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  1. Pure Powers Are Not Powerful Qualities.Joaquim Giannotti - 2021 - European Journal of Analytic Philosophy 17 (1):(A2)5-29.
    There is no consensus on the most adequate conception of the fundamental properties of our world. The pure powers view and the identity theory of powerful qualities claim to be promising alternatives to categoricalism, the view that all fundamental properties essentially contribute to the qualitative make-up of things that have them. The pure powers view holds that fundamental properties essentially empower things that have them with a distinctive causal profile. On the identity theory, fundamental properties are dispositional as well as (...)
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  • A Dispositional Theory of Possibility.Andrea Borghini & Neil E. Williams - 2008 - Dialectica 62 (1):21–41.
    – The paper defends a naturalistic version of modal actualism according to which what is metaphysically possible is determined by dispositions found in the actual world. We argue that there is just one world—this one—and that all genuine possibilities are anchored by the dispositions exemplified in this world. This is the case regardless of whether or not those dispositions are manifested. As long as the possibility is one that would obtain were the relevant disposition manifested, it is a genuine possibility. (...)
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  • The Identity Theory of Powers Revised.Joaquim Giannotti - 2019 - Erkenntnis 86 (3):603-621.
    Dispositionality and qualitativity are key notions to describe the world that we inhabit. Dispositionality is a matter of what a thing is disposed to do in certain circumstances. Qualitativity is a matter of how a thing is like. According to the Identity Theory of powers, every fundamental property is at once dispositional and qualitative, or a powerful quality. Canonically, the Identity Theory holds a contentious identity claim between a property’s dispositionality and its qualitativity. In the literature, this view faces a (...)
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  • The Dual Nature of Properties: The Powerful Qualities View Reconsidered.Joaquim Giannotti - 2019 - Dissertation, University of Glasgow
    Metaphysical orthodoxy holds that a privileged minority of properties carve reality at its joints. These are the so-called fundamental properties. This thesis concerns the contemporary philosophical debate about the nature of fundamental properties. In particular, it aims to answer two questions: What is the most adequate conception of fundamental properties? What is the “big picture” world-view that emerges by adopting such a conception? I argue that a satisfactory answer to both questions requires us to embrace a novel conception of powerful (...)
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  • Dispositions.John Heil - 2005 - Synthese 144 (3):343-356.
    Appeals to dispositionality in explanations of phenomena in metaphysics and the philosophy of mind, require that we first agree on what we are talking about. I sketch an account of what dispositionality might be. That account will place me at odds with most current conceptions of dispositionality. My aim is not to establish a weighty ontological thesis, however, but to move the discussion ahead in two respects. First, I want to call attention to the extent to which assumptions philosophers have (...)
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  • A Dispositional Theory of Possibility.Neil E. Williams Andrea Borghini - 2008 - Dialectica 62 (1):21-41.
    The paper defends a naturalistic version of modal actualism according to which what is metaphysically possible is determined by dispositions found in the actual world. We argue that there is just one world – this one – and that all genuine possibilities are grounded in the dispositions exemplified in it. This is the case whether or not those dispositions are manifested. As long as the possibility is one that would obtain were the relevant disposition manifested, it is a genuine possibility. (...)
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  • Competence as a Key Concept of Educational Theory: A Semiotic Point of View.Eetu Pikkarainen - 2014 - Journal of Philosophy of Education 48 (4):621-636.
    In this article, the concept of competence is studied from the point of view of the semiotics of education. It will be claimed that it is a central key concept when we are trying to analyse the meaning of education. Educational action can be reasonably understood as an insecure and complicatedly mediated trial to affect another person's competence. First, the recent discussion about the concept of competence and its relatives is shortly reviewed. Then, competence is analysed and defined according to (...)
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