Drawing inspiration from the ethical pluralism of G. E. Moore's Principia Ethica, I contend that one empty world can be morally better than another. By ?empty? I mean that it is devoid of concrete entities (things that have a position in space or time). These worlds have no thickets or thimbles, no thinkers, no thoughts. Infinitely many of these worlds have laws of nature, abstract entities, and perhaps, space and time. These non-concrete differences are enough to make some of them (...) better than others. 1I thank Walter Sinnott-Armstrong, John Carroll, and Gideon Rosen for their comments and suggestions. (shrink)

At the beginning of the 20th century,German-language kindergartens were completelyovershadowed by Friedrich Froebel's tradition. Thesearch for new forms of teaching started mainly bytaking over the body of thinking developed byteaching reformers. John Dewey's work was onlyaccorded marginal examination. The person who gotto grips most intensively with John Dewey and theAmerican tradition of kindergarten teaching duringthe first half of the 20th century is Emmy Walser,one of the leading personalities in the kindergartenmovement in Switzerland. As a result, the ``freeworking method'' (...) developed in Switzerland as the newmethod. Dewey's educational philosophy was reducedto the methodology of the free working method whichhad the effect of giving new life to Froebel'sideas. (shrink)

At the beginning of the 20th century, German-language kindergartens were completely overshadowed by Friedrich Froebel’s tradition. The search for new forms of teaching started mainly by taking over the body of thinking developed by teaching reformers. John Dewey’s work was only accorded marginal examination. The person who got to grips most intensively with John Dewey and the American tradition of kindergarten teaching during the first half of the 20th century is Emmy Walser, one of the leading personalities in (...) the kindergarten movement in Switzerland. As a result, the “free working method” developed in Switzerland as the new method. Dewey’s educational philosophy was reduced to the methodology of the free working method which had the effect of giving new life to Froebel’s ideas. (shrink)

The founder of formalism, Eduard Hanslick compared listening to music to looking through a kaleidoscope. Unlike listening to a story, one can understand music without understanding what it is about. This contrast with language suggests a thought experiment that echoes John Searle′s Chinese Room. Instead of featuring a man who reliably manipulates Chinese symbols without knowing what they represent, consider a man who reliably manipulates sounds . Given formalism, the Turing Test should be an appropriate criterion of musical understanding.

In ‘Epistemic Modals’ (2007), Seth Yalcin proposes Stalnaker-style semantics for epistemic possibility. He is inspired by John MacFarlane’s ingenious defence of relativism, in which claims of epistemic possibility are made rigidly from the perspective of the assessor’s actual stock of information (rather than from the speaker’s knowledge base or that of his audience or community). The innovations of MacFarlane and Yalcin independently reinforce the modal collapse espoused by Jaakko Hintikka in his 1962 epistemic logic (which relied on the implausible (...) KK principle and heavy idealizations). I respond to this new challenge with fresh objections to the underlying S4 equivalence: p p . I also propose counter-analyses of the intriguing data which Yalcin cites in support of his new semantics. A key collateral motivation for this defence of irredundant iterations is to ward off a threat to higher order vagueness. (shrink)

I give an account of the absurdity of Moorean beliefs of the omissive form(om) p and I don’t believe that p,and the commissive form(com) p and I believe that not-p,from which I extract a definition of Moorean absurdity. I then argue for an account of the absurdity of Moorean assertion. After neutralizing two objections to my whole account, I show that Roy Sorensen’s own account of the absurdity of his ‘iterated cases’(om1) p and I don’t believe that I believe that (...) p,and(com1) p and I believe that I believe that not-p,is unsatisfactory. I explain why it is less absurd to believe or assert (om1) or (com1) than to believe or assert (om) or (com) and show that despite appearances, subsequent iterations of (om1) or (com1) do not decrease the absurdity of believing or asserting them. (shrink)

One tradition of solving the surprise exam paradox, started by Robert Binkley and continued by Doris Olin, Roy Sorensen and Jelle Gerbrandy, construes surpriseepistemically and relies upon the oddity of propositions akin to G. E. Moore’s paradoxical ‘p and I don’t believe that p.’ Here I argue for an analysis that evolves from Olin’s. My analysis is different from hers or indeed any of those in the tradition because it explicitly recognizes that there are two distinct reductios at work in (...) the student’s paradoxical argument against the teacher. The weak reductio is easy to fault. Its invalidity determines the structure of the strong reductio, so-calledbecause it is more difficult to refute, but ultimately unsound because of reasons associated with Moore-paradoxicality. Previous commentators have not always appreciated this difference, with the result that the strong reductio is not addressed, or the response to the weak reductio is superfl uous. This is one reason why other analyses in the tradition are vulnerable to objections to which mine is not. (shrink)

One tradition of solving the surprise exam paradox, started by Robert Binkley and continued by Doris Olin, Roy Sorensen and Jelle Gerbrandy, construes surpriseepistemically and relies upon the oddity of propositions akin to G. E. Moore’s paradoxical ‘p and I don’t believe that p.’ Here I argue for an analysis that evolves from Olin’s. My analysis is different from hers or indeed any of those in the tradition because it explicitly recognizes that there are two distinct reductios at work in (...) the student’s paradoxical argument against the teacher. The weak reductio is easy to fault. Its invalidity determines the structure of the strong reductio, so-calledbecause it is more difficult to refute, but ultimately unsound because of reasons associated with Moore-paradoxicality. Previous commentators have not always appreciated this difference, with the result that the strong reductio is not addressed, or the response to the weak reductio is superfl uous. This is one reason why other analyses in the tradition are vulnerable to objections to which mine is not. (shrink)

I give an account of the absurdity of Moorean beliefs of the omissive form(om) p and I don’t believe that p,and the commissive form(com) p and I believe that not-p,from which I extract a definition of Moorean absurdity. I then argue for an account of the absurdity of Moorean assertion. After neutralizing two objections to my whole account, I show that Roy Sorensen’s own account of the absurdity of his ‘iterated cases’(om1) p and I don’t believe that I believe that (...) p,and(com1) p and I believe that I believe that not-p,is unsatisfactory. I explain why it is less absurd to believe or assert (om1) or (com1) than to believe or assert (om) or (com) and show that despite appearances, subsequent iterations of (om1) or (com1) do not decrease the absurdity of believing or asserting them. (shrink)

One tradition of solving the surprise exam paradox, started by Robert Binkley and continued by Doris Olin, Roy Sorensen and Jelle Gerbrandy, construes surpriseepistemically and relies upon the oddity of propositions akin to G. E. Moore’s paradoxical ‘p and I don’t believe that p.’ Here I argue for an analysis that evolves from Olin’s. My analysis is different from hers or indeed any of those in the tradition because it explicitly recognizes that there are two distinct reductios at work in (...) the student’s paradoxical argument against the teacher. The weak reductio is easy to fault. Its invalidity determines the structure of the strong reductio, so-calledbecause it is more difficult to refute, but ultimately unsound because of reasons associated with Moore-paradoxicality. Previous commentators have not always appreciated this difference, with the result that the strong reductio is not addressed, or the response to the weak reductio is superfl uous. This is one reason why other analyses in the tradition are vulnerable to objections to which mine is not. (shrink)

Proponents of supervaluationism claim super-truth, i. e., truth on every admissible precisification, is identical to truth or, at least, is a suitable truth proxy. I object that super-truth is neither identical to nor a suitable proxy for truth. I argue that to claim a statement is super-true is simply to maintain that a certain counterfactual holds, and that a claim is true, counterfactually, is no reason to treat it as true. I further argue that, with super-truth undermined, Roy Sorensen’s objection (...) that supervaluationism cannot accommodate vague directly referential terms presents supervaluationism’s defenders with a significant challenge. (shrink)

Though the revised edition of A Theory of Justice, published in 1999, is the definitive statement of Rawls's view, so much of the extensive literature on Rawls's theory refers to the first edition.

Reissued here in its corrected second edition of 1864, this essay by John Stuart Mill argues for a utilitarian theory of morality. Originally printed as a series of three articles in Fraser's Magazine in 1861, the work sought to refine the 'greatest happiness' principle that had been championed by Jeremy Bentham, defending it from common criticisms, and offering a justification of its validity. Following Bentham, Mill holds that actions can be judged as right or wrong depending on whether they (...) promote happiness or 'the reverse of happiness'. Although attracted by Bentham's consequentialist framework based on empirical evidence rather than intuition, Mill separates happiness into 'higher' and 'lower' pleasures, arguing for a weighted system of measurement when making and judging decisions. Dissected and debated since its first appearance, the essay is Mill's key discussion on the topic and remains a fundamental text in the study of ethics. (shrink)

J.L. Mackie insists that ordinary evaluative thought presents itself as a matter of sensitivity to aspects of the world. And this phenomenological thesis seems correct. When one or another variety of philosophical non-cognitivism claims to capture the truth about what the experience of value is like, or (in a familiar surrogate for phenomenology) about what we mean by our evaluative language, the claim is never based on careful attention to the lived character of evaluative thought or discourse. The idea is, (...) rather, that the very concept of the cognitive or factual rules out the possibility of an undiluted representation of how things are, enjoying, nevertheless, the internal relation to 'attitudes' or the will that would be needed to count as evaluative. On this view the phenomenology of value would involve a mere incoherence, if it were as Mackie says--a possibility that then tends (naturally enough) not to be so much as entertained. But, as Mackie sees, there is no satisfactory justification for supposing that the factual is, by definition, attitudinatively and motivationally neutral. This clears away the only obstacle to accepting his phenomenological claim; and the upshot is that non-cognitivism must offer to correct the phenomenology of value, rather than give an account of it. -/- In Machie's view the correction is called for. In this paper I want to suggest that he attributes an unmerited plausibility to this thesis, by giving a false picture of what one is committed to if one resists it. (shrink)

In this book, Sorensen presents the first general theory of the thought experiment. He analyses a wide variety of thought experiments, ranging from aesthetics to zoology, and explores what thought experiments are, how they work, and what their positive and negative aspects are. Sorensen also sets his theory within an evolutionary framework and integrates recent advances in experimental psychology and the history of science.

You face two buttons. Pushing one will destroy Greensboro. Pushing the other will save it. There is no way for you to know which button saves and which destroys. What ought you to do? Answer: You ought to make the correct guess and push the button that saves Greensboro. Second question: Do you have an obligation to push the correct button?

In his preface Mr Wilson writes 'I feel that a great many adults … would do better to spend less time in simply accepting the concepts of others uncritically, and more time in learning how to analyse concepts in general'. Mr Wilson starts by describing the techniques of conceptual analysis. He then gives examples of them in action by composing answers to specific questions and by criticism of quoted passages of argument. Chapter 3 sums up the importance of this kind (...) of mental activity. Chapter 4 presents selections for the reader to analyse, followed by questions of university entrance/scholarship type. This is a book to be worked through, in a sense a text-book. (shrink)

In this philosophically sophisticated and historically significant work, John H. Zammito reconstructs Kant's composition of The Critique of Judgment and reveals that it underwent three major transformations before publication. He shows that Kant not only made his "cognitive" turn, expanding the project from a "Critique of Taste" to a Critique of Judgment but he also made an "ethical" turn. This "ethical" turn was provoked by controversies in German philosophical and religious culture, in particular the writings of Johann Herder and (...) the Sturm und Drang movement in art and science, as well as the related pantheism controversy. Such topicality made the Third Critique pivotal in creating a "Kantian" movement in the 1790s, leading directly to German Idealism and Romanticism. The austerity and grandeur of Kant's philosophical writings sometimes make it hard to recognize them as the products of a historical individual situated in the particular constellation of his time and society. Here Kant emerges as a concrete historical figure struggling to preserve the achievements of cosmopolitan Aufkl-rung against challenges in natural science, religion, and politics in the late 1780s. More specifically Zammito suggests that Kant's Third Critique was animated throughout by a fierce personal rivalry with Herder and by a strong commitment to traditional Christian ideas of God and human moral freedom. "A work of extraordinary erudition. Zammito's study is both comprehensive and novel, connecting Kant's work with the aesthetic and religious controversies of the late eighteenth century. He seems to have read everything. I know of no comparable historical study of Kant's Third Critique."-Arnulf Zweig, translator and editor of Kant's ;IPhilosophical Correspondence, 1759-1799;X "An intricate, subtle, and exciting explanation of how Kant's thinking developed and adjusted to new challenges over the decade from the first edition of the Critique of Pure Reason to the appearance of the Critique of Judgment. "--John W. Burbidge, Review of Metaphysics "There has been for a long time a serious gap in English commentary on Kant's Critique of Judgment Zammito's book finally fills it. All students and scholars of Kant will want to consult it."--Frederick Beiser, Times Literary Supplement. (shrink)

The vanishing point is a representational gap that organizes the visual field. Study of this singularity revolutionized art in the fifteenth century. Further reflection on the vanishing point invites the conjecture that the self is an absence. This paper opens with perceptual peculiarities of the vanishing point and closes with the metaphysics of personal identity.

Though the revised edition of A Theory of Justice, published in 1999, is the definitive statement of Rawls's view, so much of the extensive literature on Rawls's theory refers to the first edition.

Knowledge and Lotteries is organized around an epistemological puzzle: in many cases, we seem consistently inclined to deny that we know a certain class of propositions, while crediting ourselves with knowledge of propositions that imply them. In its starkest form, the puzzle is this: we do not think we know that a given lottery ticket will be a loser, yet we normally count ourselves as knowing all sorts of ordinary things that entail that its holder will not suddenly acquire a (...) large fortune. After providing a number of specific and general characterizations of the puzzle, Hawthorne carefully examines the competing merits of candidate solutions. In so doing, he explores a number of central questions concerning the nature and importance of knowledge, including the relationship of knowledge to assertion and practical reasoning, the status of epistemic closure principles, the merits of various brands of scepticism, the prospects for a contextualist account of knowledge, and the potential for other sorts of salience-sensitive accounts. Along the way, he offers a careful treatment of pertinent issues at the foundations of semantics. His book will be of interest to anyone working in the field of epistemology, as well as to philosophers of language. (shrink)

Do not pass by my epitaph, Wayfarer, but when you have stopped, hear and learn, then depart. There is no boat, To carry you to Hades, No ferryman Charon, No judge Aeacus, No Dog Cerberus. All of us below have become bones and ashes. Truly, I have nothing more to tell you. So depart, wayfarer, Lest dead though I am I seem to you to be a teller of vain tales.

THE PURPOSE OF THIS ARTICLE IS TO SHOW HOW HUME’S SCEPTICISM ABOUT MIRACLES GENERATES "EPISTEMOLOGICAL" SCEPTICISM ABOUT TIME TRAVEL. SO THE PRIMARY QUESTION RAISED HERE IS "CAN ONE KNOW THAT TIME TRAVEL HAS OCCURED?" RATHER THAN "CAN TIME TRAVEL OCCUR?" I ARGUE THAT ATTEMPTS TO SHOW THE EXISTENCE OF TIME TRAVEL WOULD FACE THE SAME METHODOLOGICAL PROBLEMS AS THE ONES CONFRONTING ATTEMPTS TO DEMONSTRATE THE EXISTENCE OF PARANORMAL EVENTS. SINCE HUMEAN SCEPTICISM EXTENDS TO THE STUDY OF PARANORMAL EVENTS (PARAPSYCHOLOGY), HUMEANS (...) ARE COMMITTED TO SCEPTICISM ABOUT THE STUDY OF TIME TRAVEL ("PARAHISTORY"). (shrink)

Seizing the opportunity to apply what they had learned, the students declared a cheating competition. Outspoken participants (future lawyers, politicians, and captains of industry) bragged about their ruses. But to their chagrin, an ethics student prevailed.

If a spinning sphere casts a shadow, does the shadow also spin? This riddle is the point of departure for an investigation into the nature of shadow movement. A general theory of motion will encompass all moving things, not just physical objects. Ultimately, I argue that round shadows do indeed spin. Shadows are followers of the objects that cast them. Parts of the shadow correspond to parts of the leader, so motion of the caster's parts accounts for motions of the (...) shadow's parts. I conclude with a discussion of how the dynamic aspects of shadows impose subtle constraints on other puzzles about shadows. (shrink)

Foreword I. Critical rationalism is a genuinely new philosophical perspective. It is not, however, one systematic view. The development of it by Popper and ...

What does reality encompass? Is it exclusively physical, or does it include mental and 'abstract' aspects? What are the elements of being, reality's raw materials? John Heil offers stimulating answers to these questions framed in terms of a comprehensive metaphysics of substances and properties inspired by Descartes, Locke, and their successors.