-
Expand entry
-
Added by: Jamie Collin
Abstract: 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.Borg, Emma. Minimalism versus Contextualism in Semantics2007, In Gerhard Preyer & Georg Peter (eds.), Context-Sensitivity and Semantic Minimalism: New Essays on Semantics and Pragmatics. Oxford University Press.-
Expand entry
-
Added by: Clotilde Torregrossa, Contributed by: Thomas Hodgson
Abstract: In *Insensitive Semantics*, Herman Cappelen and Ernie Lepore argue for a minimalist approach to semantics and against the currently more popular contextualist stance. I agree with this overall outlook, but will suggest in this chapter that their way of framing the debate between these two semantic programmes actually serves to obscure some key issues. Specifically, I will argue that the version of radical contextualism they give is not radical enough, while their version of semantic minimalism is not minimal enough.Comment:
Bortolotti, Lisa, Daniela Cutas. Reproductive and Parental Autonomy: An Argument for Compulsory Education2009, Reproductive Biomedicine Online, 19 (Ethics Supplement): 5-14.-
Expand entry
-
Added by: Rochelle DuFord
Abstract: In this paper we argue that society should make available reliable information about parenting to everybody from an early age. The reason why parental education is important (when offered in a comprehensive and systematic way) is that it can help young people understand better the responsibilities associated with reproduction, and the skills required for parenting. This would allow them to make more informed life-choices about reproduction and parenting, and exercise their autonomy with respect to these choices. We do not believe that parental education would constitute a limitation of individual freedom. Rather, the acquisition of relevant information about reproduction and parenting and the acquisition of self-knowledge with respect to reproductive and parenting choices can help give shape to individual life plans. We make a case for compulsory parental education on the basis of the need to respect and enhance individual reproductive and parental autonomy within a culture that presents contradictory attitudes towards reproduction and where decisions about whether to become a parent are subject to significant pressure and scrutiny.Comment: This text provides a clear overview of debates about reproductive autonomy and compulsory education. It also contains responses to well known criticisms of compulsory parental education. It would be best used in a course dealing with issues of parenthood and procreation, reproduction, or autonomy in a medical context.
Bortolotti, Lisa, John Harris. Disability, Enhancement, and the Harm-Benefit Continuum2006, In John R. Spencer & Antje Du Bois-Pedain (eds.), Freedom and Responsibility in Reproductive Choice. Hart Publishers.-
Expand entry
-
Added by: Chris Howard
Abstract: Suppose that you are soon to be a parent and you learn that there are some simple measures that you can take to make sure that your child will be healthy. In particular, suppose that by following the doctor’s advice, you can prevent your child from having a disability, you can make your child immune from a number of dangerous diseases and you can even enhance its future intelligence. All that is required for this to happen is that you (or your partner) comply with lifestyle and dietary requirements. Do you and your partner have any moral reasons (or moral obligations) to follow the doctor’s advice? Would it make a difference if, instead of following some simple dietary requirements, you consented to genetic engineering to make sure that your child was free from disabilities, healthy and with above average intelligence? In this paper we develop a framework for dealing with these questions and we suggest some directions the answers might take.Comment: This paper is an especially good inclusion in any bioethics course that has units on both disability and enhancement, covering issues at the intersection of these topics - indeed, it could be used quite effectively as a "transition paper", bridging a unit on the former topic with a unit on the latter. The piece pairs particularly well with Michael Sandel's, "The Case Against Perfection", and should be suitably accessible to all students, requiring very little philosophical background.
Bortolotti, Lisa, John Harris. Disability, Enhancement and the Harm-Benefit Continuum2006, In John R. Spencer & Antje Du Bois-Pedain (eds.), Freedom and Responsibility in Reproductive Choice. Hart Publishers-
Expand entry
-
Added by: Simon Fokt, Contributed by: Nils-Hennes StearAbstract:
Suppose that you are soon to be a parent and you learn that there are some simple measures that you can take to make sure that your child will be healthy. In particular, suppose that by following the doctor’s advice, you can prevent your child from having a disability, you can make your child immune from a number of dangerous diseases and you can even enhance its future intelligence. All that is required for this to happen is that you (or your partner) comply with lifestyle and dietary requirements. Do you and your partner have any moral reasons (or moral obligations) to follow the doctor’s advice? Would it make a difference if, instead of following some simple dietary requirements, you consented to genetic engineering to make sure that your child was free from disabilities, healthy and with above average intelligence? In this paper we develop a framework for dealing with these questions and we suggest some directions the answers might take.
Comment: This is a paper that gives an account of enhancement and disability in terms of one's relative position on a harmed and benefitted continuum, and defends enhancement on completely general moral grounds according to which the pro tanto duty to enhance is the same as the pro tanto duty not to disable. It pairs well with criticisms of the 'new eugenics', such as Robert Sparrow's 'A Not-So-New Eugenics' (2011) and more generally with consequentialist or specifically harm-based accounts of moral obligation.
Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste2015, Richard Nice (trans.), Routledge-
Expand entry
-
Added by: Quentin Pharr and Clotilde TorregrossaPublisher’s Note:
No judgement of taste is innocent - we are all snobs. Pierre Bourdieu’s Distinction brilliantly illuminates the social pretentions of the middle classes in the modern world, focusing on the tastes and preferences of the French bourgeoisie. First published in 1979, the book is at once a vast ethnography of contemporary France and a dissection of the bourgeois mind. In the course of everyday life we constantly choose between what we find aesthetically pleasing, and what we consider tacky, merely trendy, or ugly. Taste is not pure. Bourdieu demonstrates that our different aesthetic choices are all distinctions - that is, choices made in opposition to those made by other classes. This fascinating work argues that the social world functions simultaneously as a system of power relations and as a symbolic system in which minute distinctions of taste become the basis for social judgement.Comment (from this Blueprint): Bourdieu's discussion of taste and its relation to different social strata - especially, class - is one of the most prominent in all of sociology. Grounded in a sociological survey from France in the 1960's, readers will find that those surveyed and with the same social status and class seemed to align in terms of their aesthetic preferences - that is, they appeared to have the same tastes. It will be interesting for readers to see some of these findings, but it will also be important for them to consider these findings within their own social contexts. Another important contribution from this selection is in what sense culture can act as a form of capital within different social and class strata, and how different tastes can come to be seen as dominant over others, based on their corresponding status and class affiliations.
Bowell, Tracy, Gary Kemp. Critical Thinking: A Concise Guide2014, Routledge; 4 edition.-
Expand entry
-
Added by: Berta Grimau
Publisher's note: We are frequently confronted with arguments. Arguments are attempts to persuade us - to influence our beliefs and actions - by giving us reasons to believe this or that. Critical Thinking: A Concise Guide will equip students with the concepts and techniques used in the identification, analysis and assessment of arguments. Through precise and accessible discussion, this book provides the tools to become a successful critical thinker, one who can act and believe in accordance with good reasons, and who can articulate and make explicit those reasons. Key topics discussed include:- Core concepts in argumentation.
- How language can serve to obscure or conceal the real content of arguments; how to distinguish argumentation from rhetoric.
- How to avoid common confusions surrounding words such as 'truth', 'knowledge' and 'opinion'.
- How to identify and evaluate the most common types of argument.
- How to distinguish good reasoning from bad in terms of deductive validly and induction.
Comment: Appropriate for complete beginners to logic and philosophy. Adequate for an introduction to critical thinking. It doesn't presuppose any previous knowledge of logic. Moreover, there is an interactive website for the book which provides resources for both instructors and students including new examples and case studies, flashcards, sample questions, practice questions and answers, student activities and a test bank of questions for use in the classroom.
Boyle, Deborah. Expanding the Canon of Scottish Philosophy: The Case for Adding Lady Mary Shepherd2017, Journal of Scottish Philosophy, 15(3), pp.275-293.-
Expand entry
-
Added by: Benny Goldberg
Abstract: Lady Mary Shepherd (1777-1847) argued for distinctive accounts of causation, perception, and knowledge of an external world and God. However, her work, engaging with Berkeley and Hume but written after Kant, does not fit the standard periodisation of early modern philosophy presupposed by many philosophy courses, textbooks, and conferences. This paper argues that Shepherd should be added to the canon as a Scottish philosopher. The practical reason for doing so is that it would give Shepherd a disciplinary home, opening up additional possibilities for research and teaching. The philosophical reason is that her views share certain features characteristic of canonical Scottish philosophers.Comment: A good paper for any classes on how to teach philosophy, on early modern philosophy, the philosophy of history, or feminism
Bradford, Gwen. The Value of Achievements2012, Pacific Philosophical Quarterly 94: 204-224.-
Expand entry
-
Added by: Simon Fokt, Contributed by: Emma Gordon
Abstract: This article gives an account of what makes achievements valuable. Although the natural thought is that achievements are valuable because of the product, such as a cure for cancer or a work of art, I argue that the value of the product of an achievement is not sufficient to account for its overall value. Rather, I argue that achievements are valuable in virtue of their difficulty. I propose a new perfectionist theory of value that acknowledges the will as a characteristic human capacity, and thus holds that the exercise of the will, and therefore difficulty, is intrinsically valuable.Comment: Proposes a new account of the value of achievements. Useful to read after learning the basics of virtue epistemology (especially work by Pritchard and Greco that builds the notion of achievement into the definition of knowledge). I use this text as an introduction to an achievement theory of well-being. I find it particularly useful in a field (well-being) that I sometimes find to be male-dominated. I use it as the main piece of reading in a well-being course, and it is good to contrast to a variety of other theories of well-being (eg hedonism, desire-fulfilment theories, etc). Can be a good primer for a discussion on whether achievements are intrinsically valuable. Proposes a new account of the value of achievements. Useful to read after learning the basics of virtue epistemology (especially work by Pritchard and Greco that builds the notion of achievement into the definition of knowledge). I use this text as an introduction to an achievement theory of well-being. I find it particularly useful in a field (well-being) that I sometimes find to be male-dominated. I use it as the main piece of reading in a well-being course, and it is good to contrast to a variety of other theories of well-being (eg hedonism, desire-fulfilment theories, etc). Can be a good primer for a discussion on whether achievements are intrinsically valuable.
Brading, Katherine, Elena Castellani. Symmetry and Symmetry Breaking2013, The Standford Encyclopedia of Philosophy-
Expand entry
-
Added by: Laura Jimenez
Introduction: Symmetry considerations dominate modern fundamental physics, both in quantum theory and in relativity. Philosophers are now beginning to devote increasing attention to such issues as the significance of gauge symmetry, quantum particle identity in the light of permutation symmetry, how to make sense of parity violation, the role of symmetry breaking, the empirical status of symmetry principles, and so forth. These issues relate directly to traditional problems in the philosophy of science, including the status of the laws of nature, the relationships between mathematics, physical theory, and the world, and the extent to which mathematics suggests new physics. This entry begins with a brief description of the historical roots and emergence of the concept of symmetry that is at work in modern science. It then turns to the application of this concept to physics, distinguishing between two different uses of symmetry: symmetry principles versus symmetry arguments. It mentions the different varieties of physical symmetries, outlining the ways in which they were introduced into physics. Then, stepping back from the details of the various symmetries, it makes some remarks of a general nature concerning the status and significance of symmetries in physics.Comment: This article offers a good introduction to the topic of symmetries. The entry begins with a brief description of the historical roots and emergence of the concept of symmetry that could serve as a reading for undergraduates. It then turns to the application of this concept to physics and merges the discussion with issues in relativity and quantum mechanics. This second part of the article is thus more suitable to postgraduate courses in philosophy of science, specially, philosophy of physics. It could serve as a secondary reading for those researching the laws of nature.
Can’t find it?Contribute the texts you think should be here and we’ll add them soon!
-
-
-
-
-
This site is registered on Toolset.com as a development site. -
-
-
Borg, Emma. On three theories of implicature: default theory, relevance and minimalism
2009, The International Review of Pragmatics, 1 (1): 63-83.
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.