Sentences in context have semantic contents determined by a range of factors both internal and external to speakers. I argue against the thesis that semantic content is transparent to speakers in the sense of being immediately accessible to speakers in virtue of their linguistic competence.

Russellians can have a no proposition view of empty names. I will defend this theory against the problem of meaningfulness, and show that the theory is in general well motivated. My solution to the problem of meaningfulness is that speakers’ judgements about meaningfulness are tracking grammaticality, and not propositional content.

Many philosophers believe in things, propositions, which are the things that we believe, assert etc., and which are the contents of sentences. The act-type theory of propositions is an attempt to say what propositions are, to explain how we stand in relations to them, and to explain why they are true or false. The core idea of the act-type theory is that propositions are types of acts of predication. The theory is developed in various ways to offer explanations of the (...) important properties of propositions. I present the core idea of the theory, and some developments of it. I discuss the relationship between the theory and the content–force distinction. I also present an important type of objection that has been raised to the explanations offered by the act-type theory. (shrink)

Hanks has defended a novel account of what propositions are. His key argument against Soames' rival view is that predication is not neutral. According to Hanks, predication is essentially committal. I show that Hanks' argument for this conclusion raises problems for his own account of questions and orders.

Båve has argued that act-type theories of propositions entail unwanted ambiguity of sentences such as ‘Donald loves Joan’. King has argued that act-type theories of propositions entail an unwanted abundance of propositions. I reply that a version of the act-type theory can avoid these objections. The key idea is that grammar constrains the acts that can be performed by the utterance of a sentence. I present enough of the details of this version of the act-type theory to show how it (...) can be used to respond to Båve's and King's objections. I conclude that this is a promising way to develop the act-type theory of propositions. (shrink)

It is a common view among philosophers of language that both propositions and sentences are structured objects. One obvious question to ask about such a view is whether there is any interesting connection between these two sorts of structure. The author identifies two theses about this relationship. Identity (ID) – the structure of a sentence and the proposition it expresses are identical. Determinism (DET) – the structure of a sentence determines the structure of the proposition it expresses. After noting that (...) ID entails DET, the author argues against DET (and therefore also against ID). This argument is based on considerations to do with unarticulated constituents, but it is not ultimately empirical. As well as answering a question suggested by contemporary theories of propositions, the conclusion is significant because some, but not all, of the theories of propositions currently popular entail ID and/or DET. Unless there is a response to the argument here, those theories are refuted. (shrink)

Views that treat the contents of sentences as structured, Russellian propositions face a problem with empty names. It seems that those sorts of things cannot be the contents of sentences containing such names. I motivate and defend a solution to the problem according to which a sentence may have a singular proposition as its content at one time, and a nonsingular one at another. When the name is empty the content is a nonsingular Russellian structured proposition; when the name is (...) not empty the content is a singular Russellian structured proposition. (shrink)

Linguistic meaning underdetermines what is said. This has consequences for philosophical accounts of meaning, communication, and propositional attitude reports. I argue that the consequence we should endorse is that utterances typically express many propositions, that these are what speakers mean, and that the correct semantics for attitude reports will handle this fact while being relational and propositional.

This thesis presents an account of the nature of structured propositions and addresses a series of questions that arise from that proposal. Chapter 1 presents the account and explains how it meets standard objections to such views. Chapter 2 responds to the objection that this version of propositionalism is really a form of sententialism by arguing for the distinct advantages of the propositionalist view. Chapter 3 argues against a closely related view of propositions by way of general principles about how (...) to construct such theories. Chapter 4 illustrates how a theory of propositions of the sort proposed can be defended against a recent argument that propositions need not play a central role in linguistic theory. (shrink)

I propose a version of the act‐type theory of propositions, following Hanks and Soames. According to the theory, propositions are types of act of predication. The content of a sentence is the type of such act performed when that sentence is uttered. A consequence of this theory is that the structure of the content of a sentence will mirror the structure of that sentence. I defend this consequence of the theory from two important objections. I then argue that this theory (...) is well motivated because it can be part of a theory of what is said. (shrink)

Empty names are a problem for Russellians. I describe three ways to approach solving the problem. These are positing gappy propositions as contents, nonsingular propositions as contents, or denying that sentences containing empty names have contents. I discuss methods for deciding between solutions. I then argue for some methods over others and defend one solution using those methods. I reject the arguments that either intuitions about truth value, truth, content, or meaningfulness can decide between the solutions. I give an alternative (...) argument which does decide between the three solutions. The alternative is based on the idea that a sentence and its internal negation are contrary: they cannot both be true, but they might both be false. I argue from Russellian premises to the conclusion that such sentences cannot be assigned truth values when they contain empty names. The argument shows that no Russellian should assign a truth value to a sentence containing an empty name, and therefore that no Russellian should assign a proposition as the content of such a sentence. This shows that Russellians should conclude that sentences containing empty names do not have contents, i.e. the no proposition view. (shrink)

The individual informed consent model remains critical to the ethical conduct and regulation of research involving human beings. Parental informed consent process in a rural setting of northern Ghana was studied to describe comprehension and retention among parents as part of the evaluation of the existing informed consent process.

Neo-Russellian theories of structured propositions face challenges to do with both representation and structure which are sometimes called the problem of unity and the Benacerraf problem. In §i, I set out the problems and Jeffrey King's solution, which I take to be the best of its type, as well as an unfortunate consequence for that solution. In §§ii–iii, I diagnose what is going wrong with this line of thought. If I am right, it follows that the Benacerraf problem cannot be (...) used to motivate the view that propositions are irreducible elements of our ontology. (shrink)

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. We are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.

In this paper I examine an argument that there is a serious tension between the claim that for natural languages linguistic meaning underdetermines what is said and the relational analysis of attitude-reports. I conclude that it is possible to avoid the tension by adopting a pluralism about meaning and expression.

While evolutionary thinking is increasingly becoming popular in fields of investigation outside the biological sciences, it remains unclear how helpful it is there and whether it actually yields good explanations of the phenomena under study. Here we examine the ontology of a recent approach to applying evolutionary thinking outside biology, the generalized Darwinism approach proposed by Geoffrey Hodgson and Thorbjørn Knudsen. We examine the ontology of populations in biology and in GD, and argue that biological evolutionary theory sets ontological (...) criteria that GD fails to meet. We suggest two options to revise the population concept in GD: reformulating the concept in terms of inheritance and reproduction such that it comes to pick out individuals similar to evolving populations, or trying to build an adequate population concept on a principle of differential retention instead of differential reproduction. 1 Introduction2 Generalized Darwinism2.1 What is generalized Darwinism?2.2 Darwinian principles3 The Ontology of Generalized Darwinism: What Are Populations?3.1 The population concept of generalized Darwinism3.2 The population concept in evolutionary theory4 Locating Evolving Systems in Generalized Darwinism5 Conclusion. (shrink)

REMARKS ON EVOLUTION AND TIME-SCALES, Graham Cairns-Smith; HODGSON'S BLACK BOX, Thomas Clark; DO HODGSON'S PROPOSITIONS UNIQUELY CHARACTERIZE FREE WILL?, Ravi Gomatam; WHAT SHOULD WE RETAIN FROM A PLAIN PERSON'S CONCEPT OF FREE WILL?, Gilberto Gomes; ISOLATING DISPARATE CHALLENGES TO HODGSON'S ACCOUNT OF FREE WILL, Liberty Jaswal; FREE AGENCY AND LAWS OF NATURE, Robert Kane; SCIENCE VERSUS REALIZATION OF VALUE, NOT DETERMINISM VERSUS CHOICE, Nicholas Maxwell; COMMENTS ON HODGSON, J.J.C. Smart; THE VIEW FROM WITHIN, Sean Spence; (...) COMMENTARY ON HODGSON, Henry Stapp. (shrink)

This paper examines the nature of Hodgson and Knudsen’s version of Generalized Darwinism, asking to what extent it has explanatory force. The paper develops two criteria for potential explanatory transfer of theories between disciplines, and argues that Generalized Darwinism does not meet these. The paper proposes that Hodgson and Knudsen’s version of Generalized Darwinism is best understood as a research program aimed at modest unificationism sensu Kitcher, that provides a heuristic perspective to guide research, but does not produce (...) actual evolutionary explanations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Keeping Philosophy in Mind:Shadworth H. Hodgson's Articulation of the Boundaries of Philosophy and ScienceThomas W. StaleyIntroductionShadworth H. Hodgson's (1832–1912) contributions to Victorian intellectual discourse have faded from prominence over the past century. However, despite his current anonymity, Hodgson's case is important to an understanding of the historical split between philosophy and science in late nineteenth century Britain. In particular, his example illuminates the specific role played (...) by developing concepts of the mind in a period of deep transition in the British intellectual community. His virtual disappearance from the record, I contend, is indicative also of the disappearance of his form of philosophy as a vital social project. His ideas, rather than being rejected, were instead largely neglected—they became lost as philosophical discussion moved elsewhere, both conceptually and institutionally. However, in the inaugural volume of Mind in 1876, Hodgson's ideas initially found a prominent place in a central dialogue over the position of philosophy with respect to science. There, and throughout his career, Hodgson engaged in the defense of an intellectual tradition he regarded as under threat from psychological science. Both his particular formulation of an ongoing role for philosophy and his own uneasy position in the intellectual environment of late Victorian Britain shed significant light on an under-examined issue [End Page 289] of the period: the fraught relationship between philosophy and science as competing enterprises engaged in the study of the human mind."Philosophy" and "science" are easily construed as partnered intellectual complexes in modern Western society. However, closer scrutiny of the historical record shows that the two terms—whether as theoretical referents or actors' categories—have often reflected divergent priorities and that transitions from "philosophical" to "scientific" terms have been contentious. In examining the birth of natural science out of natural philosophy during the Enlightenment, the historian Andrew Cunningham has emphasized how the reordering of intellectual fields created new conflictive relationships between philosophy, science, and religion.1 He reminds us that the process of scientific secularization was but one of a set of constitutive shifts among these human activities, and that the earlier natural philosophy thus played by fundamentally different rules than its successor. A similar story can be told about the late nineteenth-century transition I am considering: in a nutshell, to borrow a phrase from Cunningham, men did not start doing mental science until they stopped doing moral philosophy. However, this time, philosophy already stood in competition with existing scientific institutions, sparking a more severe contest for authority. As mental science began to develop along the lines of the natural disciplines, Hodgson and others feared little would remain as a distinctive domain for philosophy as such, moral or otherwise. His efforts on the part of philosophy thus represent one front in an intellectual "turf war"—what recent scholars have called "boundary work," shoring up the institutional positions of different intellectual enterprises competing for authority in the world.2 Gieryn's formative analysis of boundary work was based on the contemporaneous example of John Tyndall's campaign to promote scientific over religious authority in Victorian Britain, but this was much more than a two-way struggle. The early career of Mind bears witness to a closely related, but less discussed, battle for influence between philosophy and science, in which the journal itself served as a critical "boundary object," a medium for enforcement of the distinctions between these two intellectual fields.3 [End Page 290]Thomas Dixon has recently surveyed the origins of this shift. Like Cunningham, Dixon emphasizes the constitutive differences in scope and orientation of the two intellectual enterprises, salient among them the secularization of the new human sciences.4 This process—begun tentatively by Thomas Brown and brought to fruition by Bain, Spencer, and Darwin—involved wholesale shifts in the scholarly linguistic complex, from a set of several mental categories rooted in Christian philosophical categories—affections, passions, sentiments, etc.—to a novel, explicitly "scientific," and singular grouping of emotions. While the older tradition dominant until mid-century had understood the broad range of mental phenomena as largely rational and voluntary, the new emotions were formulated as more circumscribed in purview, subconscious or autonomic in action... (shrink)

ABSTRACT In American-British philosophy around the turn of the twentieth century, every philosopher and their dog had something to say on time. Thinkers worried about our experience of time, and the metaphysics of time. This introduction to the special issue, Time in American-British Philosophy 1880s-1930s, investigates that obsession, explaining how its philosophers spilled pints of ink on time, and produced the first-ever surveys of time. I historically contextualise their work and explore some of its driving causes, including experimental psychology of (...) time perception, and theological worries over evolution. This article concludes by surveying the rich, wide-ranging papers within this collection, covering time in Shadworth Hodgson, William James, Mary Calkins, Victoria Welby, Bertrand Russell, G. E. Moore, A. A. Robb, Alfred North Whitehead, Norman Kemp Smith, J. M. E. McTaggart, Karin Costelloe-Stephen, Hilda Oakeley, May Sinclair, and George P. Adams. (shrink)

Drawing on the 1870s-1880s work of Shadworth Hodgson and Robert Kelly, William James famously characterised the specious present as ‘the short duration of which we are immediately and incessantly sensible’. Literature on the pre-history of late nineteenth century specious present theories clusters around the work of John Locke and Thomas Reid, and I argue it is incomplete. The pre-history is missing an inter-connected group of English philosophers writing on the present between 1749 and 1785: David Hartley, Joseph Priestley, (...) Abraham Tucker, and William Watson. With William Herschel, Watson even conducted experiments to determine the limits of human temporal perception. These thinkers do not appear in the specious present literature, or broader historical surveys of temporal consciousness. Yet this paper shows that they all produced important work on our experience of the present, variously defending theses that can be found in subsequent specious present theories. It argues their texts reward study, and may have influenced later theorists; contextualises the nineteenth century theories of James and others; and pushes back the start date of the 'standard history' of micro time by over half a century. (shrink)

This introduction presents an overview of key concepts discussed in this book, which focuses on how citizenship is addressed in the context of education or, more specifically, learning, which is understood as central to the government of individuals and societies in Europe. Educational research has provided numerous critical responses to the citizenship education introduced in the UK and elsewhere. Governance is a form of governing commensurate with the decentralisation associated with neoliberalism, but articulated in terms of transparency, accountability, and social (...) justice in accordance with Third Way thinking. The concern with voice, narrative, and accounting for oneself in the name of democracy and social justice has become central to the discourses and practices of citizenship in the learning society. The active way in which individuals are asked to relate to their European heritage is measured as a form of participation, and therefore contributes evidence of active citizenship. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Social scientists have paid insufficient attention to the role of law in constituting the economic institutions of capitalism. Part of this neglect emanates from inadequate conceptions of the nature of law itself. Spontaneous conceptions of law and property rights that downplay the role of the state are criticized here, because they typically assume relatively small numbers of agents and underplay the complexity and uncertainty in developed capitalist systems. In developed capitalist economies, law is sustained through interaction between private agents, courts (...) and the legislative apparatus. Law is also a key institution for overcoming contracting uncertainties. It is furthermore a part of the power structure of society, and a major means by which power is exercised. This argument is illustrated by considering institutions such as property and the firm. Complex systems of law have played a crucial role in capitalist development and are also vital for developing economies. (shrink)

v. 1. Editorial introduction -- v. 2. The English and Latin texts (i) -- v. 3. The English and Latin texts (ii).

This paper introduces a conjecture that laws of nature may be of different kinds, in particular that there may, in addition to laws which constrain outcomes, be laws which empower systems to direct or select outcomes and laws which guide systems in such selections. The paper defends this conjecture by suggesting that it is not excluded by anything we know, is plausible, and is potentially of great explanatory power.

This chapter focuses on the work of Ralph Waldo Emerson and Henry David Thoreau, and their interpretation by Stanley Cavell. Cavell's philosophy has sought to reclaim the work of Emerson and Thoreau for and as philosophy, and particularly as American philosophy. In Cavell's Emersonian moral perfectionism, perfectionism is understood as ateleological, and not in terms of perfectibility. Cavell therefore seeks to distinguish this American expression of perfectionism from what he identifies as a dimension or tradition of the moral life that (...) spans the course of Western thought, found in teleological form in, for example, Plato and Aristotle. Emerson's essay expresses a disappointment in America's passive acceptance of its European inheritance and in the implications of this for citizenship and democracy. America, or American man, must undertake its own labour to produce its own knowledge of itself and the world. (shrink)

This chapter begins by providing some historical background to European integration. It draws attention to the way that history has been used to promote a European identity since the European Union and, with it, European citizenship were created in 1992. The framing of the relationship between globalisation and its socioeconomic challenges has made the need to attend to questions of citizenship, particularly through education, self‐evident. The shift in the mode of governance has not only entailed using education as a means (...) of educating citizens about Europe: in the current context, education, or specifically, learning, has become a central aspect of how citizenship is understood. Examples of recent educational and cultural policy highlight terms that are central to producing a particular mode of governance. These examples illustrate the practices of accountability that have emerged in recent years that require governments, institutions, organisations, and individuals to speak about themselves in particular ways. (shrink)

Educational research tends to conduct its analysis according to fixed identity categories and concepts, and in its concern for voice, empowerment, and inclusion, offers ways in which researchers can articulate an account of themselves and their practice. The researcher herself then can be seen as being constituted as a particular subject in the current context of the entrepreneurial lifelong learning citizen, whose virtues are evidenced through the continual accumulation of skills and competencies. The concern with social justice, representation, and ethics (...) found in methodological discussion effects a shoring up of identity and a process of risk management in the sense of a thorough audit of who the researcher is. Considerations of citizenship and of educational research then begin to become inseparable because the understanding of both citizenship and research is seen to entail a particular relationship to the self. (shrink)

This chapter provides examples of European and local programmes and policies deriving from the education and cultural policies, and focuses on the ecological subject. These examples further illustrate not only the way in which the citizen is addressed, but also the construction of citizenship in a particular relationship to space and time. To begin the analysis of space in the construction of European citizenship, the chapter focuses on Foucault's account of governmentality, which shows the historical shift in the object of (...) government from territory to population, and thus the emergence of liberalism. More recent accounts draw attention to the subsequent shift to environments. In light of the environmental self‐understanding of the active learning citizen, the chapter considers the relationship to history seen in the promotion of heritage in European cultural policy. This entails placing the citizen in a particular spatial and temporal relationship to Europe. (shrink)

In 1933, the year that Hitler took power in Germany, Martin Heidegger accepted the Rectorship of the University of Freiburg. Rectoral Address is selected for its pertinence to this period of European history, which remains so central to the understanding of what constitutes Europe's heritage. This chapter explores the relationship between the sociopolitical events that took place in Germany in 1933 and philosophical texts relating to them. It provides some contextualisation of the post‐war events that ensued from Heidegger's Address and (...) political decisions in terms of the re‐reading of his philosophy and the Heidegger affair. Karl Liowith's account gives a positive interpretation of Heidegger's work, in the sense of situating him within a lineage of European philosophers who responded to the decline of Europe, diagnosing and responding to its nihilism, during the nineteenth and early twentieth centuries. This is followed by an introduction to Heidegger's Being and Time and subjectivity. (shrink)

Plato's texts have been subject to re‐reading in recent years, reflecting new ways in which philosophy has sought to understand the relationship between the author, the reader, and the text. This chapter begins by restating the allegory of the Stanley Cavell in The Republic, before turning to Cavell's reading of this in relation to the opening of the text. It further illustrates the idea of education as a finding of voice, which Cavell articulates through Emersonian moral perfectionism with reference to (...) his work on philosophy as autobiography. The educative relationship to the self and to the other, and the responsibility one takes for one's voice, is then illustrated further by way of Michel Foucault's account of Socratic parrhesia, a practice evident in The Republic and in other texts of Plato to which Foucault refers. Cavell ventures the term sublimation in relation to his questioning of the allegory of the Cave. (shrink)

This chapter illustrates how the language of research, citizenship, and education operates in two particular ways. First, by highlighting the way in which the discourses identified in policy and practice are taken up in educational research, and then by indicating how the particular mode of subjectivation detailed thus far is evident in certain forms of educational research. Both have implications for the critique educational research might provide. As a first example, the way in which educational research has responded to the (...) introduction of citizenship education in England is illustrated in the chapter by a review of research, policy, and practice covering the period 1995‐2005, commissioned by the British Educational Research Association. The review is taken to exemplify the field of education policy sociology. This is followed by discussion, in a second example, of what might be termed a genre of educational research concerned with voice and social justice. (shrink)