This article addresses and rebuts the claim that the purpose of the Socratic method is to humiliate, shame, and perplex participants. It clarifies pedagogical and exegetical confusions surrounding the Socratic method, what the Socratic method is, what its epistemological ambitions are, and how the historical Socrates likely viewed it. First, this article explains the Socratic method; second, it clarifies a misunderstanding regarding Socrates' role in intentionally perplexing his interlocutors; third, it discusses two different types of perplexity and relates these to (...) philosophical inquiry and dialectical pedagogy; finally, it refutes the claim that those who use the Socratic method intentionally attempt to shame and humiliate students. (shrink)

This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities (...) with each learning theory, ultimately it is fundamentally incompatible with both. (shrink)

This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities (...) with each learning theory, ultimately it is fundamentally incompatible with both. (shrink)

This paper argues that without the appropriate educational and organizational context, Socratic pedagogy can undermine a teacher’s leadership and negatively impact classroom dynamics by exposing a teacher’s lack of knowledge. In arguing for this position, the paper articulates the nature of the Socratic method, clarifies the notion of “power” and “leadership,” and then discusses traditional power roles in the classroom. These traditional power roles are strongly contrasted against the notion of power in the Socratic method, where the Socratic teacher derives (...) their power by asking questions. Finally, provided the educational and organizational context are structured in a way that puts the teacher in the role of the Socratic questioner, instructors need not worry that their leadership is in jeopardy or that classroom dynamics will suffer. (shrink)

This paper argues that without the appropriate educational and organizational context, Socratic pedagogy can undermine a teacher’s leadership and negatively impact classroom dynamics by exposing a teacher’s lack of knowledge. In arguing for this position, the paper articulates the nature of the Socratic method, clarifies the notion of “power” and “leadership,” and then discusses traditional power roles in the classroom. These traditional power roles are strongly contrasted against the notion of power in the Socratic method, where the Socratic teacher derives (...) their power by asking questions. Finally, provided the educational and organizational context are structured in a way that puts the teacher in the role of the Socratic questioner, instructors need not worry that their leadership is in jeopardy or that classroom dynamics will suffer. (shrink)

There is an extensive body of philosophical, educational, and popular literature explaining Socratic pedagogy’s epistemological and educational ambitions. However, there is virtually no literature clarifying the relationship between Socratic method and doxastic responsibility. This article fills that gap in the literature by arguing that the Socratic method models many of the features of an ideally doxastically responsible agent. It ties a robust notion of doxastic responsibility to the Socratic method by showing how using defeaters to undermine participants’ knowledge claims can (...) facilitate responsible belief. It then argues that more robust notions of doxastic responsibility can be augmented by constructs found in the American Philosophical Association’s Delphi Report. Finally, it shows how considering challenges and modifying beliefs accordingly are objectives of the Socratic method and crucial elements of what it means to be a responsible believer. (shrink)

In his paper, “Higher‐order truths about chmess,” Daniel Dennett argues that “[m]any projects in contemporary philosophy are artifactual puzzles of no abiding significance.” In other words, much contemporary academic philosophy is a waste of time. In this chapter, we use mathematics, models, and metaphysics, to expand and clarify Dennett's chmess analogy. We further the argument that some contemporary academic philosophy loses its way and chases chmess‐like endeavors – arguing that philosophy is bloated by extraneous, esoteric, and bizarre philosophical projects that (...) aren't detached from reality but only related to it tangentially. Chmess‐like games, like some contemporary academic philosophy, nick reality and then shoot off on their own trajectory, often down intellectual rabbit holes. (shrink)

Constructivist pedagogies cannot achieve their critical thinking ambitions. Constructivism, and constructivist epistemological presuppositions, actively thwarts the critical thinking process. Using Wittgenstein's private language argument, this paper argues that corrective mechanisms—the ability to correct a student's propositions and cognitions against the background of a shared, knowable world—are indispensible to critical thinking. This paper provides concrete examples of actual constructivist practice and shows how a particular constructivist classroom exercise can be modified to incorporate critical thinking elements as detailed by the American Philosophical (...) Association. Finally, the paper states the significance of these arguments, particularly as they extend from the educational arena into the public and governmental domains. (shrink)

The main impetus for my book came from the widespread acceptance of relativistic views about truth and knowledge within the Academy, especially within the humanities and the humanistic social sciences. In its introductory sections, though, I noted that there is one discipline within the humanities in which the influence of relativistic views is quite weak—namely, within analytic philosophy itself. Ironically, no sooner had the ink dried on the final version of my manuscript sometime in mid-2005—although, of course it had been (...) in the works for a number of years prior to that—than I began to become aware of a huge interest in certain kinds of relativistic views that was beginning to build within analytic philosophy. That interest—which is ongoing as I write—has been fueled to a considerable extent by the work of a younger generation of philosophers including John MacFarlane, Max Kölbel and Peter Lasersohn. (shrink)

I examine the metaphysical issue of the nature of color. I argue that there are two distinct ranges of colors, namely, physical colors, which are disjunctive monadic physical properties of physical objects, and mental colors, which are properties of neural processes. ;A pair of claims provide the motivation for subjectivist and dispositionalist proposals about the nature of color, proposals which I reject. The first claim holds that a description of colors according to our ordinary experience of color provides a specification (...) of some aspects of the nature of color. The second holds that our ordinary experience of color provides access to the nature of color. ;In chapter 1, I argue that visual experiences have mental colors, neural properties which importantly determine our color categories. However, I reject C. L. Hardin's and James A. McGilvray's arguments for the subjectivist claim that the colors we attribute to physical objects are mental colors. ;In chapter 2, I show that Paul A. Boghossian and J. David Velleman's arguments in support of subjectivism rely on the assumption that visual experience provides unqualified access to the nature of color. I argue, however, that objections to their projectivism about color perception provide strong reasons to reject subjectivism as well as their assumption that visual experience provides unqualified access to the nature of color. ;In chapters 3 and 4, I examine Mark Johnston's and Christopher Peacocke's dispositionalist proposals about the nature of physical colors, which are founded on the claim that ordinary visual experience provides access to an aspect of the nature of color. I undercut dispositionalism by rejecting their arguments for the claim that ordinary visual experience provides such access. ;In chapter 5, I show that Evan Thompson's proposal that the colors of objects are relations between properties of perceivers and objects assumes that a description of color according to our ordinary experience specifies some aspects of the nature of color. I reject this assumption by distinguishing between mental color and physical color. I conclude that rather than specifying the nature of color, descriptions of colors according to our ordinary experience merely serve to fix the reference of color terms. (shrink)

Book review of Peter Boghossian, A Manual for Creating Atheists, Pitchstone Publishing, 2013, 280pp., $14.95, ISBN 978-1939578099 (paperback). Foreword by Michael Shermer. Science, Religion & Culture 1:2 (August 2014), 93-96 .

This reissue of his collection of early essays, Logico-Linguistic Papers, is published with a brand new introduction by Professor Strawson but, apart from minor ...

In this chapter a new problem about rule-following is outlined, one that is distinct both from Kripke’s and Wright’s versions of the problem. This new problem cannot be correctly responsed to, as Kripke’s can, by invoking Wright’s Intentional Account of rule-following. The upshot might be called, following Kant, an antinomy of pure reason: we both must — and cannot — make sense of someone’s following a rule. The chapter explores various ways out of this antinomy without here endorsing any of (...) them. (shrink)

The claim that meaning is a normative notion has become very influential in recent philosophy: in the work of many philosophers it plays a pivotal role. Although one can trace the idea of the normativity of meaning at least as far back as Kant, much of the credit for its recent influence must go to Saul Kripke who made the thesis a centerpiece of his much-admired treatment of Wittgenstein’s discussion of rule-following and private language....

In some previous work, I tried to give a concept-based account of the nature of our entitlement to certain very basic inferences (see the papers in Part III of Boghossian 2008b). In this previous work, I took it for granted, along with many other philosophers, that we understood well enough what it is for a person to infer. In this paper, I turn to thinking about the nature of inference itself. This topic is of great interest in its own (...) right and surprisingly understudied by philosophers. A correct understanding of inference promises to shed light on a number of important topics. In particular, it threatens to undermine the sort of concept-based story about entitlement to which I had previously been attracted. (shrink)

Relativist and constructivist conceptions of knowledge have become orthodoxy in vast stretches of the academic world in recent times. This book critically examines such views and argues that they are fundamentally flawed. The book focuses on three different ways of reading the claim that knowledge is socially constructed, one about facts and two about justification. All three are rejected. The intuitive, common sense view is that there is a way things are that is independent of human opinion, and that we (...) are capable of arriving at belief about how things are that is objectively reasonable, and is binding on anyone capable of appreciating the relevant evidence, regardless of their social or cultural perspective. Difficult as these notions may be, it is a mistake to think that recent philosophy has uncovered powerful reasons for rejecting them. (shrink)

I. Recent years have witnessed a great resurgence of interest in the writings of the later Wittgenstein, especially with those passages roughly, Philosophical Investigations p)I 38 — 242 and Remarks on the Foundations of mathematics, section VI that are concerned with the topic of rules. Much of the credit for all this excitement, unparalleled since the heyday of Wittgenstein scholarship in the early IIJ6os, must go to Saul Kripke's I4rittgenstein on Rules and Private Language. It is easy to explain why. (...) To begin with, the dialectic Kripke uncovered from Wittgenstein's.. (shrink)

Paul Boghossian defends a meaning‐based approach to the apriority of the propositions of logic. His model is based on the idea that the logical constants are implicitly defined by some of the axioms and inference rules in which they are involved, thereby offering an alternative to those theories that deny that grasp of meaning can contribute to the explanation of a thinker's entitlement to a particular type of transition or belief.

This volume presents a series of influential essays by Paul Boghossian on the theory of content and on its relation to the phenomenon of a priori knowledge. The essays are organized under four headings: the nature of content; content and self-knowledge; knowledge, content, and the a priori; and colour concepts.

This essay distinguishes between metaphysical and epistemological conceptions of analyticity. The former is the idea of a sentence that is ‘true purely in virtue of its meaning’ while the latter is the idea of a sentence that ‘can be justifiably believed merely on the basis of understanding its meaning’. It further argues that, while Quine may have been right to reject the metaphysical notion, the epistemological notion can be defended from his critique and put to work explaining a priori justification. (...) Along the way, a number of further distinctions relevant to the theory of analyticity and the theory of apriority are made and their significance is explained. (shrink)

Should a principle of charity be applied to the interpretation of the colour concepts exercised in visual experience? We think not. We shall argue, for one thing, that the grounds for applying a principle of charity are lacking in the case of colour concepts. More importantly, we shall argue that attempts at giving the experience of colour a charitable interpretation either fail to respect obvious features of that experience or fail to interpret it charitably, after all. Charity to visual experience (...) is therefore no motive for resisting the natural, Galilean response to a scientific understanding of light and vision. The best interpretation of colour experience ends up convicting it of widespread and systematic error. (shrink)

This paper argues that, given a certain apparently inevitable thesis about content, we could not know our own minds. The thesis is that the content of a thought is determined by its relational properties.

This chapter aims to provide materials with which to substantiate the claim that, under the appropriate circumstances, the notion of analyticity can help explain how one might have a priori knowledge even in the strong sense. It argues that Implicit Definition, properly understood, is completely independent of any form of irrealism about logic. The chapter defends the thesis of Implicit Definition against Quine's criticisms, and examines the sort of account of the apriority of logic that this doctrine is able to (...) provide. The chapter shows that, against the background of a rejection of indeterminacy, its insolubility cannot be conceded. It also argues that neither a non‐factualism about Frege‐analyticity, nor an error thesis about it, can plausibly fall short of an outright rejection of meaning itself. The chapter shows how the doctrine that appears to offer the most promising account of how we grasp the meanings of the logical constants. (shrink)

The book records a series of philosophical exchanges between its authors, amounting to a debate extended over more than fifteen years. Its subject matter is the nature and scope of reason. A central case at issue is basic logical knowledge, and the justification for basic deductive inferences, but the arguments range far more widely, at stake the distinctions between analytic and synthetic, and between a priori and a posteriori. The discussion naturally involves problems about the conditions for linguistic understanding and (...) competence, and what it might be to grasp a concept or to have an intuition. Since reason is central to philosophical method, there are associated implications for how philosophy itself works, or should work. In particular, the discussion raises fundamental concerns about how to approach epistemology. -/- . (shrink)

A complete system of classical Aristotelian logic intended for honors high school and college.

The paper asks under what conditions deductive reasoning transmits justification from its premises to its conclusion. It argues that both standard externalist and standard internalist accounts of this phenomenon fail. The nature of this failure is taken to indicate the way forward: basic forms of deductive reasoning must justify by being instances of 'blind but blameless' reasoning. Finally, the paper explores the suggestion that an inferentialist account of the logical constants can help explain how such reasoning is possible.

Ohne Rücksicht auf disziplinäre Schranken bringt dieses Buch verschiedene nicht-reduktionistische Lerntheorien miteinander ins Gespräch. In einem offenen Diskurs, der die Konzepte zueinander in Beziehung setzt, werden die unterschiedlichen Perspektiven kritisch abgewogen und hinsichtlich ihrer Stärken und Schwächen diskutiert.

Delo se loteva vprašanja aktualnosti pojma subjekta v filozofiji in politiki skozi analizo tistih avtorjev, ki so ga domnevno najbolj radikalno pokopali: pokaže, da vznik radikalno novega in problematika subjekta zavzema osrednje mesto v Deleuzovi filozofiji, kakor tudi v Lyotardovi pozni misli posvečeni praznini, v Foucaultovi obravnavi biopolitike in biooblasti, v delu Negrija in Hardta o Imperiju, ter nazadnje v Badioujevi predelavi temeljnih filozofskih kategorij biti, resnice in subjekta, na osnovi katerih je dandanes znova možna renesansa filozofije. Ta ima po (...) Badiouju štiri razsežnosti, ki se v delu Vznik subjekta nenehno prepletajo: »V osnovi želja filozofije implicira razsežnost upora: ni filozofije brez nezadovoljstva mišljenja v njegovem soočenju s svetom, kakršen je. Pa vendar želja filozofije vključuje tudi logiko: to je, prepričanje v moč argumenta in uma.«. (shrink)

It is very common these days to come across the claim that the notions of mental content and linguistic meaning are normative notions. In the work of many philosophers, it plays a pivotal role. Saul Kripke made it the centerpiece of his influential discussion of Wittgenstein’s treatment of rulefollowing and private language; he used it to argue that the notions of meaning and content cannot be understood in naturalistic terms. Kripke’s formulations tend to be in terms of the notion of (...) linguistic meaning, but his argumentative strategy makes it clear that he holds both versions of the claim.... (shrink)

Recently, there has been a significant upsurge of interest in what has come to be known as the 'Adoption Problem', first developed by Saul Kripke in 1974. The problem purports to raise a difficulty for Quine’s anti-exceptionalist conception of logic. In what follows, we first offer a statement of the problem and argue that, so understood, it depends upon natural but resistible assumptions. We then use that discussion as a springboard for developing a different adoption problem, arguing that, for a (...) significant class of basic logical principles, there is indeed a difficulty in seeing how they might be ‘freely adopted,’ thereby vindicating something close to the spirit of Kripke’s original claim. This first part of our argument will enforce a significant qualification of Quine’s claim that basic logical principles can be empirically confirmed. In the concluding sections of the paper, we turn to the question, specifically, of the empirical revisability of logic, arguing that when proper attention is paid to the role of reasoning in theory revision, it does indeed emerge that anti-exceptionalism, in full generality, is untenable. (shrink)

A stellar line-up of leading philosophers from around the world offer new treatments of a topic which has long been central to philosophical debate, and in ...

An irrealist conception of a given region of discourse is the view that no real properties answer to the central predicates of the region in question. Any such conception emerges, invariably, as the result of the interaction of two forces. An account of the meaning of the central predicates, along with a conception of the sorts of property the world may contain, conspire to show that, if the predicates of the region are taken to express properties, their extensions would have (...) to be deemed uniformly empty. The question then becomes whether the predicates are best understood as expressing properties, and hence as founded on error, or whether they ought to be understood along non-factualist lines.z Historically, irrealist models were developed primarily in connection with evaluative discourse, although as physicalism has flourished and as reductionist programs have failed, their application has been extended to many other domains. Indeed, it is one of the more influential suggestions in contemporary philosophy of mind that they apply even to ordinary belief/desire psychology. A correct understanding of the semantics and metaphysics of content-based psychology leaves us, so the proponents of the in-. (shrink)

Epistemic relativism has the contemporary academy in its grip. Not merely in the United States, but seemingly everywhere, most scholars working in the humanities and the social sciences seem to subscribe to some form of it. Even where the label is repudiated, the view is embraced. Sometimes the relativism in question concerns truth, sometimes justification. The core impulse appears to be a relativism about knowledge. The suspicion is widespread that what counts as knowledge in one cultural, or broadly ideological, setting (...) need not count as knowledge in another. (shrink)

According to a very natural picture of rational belief, we aim to believe only what is true. However, as Bernard Williams used to say, the world does not just inscribe itself onto our minds. Rather, we have to try to figure out what is true from the evidence available to us. To do this, we rely on a set of epistemic rules that tell us in some general way what it would be most rational to believe under various epistemic circumstances. (...) We reason about what to believe; and we do so by relying on a set of rules.... (shrink)