1.  12
    Christopher S. Gifford (2015). The Value and the Identity of Business: Towards a Logical Framework of Business Value. Proceedings of The Third International Conference on Advances in Social Science, Management and Human Behaviour - SMHB 2015:47-51.
    This article is an exercise in the transposition of certain approaches in analytic philosophy to issues concerning business value and identity in business. We examine the notion of business value and several accounts of value that have been offered in the literature. Luciano Floridi’s formal logical account of a business is introduced and applied as a first step towards a logical framework of business value. Peter Peverelli has claimed that Chinese business identity is accounted for in terms of competitors, administration (...)
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  2.  90
    Christopher S. Gifford (2013). Against the Modal Argument. Erkenntnis 78 (3):627-646.
    The relationship between alethic modality and indeterminacy is yet to be clarified. A modal argument—an argument that appeals to alethic modality—against vague objects given by Joseph Moore offers a potential clarification of the relationship; it is proposed that there are cases for which the following holds: if it is indeterminate whether A = B then it is possible that it is determinate that A = B. However, the argument faces three problems. The problems remove the argument’s threat against vague objects (...)
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  3.  14
    Christopher S. Gifford (2015). How to Teach Metaphysics. Teaching Philosophy 38 (2):193-220.
    We present some teaching materials for metaphysics which use the method of introducing issues via puzzles, paradoxes, problems, and conundrums in metaphysics. The method is motivated by the aim to increase student participation and engagement in metaphysical issues so that the student considers and understands philosophical theories based on specific metaphysical concepts. These materials are a result of distilling first and second year undergraduate academic materials into simple presentations that retain the core focus on salient concepts. The presented teaching methods (...)
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