allows for a unified account of their role as instruments that allow for exploration of both theories and the world.
Comment: Useful as a primary or secondary reading in an advanced undergraduate course on philosophy of science, particularly within a section on scientific modeling. The paper is particularly useful in teaching because it is not unduly technical.
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Added by: Jamie CollinSummary: This entry provides an overview of attempts to analyse knowledge, including the topics: knowledge as justified true belief; lightweight knowledge; the Gettier problem; no false lemmas; modal conditions; doing without justification?; is knowledge analyzable?; epistemic luck; virtue-theoretic approaches; knowledge first; pragmatic encroachment; contextualism; and an introduction that briefly discusses what it is to analyse knowledge.
Comment: This would be useful in a course on epistemology. It provides an overview - though quite a detailed one - of all the main strands in the analysis of knowledge: justified, true belief; Gettier cases; modal conditions; reliabilism; epistemic luck; virtue-theoretic approaches; contextualism and more. This covers ground that may take a few weeks - even an entire course - to teach, and so is particularly useful as an intial survey of the topic.
Comment: This would be a useful introductory text in a course on metaphysics, philosophy of science, or any course in which philosophical accounts of causation are relevant. Individual chapters could be used as primers for separate topics as well as the book as a whole. Suitable for undergraduates of all levels.