Evolutionary psychology and human sociobiology often reject the mere possibility of symbolic causality. Conversely, theories in which symbolic causality plays a central role tend to be both anti-nativist and anti-evolutionary. This article sketches how these apparent scientific rivals can be reconciled in the study of disgust. First, we argue that there are no good philosophical or evolutionary reasons to assume that symbolic causality is impossible. Then, we examine to what extent symbolic causality can be part of the theoretical toolbox of (...) the evolutionary social sciences. This examination leads to the conclusion that it is possible to make evolutionary sense of Mary Douglas’s theory of disgust, and that her view of symbolic causality can and should inform evolutionary theories of (sociocultural) disgust. (shrink)

An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. (...) We argue, first, that even if the indoctrination objection can be dealt with at the level of beliefs by an account that distinguishes between beliefs instilled in the child at the non‐rational stage that are indoctrinative and those that are non‐indoctrinative, there can be non‐autonomous ‘proto critical thinkers’ who lack autonomy with respect to the requisite motivational components. We then ask what must be added to the account to ensure that proto critical thinkers develop into autonomous ones. We suggest that motivational elements, even if instilled at a stage at which the child has insufficiently developed cognitive capacities, can be ‘truly the child's own’ only relationally: the autonomous motivational elements are ones with respect to which the future child is self‐governing. (shrink)

Is the idea of a material mind intelligible? Or, to put it another way, is the hypothesis that the mind is the brain believable? This paper, firstly, claims that the materialistic project in contemporary philosophy of mind can only be accepted if both the general outlook of scientism and a specific scientific methodology to address the mind-body problem are taken for granted. The basic question — how are intentionality and consciousness possible, given mechanistic physicalism? — has a prima facie plausibility (...) on the presumption of scientistic naturalism. However, it is shown, secondly, that materialism is neither successful in the execution of its project nor ultimately intelligible or believable because its fundamental naturalistic presuppositions are in no way mandatory or compulsory. Finally, in order to evade the pitfalls of dualistic mystification after having critized the materialistic project an alternative Wittgensteinian attitude to the mind-body problem is suggested. (shrink)

Strawson's view on punishment has been either neglected or recoiled from in contemporary scholarship on ‘Freedom and Resentment’ (FR). Strawson's alleged retributivism has made his view suspect and troublesome. In this article, we first argue, against the mainstream, that the punishment passage is an indispensable part of the main argument in FR (section 1) and elucidate in what sense Strawson can be called ‘a retributivist’ (section 2). We then elaborate our own hypothesis of symbolic retribution to explain the continuum between (...) moral reactive attitudes and punishment that Strawson only adumbrates (section 3). After this justification of the punitive response to wrongdoing, we compare and contrast our specific kind of retributivist hypothesis with other positions in the so-called ‘new retributivism’ (section 4). Our hypothesis differs from other subvarieties of expressive retributivism in putting centre stage the idea of punishment as taking up a reverential stance towards the victim. (shrink)

Elizabeth Fricker has recently proposed a principle aimed at stating the necessary and sufficient conditions for testimonial justification. Her proposal entails that a hearer is justified in believing a speaker’s testimony only if she recognizes the speaker to be trustworthy, which, given Fricker’s internalist commitments, requires the hearer to have within her epistemic purview grounds which justify belief in the speaker’s trustworthiness. We argue that, as it stands, Fricker’s principle is too demanding, and we propose some amendments to it. We (...) further discuss the viability of her internalist approach to testimony.Keywords: Testimony; Justification; Internalism; Social epistemology; Elizabeth Fricker. (shrink)

The essays collected together in this volume, many of them written by leading scholars in the field, explore the commonsensical fact that our presence as..

R.S. Peters is indisputably a major thinker in the philosophy of education and educational theory. Stefaan E. Cuypers and Christopher Martin's volume offers a coherent account of Peters' educational thought. This work is divided into three distinctive parts: 1. Intellectual Biography of R.S. Peters 2. Critical Exposition of R.S. Peters' Educational Thought 3. Reception and Relevance of R.S. Peters' Work.

This chapter contains sections titled: I The Metaphysics of Autonomy II Freedom, Autonomy and Rationality III The Development of Autonomy IV Autonomy as an Educational Aim V Peters' Legacy on Autonomy Notes References.

This chapter contains sections titled: References.

We argue that P. F. Strawson's hugely influential account of moral responsibility in ‘Freedom and Resentment’ (FR) is inextricably bound up with his barely known account of morality in ‘Social Morality and Individual Ideal’ (SMII). Reading FR through the lens of SMII has at least three far-reaching implications. First, the ethics–morality distinction in SMII gives content to Strawson's famous distinction between personal and moral reactive attitudes, which has often been thought to be a merely formal distinction. Second, the ethics–morality distinction (...) sheds light on the scope of moral responsibility in FR, which is narrower than commentators think. Third, Strawson's discussion of morality shows that he was not insensitive to issues of power, as several critics have claimed. The link between morality and power helps to make clear that Strawson allows for criticism of our moral responsibility practices. (shrink)

This article attempts to answer a question that many dancers and non-dancers may have. What is dance according to the media? Furthermore, how does the written word portray dance in the media? To answer these ques-tions, this research focuses on the role that the discourse of dance in media plays in the public sphere’s knowledge construction of dance. This is impor-tant to study because the public sphere’s meaning of dance will determine whether dance education is promoted or banned in schools (...) and in society. The aim of this paper is to contribute to the existing literature of dance in the media. One limitation of this contribution is that the research uses only newspaper articles as a source of analysis. Future research should include an analysis of visual and audio clips of dance as portrayed in the media. (shrink)

Evolutionary psychology and human sociobiology often reject the mere possibility of symbolic causality. Conversely, theories in which symbolic causality plays a central role tend to be both anti-nativist and anti-evolutionary. This article sketches how these apparent scientific rivals can be reconciled in the study of disgust. First, we argue that there are no good philosophical or evolutionary reasons to assume that symbolic causality is impossible. Then, we examine to what extent symbolic causality can be part of the theoretical toolbox of (...) the evolutionary social sciences. This examination leads to the conclusion that it is possible to make evolutionary sense of Mary Douglas’s theory of disgust, and that her view of symbolic causality can and should inform evolutionary theories of (sociocultural) disgust. (shrink)

_Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.

This article points out an internal tension, or even conflict, in the conceptual foundations of Harvey Siegel’s conception of critical thinking. Siegel justifies critical thinking, or critically rational autonomy, as an educational ideal first and foremost by an appeal to the Kantian principle of respect for persons. It is made explicit that this fundamental moral principle is ultimately grounded in the Kantian conception of autonomous practical reason as normatively and motivationally robust. Yet this Kantian conception openly conflicts with Siegel’s own (...) two-component theory of critical thinking, which on close inspection turns out to be a version of the Humean conception of instrumental practical reason as normatively and motivationally powerless. It is concluded that Siegel cannot have it both ways: he cannot appeal both to means-end and to robust rationality. Siegel’s Kantian justification of the critical thinking educational ideal is, therefore, found wanting in terms of his own Humean premises. (shrink)

In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...) permanent importance of this project and suggests some possible strategies for its successful execution. (shrink)

This introduction to this special issue offers an overview of R. S. Peters' seminal role in the development of modern philosophy of education, acknowledging the originality and range of his work, and indicating his continuing importance to the field. It explains the structure and organisation of the collection and provides a rationale for this body of work as a rereading of Peters in the light of current concerns.

An ideal of education is to ensure that our children develop into autonomous critical thinkers. The ‘indoctrination objection’, however, calls into question whether education, aimed at cultivating autonomous critical thinkers, is possible. The core of the concern is that since the young child lacks even modest capacities for assessing reasons, the constituent components of critical thinking have to be indoctrinated if there is to be any hope of the child's attaining the ideal. Our primary objective is to defuse this objection. (...) We argue, first, that even if the indoctrination objection can be dealt with at the level of beliefs by an account that distinguishes between beliefs instilled in the child at the non‐rational stage that are indoctrinative and those that are non‐indoctrinative, there can be non‐autonomous ‘proto critical thinkers’ who lack autonomy with respect to the requisite motivational components. We then ask what must be added to the account to ensure that proto critical thinkers develop into autonomous ones. We suggest that motivational elements, even if instilled at a stage at which the child has insufficiently developed cognitive capacities, can be ‘truly the child's own’ only relationally: the autonomous motivational elements are ones with respect to which the future child is self‐governing. (shrink)

Richard Stanley Peters was one of the founding fathers of analytic philosophy of education in the twentieth century. After reviewing Peters’ disentanglement of the ambiguities of liberal education, I reconstruct his view on the status and the existential foundations of the humanities. What emerges from my reconstruction is an original justificatory argument for the value of liberal education as general education in the sense of initiation into the heritage of the humanities. To close, I evaluate the scope and power of (...) this argument from the existential concern of the humanities. (shrink)

In this paper, I try to show that externalist compatibilism in the debate on personal autonomy and manipulated freedom is as yet untenable. I will argue that Alfred R. Mele’s paradigmatic, history-sensitive externalism about psychological autonomy in general and autonomous deliberation in particular faces an insurmountable problem: it cannot satisfy the crucial condition of adequacy “H” for externalist theories that I formulate in the text. Specifically, I will argue that, contrary to first appearances, externalist compatibilism does not resolve the CNC (...) manipulation problem. After briefly reflecting on the present status of responses to the manipulation problem in the debate between compatibilists and incompatibilists of various stripes, I will draw the over-all pessimistic conclusion that no party deals with this problem satisfactorily. (shrink)

Externalism is the view that facts about one's history or past in the external world that bear on the acquisition of one's responsibility-grounding psychological elements are pertinent to whether one's actions are free and, hence, pertinent to whether one can be morally responsible for them. Internalism is the thesis that the conditions of moral responsibility can be specified independently of facts about how the person acquired her responsibility-grounding psychological elements. In this paper we defend a position that navigates between externalism (...) and internalism: moral responsibility does not require that one have a past but it does require that one not have certain kinds of past. (shrink)

In this paper, I want to give an interpretation of Harry Frankfurt’s complex theory of the will with respect to the issue of “autonomy and necessity”. My central claim is that Frankfurt’s employment of the concept of the will is equivocal. He actually uses three distinct conceptions of the will without ever distinguishing them from one another. I shall introduce and justify such a clarifying tripartite distinction. Although my discussion will be limited to Frankfurt’s view of the will, this distinction (...) and the points made about its components can easily be generalized. In my opinion, then, such a tripartite distinction must form an essential part of any rich theory of the will.Both the first and the second conception of the will can readily be understood within the scope of the debate between compatibilism and incompatibilism. The third conception, however, transcends the framework of this classical opposition because the autonomy of this third kind of will positively requires necessity. Autonomy is not only compatible with necessity : according to the third conception, the former also intrinsically involves the latter. Although this conception of the will is somewhat unfamiliar and non-standard in the debate, I shall try to show that it captures an important fact about our volitional nature — a deep fact which is often overlooked or neglected. (shrink)

It has been argued that all compatibilist accounts of free action and moral responsibility succumb to the manipulation problem: evil neurologists or their like may manipulate an agent, in the absence of the agent's awareness of being so manipulated, so that when the agent performs an action, requirements of the compatibilist contender at issue are satisfied. But intuitively, the agent is not responsible for the action. We propose that the manipulation problem be construed as a problem of deviance. In troubling (...) cases of manipulation, psychological elements such as desires and beliefs, among other things, are acquired via causal routes that are deviant relative to causal routes deemed normal or baseline. We develop and defend rudiments of a baseline that is acceptable independently of whether one has compatibilist or incompatibilist leanings. (shrink)

In this chapter, I reconstruct the basic structure of Peters’ analytic response to educational progressivism as politically expressed in the 1967 Plowden Report. The report expressed a particular line of thought in educational theory, namely that of educational progressivism or child-centred education. In the 1960s, Peters introduced the analytic paradigm into the philosophy of education in Great Britain. In the socio-economic context of the 1960s, this new paradigm had some institutional as well as political effects. In particular, Peters’ theoretical response (...) to the Plowden Report in Perspectives on Plowden had a practical influence. The chapter proceeds as follows. After a short historical note and a brief rehearsal of the contrast between progressivism and traditionalism, I detail Peters’ fundamental presuppositions in the light of which his critique of child-centred education can be elucidated. These two main presuppositions are, first, the primacy of the social or the public and, second, the ideal of liberal education. Next, I organise his critique around two central themes: first, education and its aims, and, second, the curriculum and the teacher. (shrink)

abstract An appeal to children's authenticity is widespread in major debates in the philosophy of education. However, no evident uniform conception of authenticity informs the dialectic. We begin with examples that confirm this multiplicity. We then uncover a common strand that unifies these seemingly differing conceptions: authenticity is exemplified by motivational elements, such as the agent's desires, when these elements are, in a manner to be explicated, ‘truly the agent's own’. It is this view of authenticity that is the mainstay (...) of a predicament in the philosophy of education: if education entails intentional instilment of certain motivational elements in the child but such intentional moulding, in the absence of the agent's consent, is generally incompatible with authenticity, how is an authentic education possible? We respond by developing a relational account of authenticity that denies that motivational elements are authentic in their own right; they are authentic only relative to ensuring certain ends. (shrink)

In his article “What Do We Think With?” Peter Geach develops an argument for the non-materiality of thinking. Given that basic thinking activity is not clockable in physical time, whereas basic material or bodily activity is so clockable, it follows that basic thinking activity is non-material. Peter Dillard’s attack on this temporality proof takes “thoughts” in the proof to refer to non-occurrent states. The present note shows this reading to be mistaken and so rectifies a misunderstanding of Geach’s argument. It (...) takes no stand on the question of whether the argument succeeds. (shrink)

Harry Frankfurt is one of the leading contemporary analytical philosophers. His research interests are mainly free will and moral responsibility, as well as moral psychology and ethics in general. He is the author of Demons, Dreamers, and Madmen: The Defense of Reason in Descartes’s Meditations — published in 1970 with a French translation in 1989 — and numerous scholarly articles on Descartes’s philosophy. He is the editor of Leibniz: A Collection of Critical Essays which appeared in 1972 . His most (...) important book until now is The Importance of What We Care About published in 1988 and a new work, provisionally entitled Necessity, Volition, and Love is forthcoming later in 1998. (shrink)

Derk Pereboom has advanced a four-case manipulation argument that, he claims, undermines both libertarian accounts of free action not committed to agent-causation and compatibilist accounts of such action. The first two cases are meant to be ones in which the key agent is not responsible for his actions owing to his being manipulated. We first consider a “hard-line” response to this argument that denies that the agent is not morally responsible in these cases. We argue that this response invites a (...) dialectically uncharitable reading of the argument. We then propose an alternative interpretation; it affirms that, at least prima facie, the manipulated agent in the first two cases is not responsible. Finally, we question Pereboom’s rationale for why the manipulation in these cases subverts responsibility. (shrink)

Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.

An overarching aim of education is the promotion of children's personal well-being. Liberal educationalists also support the promotion of children's personal autonomy as a central educational aim. On some views, such as John White's, these two goals—furthering well-being and cultivating autonomy—can come apart. Our primary aim in this paper is to argue for a species of a stronger view: assuming preferentism as our axiology, we suggest that there is an essential association between the autonomy of our springs of action, such (...) as desires and beliefs, on the one hand, and personal well-being, on the other. If we are right about this link, then we have at our disposal a partial (non-instrumental) validation of the liberal ideal of autonomy. (shrink)

An overarching aim of education is the promotion of children’s personal well-being. Liberal educationalists also support the promotion of children’s personal autonomy as a central educational aim. On some views, such as John White’s, these two goals—furthering well-being and cultivating autonomy—can come apart. Our primary aim in this paper is to argue for a species of a stronger view: assuming preferentism as our axiology, we suggest that there is an essential association between the autonomy of our springs of action, such (...) as desires and beliefs, on the one hand, and personal well-being, on the other. If we are right about this link, then we have at our disposal a partial (non-instrumental) validation of the liberal ideal of autonomy. (shrink)

Although the contributions of John Locke's memory-theory and David Hume's bundle-theory to the construction of the contemporary empiricist theory of personal identity are explicitly acknowledged, empiricist philosophers relatively neglect another important source of inspiration in their debate on personal identity in analytical philosophy, namely Bertrand Russell's philosophy of logical atomism. However, Derek Parfit's radically empiricist and impersonal view on personal identity implicitly is a direct heir of Russell's view on personal identity. In this article, I try to make explicit the (...) Russellian heritage in the contemporary empiricist theory of personal identity by reconstructing Russell's view on the existence and the nature of the 'I' and the identity of the self. For the purpose of explaining Russell's view that 'I' really is the abbreviation for the description 'the subject of the present experience' or 'the subject of «this»', the technical concepts of knowledge by acquaintance and knowledge by description as well as the notion of a proper name in the logical sense are introduced. And, in order to explain Russell's view on self-identity as constituted by the synchronic relation of 'compresence' and the diachronic R-relation of 'co-personality', the technique of logical construction is appealed to. (shrink)

In the debate on free will and moral responsibility, Saul Smilansky is a hard source-incompatibilist who objects to source-compatibilism for being morally shallow. After criticizing John Martin Fischer’s too optimistic response to this objection, this paper dissipates the charge that compatibilist accounts of ultimate origination are morally shallow by appealing to the seriousness of contingency in the framework of, what Paul Russell calls, compatibilist-fatalism. Responding to the objection from moral shallowness thus drives a wedge between optimists and fatalists within the (...) compatibilist camp. (shrink)

In the second half of the twentieth century, two persons had an enormous impact on one branch of philosophy: that branch was the philosophy of education, and these persons were R.S. Peters and I. Scheffler, the founding fathers of the analytic approach in this philosophical subdiscipline. This chapter, first, introduces and contextualizes the analytic school of thought in the philosophy of education. Preliminary, the identity of analytic philosophy as such is outlined. The focus is primarily on showing how analytic philosophy (...) of education is actually done, and not so much on enumerating theories or dropping names A companion to the philosophy of education. Blackwell, Oxford, 2003] already gave an informative catalog). Next, as an example of the analytic approach, the chapter details conceptions of liberal education and delineates justifications of its value. (shrink)

There is something deeply wrong with the debate on personal identity in contemporary analytical philosophy. This paper offers an overall view in terms of which this debate can be diagnosed and offered a therapy. In the diagnostic sections, the bundle and ego-theory are described as forms of the selfsame philosophical atomism, and the untenability of one strand in this still highly influential habit of thought is demonstrated. In the therapeutic section, the author exposes in what way Peter Strawson's descriptive metaphysics (...) of the person contains the essential preliminaries for an alternative solution. In the concluding section, it is indicated how such a Strawsonian nonatomistic view can be developed further into an Aristotelian-Thomistic validatory metaphysics of personal identity. (shrink)

Osobliwość takich doznań, jak ból, głód i pragnienie. Reliabilizm w drugiej części szóstej Medytacji Kartezjusza Artykuł omawia epistemiczny status cielesnych doznań takich, jak ból, głód i pragnienia, o których mowa w drugiej części szóstej Medytacji Kartezjusza. Argumentuję, że ów fragment stanowi integralny komponent epistemologicznego programu, który można znaleźć w Medytacjach. Na ogół widzi się Kartezjusza jako zwolennika infallibilizmu, internalizmu oraz fundacjonalizmu. Tymczasem w odniesieniu do wiedzy i przekonań opartych na doznaniach cielesnych przyjmuje on fallibilizm, eksternalizm i reliabilizm. Na rzecz tego (...) wniosku przemawia z jednej strony, analiza tego, czego naucza nas – według Kartezjusza – natura przez wrażenia bólu, głodu i pragnienia, z drugiej strony jego analiza błędów, którym podlega nasza natura, przeprowadzona przeze mnie z wykorzystaniem zaproponowanego przez Wilfrida Sellarsa podziału na logiczną przestrzeń rozumu oraz empiryczną przestrzeń przyczyn. (shrink)

In this paper, we argue that hard incompatibilism imperils a typical component of loving relations —lovable behavior—if it imperils moral praiseworthiness. We propose that to be lovable behavior, the behavior must exemplify the property of being commendable (the property of being praiseworthy from the standpoint of love), in contrast to being morally praiseworthy (praiseworthy from the point of view of moral duty). But if hard incompatibilism undermines moral praiseworthiness, then it just as surely undermines commendability. Thus, hard incompatibilism imperils a (...) crucial component of loving relationships. (shrink)

Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims (...) with the intrinsic value of personal well-being. We advance reasons to doubt that these strategies are successful. The shortcomings of these strategies impute yet further urgency to the issue of how we are to ascertain and validate education’s ultimate aims. (shrink)

To Aristotle, spoken words are symbols, not of objects in the world, but of our mental experiences related to these objects. Presently there are two major strands of interpretation of Aristotle’s concept of the linguistic sign. First, there is the structuralist account offered by Coseriu (Geschichte der Sprachphilosophie. Von den Anfängen bis Rousseau, 2003 [1969], pp. 65–108) whose interpretation is reminiscent of the Saussurean sign concept. A second interpretation, offered by Lieb (in: Geckeler (Ed.) Logos Semantikos: Studia Linguistica in Honorem (...) Eugenio Coseriu 1921–1981, 1981) and Weidemann (in: Schmitter (Ed.) Geschichte der Sprachtheorie 2. Sprachtheorien der abendländischen Antike, 1991), says that Aristotle’s concept of the linguistic sign is similar to the one presented in Ogden and Richard’s (The meaning of meaning: A study of the influence of language upon thought and of the science of symbolism, 1970 [1923]) semiotic triangle. This paper starts off with an introductory outline of the so-called phýsei-thései discussion which started during presocratic times and culminated in Plato’s Cratylus. Aristotle’s concept of the linguistic sign is to be regarded as a solution to the stalemate position reached in the Cratylus. Next, a discussion is offered of both Coseriu’s and Lieb’s analysis. We submit that Aristotle’s concept of the linguistic sign shows features of both Saussure’s and Ogden and Richards’s sign concept but that it does not exclusively predict one of the two. We argue that Aristotle’s concept of the linguistic sign is based on three different relations which together evince his teleological as well empiricist point of view: one internal (symbolic) relation and two external relations, i.e. a likeness relation and a relation katà synthéken. (shrink)

To Aristotle, spoken words are symbols, not of objects in the world, but of our mental experiences related to these objects. Presently there are two major strands of interpretation of Aristotle’s concept of the linguistic sign. First, there is the structuralist account offered by Coseriu (Geschichte der Sprachphilosophie. Von den Anfängen bis Rousseau, 2003 [1969], pp. 65–108) whose interpretation is reminiscent of the Saussurean sign concept. A second interpretation, offered by Lieb (in: Geckeler (Ed.) Logos Semantikos: Studia Linguistica in Honorem (...) Eugenio Coseriu 1921–1981, 1981) and Weidemann (in: Schmitter (Ed.) Geschichte der Sprachtheorie 2. Sprachtheorien der abendländischen Antike, 1991), says that Aristotle’s concept of the linguistic sign is similar to the one presented in Ogden and Richard’s (The meaning of meaning: A study of the influence of language upon thought and of the science of symbolism, 1970 [1923]) semiotic triangle. This paper starts off with an introductory outline of the so-called phýsei-thései discussion which started during presocratic times and culminated in Plato’s Cratylus. Aristotle’s concept of the linguistic sign is to be regarded as a solution to the stalemate position reached in the Cratylus. Next, a discussion is offered of both Coseriu’s and Lieb’s analysis. We submit that Aristotle’s concept of the linguistic sign shows features of both Saussure’s and Ogden and Richards’s sign concept but that it does not exclusively predict one of the two. We argue that Aristotle’s concept of the linguistic sign is based on three different relations which together evince his teleological as well empiricist point of view: one internal (symbolic) relation and two external relations, i.e. a likeness relation and a relation katà synthéken. (shrink)

RésuméDans A Theory of Content Jerry Fodor fait déboucher sa théorie représentationnelle de l'esprit sur une psychosémantique physicaliste et atomiste. Cette théorie externaliste de la signification –the Asymmetric Dependency Theory– fournit une solution entièrement naturalisée au second problème de Brentano, c'est‐à‐dire celui de l'objet référentiel. En m'appuyant sur le réalisme interne de Hilary Putnam, je critique deux éléments essentiels de la solution proposée par Fodor, à savoir la relation de dépendance asymétrique et l'individuation des objets de la référence. Cette critique (...) vise à montrer que le problème de la naturalisation et celui de la détermination sémantique ne sauraient être résolus simultanément. En outre, la détermination ontologique des objets de la référence implique inévitablement le principe de relativité conceptuelle. L'impossibilité de la psychosémantique naturalisée de Fodor corrobore donc la thèse de Brentano selon laquelle les phénomènes de sémanticité et d'intentionnalité sont primitifs. (shrink)