Contextualism, comparatives and gradability

Philosophical Studies 132 (2):381 - 393 (2007)
Authors
Daniel Halliday
Stanford University
Abstract
Contextualists about knowledge ascriptions perceive an analogy between the semantics they posit for “know(s)” and the semantics of comparative terms like “tall” and “flat”. Jason Stanley has recently raised a number of objections to this view. This paper offers a response by way of an alternative analogy with modified comparatives, which resolves most of Stanley’s objections. Rather than being ad hoc, this new analogy in fact fits better with platitudes about knowledge and facilitates a better understanding of the semantics of gradability, such that an explanation of most of Stanley’s disanalogies becomes available. In addition, I argue that there are reasons to doubt Stanley’s claim that “knows(s)” cannot switch its content within a discourse, due to what may happen when we ascribe knowledge of more than one proposition.
Keywords Philosophy   Philosophy of Religion   Philosophy of Mind   Epistemology   Logic   Philosophy
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DOI 10.1007/s11098-005-2532-x
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References found in this work BETA

Elusive Knowledge.David Lewis - 1996 - Australasian Journal of Philosophy 74 (4):549 – 567.
Solving the Skeptical Problem.Keith DeRose - 1995 - Philosophical Review 104 (1):1-52.
Contextualism and Knowledge Attributions.Keith DeRose - 1992 - Philosophy and Phenomenological Research 52 (4):913-929.
Contextualism, Skepticism, and the Structure of Reasons.Stewart Cohen - 1999 - Philosophical Perspectives 13 (s13):57-89.

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Citations of this work BETA

The Indexicality of 'Knowledge'.Michael Blome-Tillmann - 2008 - Philosophical Studies 138 (1):29 - 53.
Pragmatic Contextualism.Geoff Pynn - 2015 - Metaphilosophy 46 (1):26-51.

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