Vagueness is currently the subject of vigorous debate in the philosophy of logic and language. Vague terms -- such as 'tall', 'red', 'bald', and 'tadpole' -- have borderline cases ; and they lack well-defined extensions. The phenomenon of vagueness poses a fundamental challenge to classical logic and semantics, which assumes that propositions are either true or false and that extensions are determinate.This anthology collects for the first time the most important papers in the field. After a substantial introduction that surveys (...) the field, the essays form four groups, starting with some historically notable pieces. The 1970s saw an explosion of interest in vagueness, and the second group of essays reprints classic papers from this period. The following group of papers represent the best recent work on the logic and semantics of vagueness. The essays in the final group are contributions to the continuing debate about vague objects and vague identity. (shrink)
Timothy Smiley’s wonderful paper ‘Rejection’ (1996) is still perhaps not as well known or well understood as it should be. This note first gives a quick presentation of themes from that paper, though done in our own way, and then considers a putative line of objection – recently advanced by Julien Murzi and Ole Hjortland (2009) – to one of Smiley’s key claims. Along the way, we consider the prospects for an intuitionistic approach to some of the issues discussed in (...) Smiley’s paper. (shrink)
Some bilateralists have suggested that some of our negative answers to yes-or-no questions are cases of rejection. Mark Textor (2011. Is ‘no’ a force-indicator? No! Analysis 71: 448–56) has recently argued that this suggestion falls prey to a version of the Frege-Geach problem. This note reviews Textor's objection and shows why it fails. We conclude with some brief remarks concerning where we think that future attacks on bilateralism should be directed.
Arguably, there is no substantial, general answer to the question of what makes for the approximate truth of theories. But in one class of cases, the issue seems simply resolved. A wide class of applied dynamical theories can be treated as two-component theories—one component specifying a certain kind of abstract geometrical structure, the other giving empirical application to this structure by claiming that it replicates, subject to arbitrary scaling for units etc., the geometric structure to be found in some real-world (...) dynamical phenomenon. In such a case, a theory is approximately true just if the one geometric structure approximately replicates the other (and if problems remain here, they are problems in geometry, of specifying suitable metric approximation relations, not conceptual problems). This article amplifies and defends this simple approach to approximate truth for dynamical theories. (shrink)
Formal logic provides us with a powerful set of techniques for criticizing some arguments and showing others to be valid. These techniques are relevant to all of us with an interest in being skilful and accurate reasoners. In this highly accessible book, Peter Smith presents a guide to the fundamental aims and basic elements of formal logic. He introduces the reader to the languages of propositional and predicate logic, and then develops formal systems for evaluating arguments translated into these languages, (...) concentrating on the easily comprehensible 'tree' method. His discussion is richly illustrated with worked examples and exercises. A distinctive feature is that, alongside the formal work, there is illuminating philosophical commentary. This book will make an ideal text for a first logic course, and will provide a firm basis for further work in formal and philosophical logic. (shrink)
Children’s ability to pretend, and the apparent lack of pretence in children with autism, have become important issues in current research on ‘theory of mind’, on the assumption that pretend play may be an early indicator of metarepresentational abilities.
This is a straightforward, elementary textbook for beginning students of philosophy. The general aim is to provide a clear introduction to the main issues arising in the philosophy of mind. Part I discusses the Cartesian dualist view which many find initially appealing, and contains a careful examination of arguments for and against. Part II introduces the broadly functionalist type of physicalism which has Aristotelian roots. This approach is developed to yield accounts of perception, action, belief and desire, and the emerging (...) theory of the mind is compared at each stage with rival historical and contemporary views. In Part III the functionalist approach is further explored in giving analyses of sensation, thought and freedom of will. The discussions throughout are exceptionally clear, and the writing uncomplicated, to make available to the students a wealth of detailed argument in the philosophy of mind. (shrink)
... and a reading knowledge of formal logical symbolism is essential too. (Philosophers often use bits of logical symbolism to clarify their arguments.) Because the artificial and simply formal languages of logic give us highly illuminating objects of comparison when we come thinking about how natural languages work. (Relevant to topics in ‘philosophical logic’ and the philosophy of language.) But mainly because it us the point of entry into the study of one of the major intellectual achievements by philosophers of (...) the 20th – i.e. the development of mathematical logic. (Not least in Cambridge: Russell and Whitehead, Ramsey, Turing.). (shrink)
Preface 1 The First Theorem revisited 1.1 Notational preliminaries 1.2 Definitional preliminaries 1.3 A general version of G¨ odel’s First Theorem 1.4 Giving the First Theorem bite 1.5 Generic G¨ odel sentences and arithmetic truth 1.6 Canonical and standard G¨ odel sentences 2 The Second Theorem revisited 2.1 Definitional preliminaries 2.2 Towards G¨ odel’s Second Theorem 2.3 A general version of G¨ odel’s Second Theorem 2.4 Giving the Second Theorem bite 2.5 Comparisons 2.6 Further results about provability predicates 2.7 Back (...) to the First Theorem 2.8 Introducing Rosserized provability predicates.. (shrink)
Violence in schools is a pervasive, highly emotive and, above all, global problem. Bullying and its negative social consequences are of perennial concern, while the media regularly highlights incidences of violent assault - and even murder - occurring within schools. This unique and fascinating text offers a comprehensive overview and analysis of how European nations are tackling this serious issue. _Violence in Schools: The Response in Europe_, brings together contributions from all EU member states and two associated states. Each chapter (...) begins by clearly outlining the nature of the school violence situation in that country. It then goes on to describe those social policy initiatives and methods of intervention being used to address violence in schools and evaluates the effectiveness of these different strategies. Commentaries from Australia, Israel and the USA and an overview of the book's main themes by eminent psychologist Peter K. Smith complete a truly international and authoritative look at this important - and frequently controversial - subject. This book constitutes an invaluable resource for educational administrators, policymakers and researchers concerned with investigating, and ultimately addressing, the social and psychological causes, manifestations and effects of school violence. (shrink)
odel’s Theorems (CUP, heavily corrected fourth printing 2009: henceforth IGT ). Surely that’s more than enough to be going on with? Ah, but there’s the snag. It is more than enough. In the writing, as is the way with these things, the book grew far beyond the scope of the lecture notes from which it started. And while I hope the result is still pretty accessible to someone prepared to put in the time and effort, there is – to be (...) frank – a lot more in the book than is really needed by philosophers meeting the incompleteness theorems for the first time, or indeed by mathematicians wanting a brisk introduction. You might reasonably want to get your heads around only those technical basics which are actually necessary for understanding how the theorems are proved and for appreciating philosophical discussions about incompleteness. So you need a cut-down version of the book – an introduction to the Introduction! Well, isn’t that what lectures are for? Indeed. But there’s another snag. I haven’t got many lectures to play with. So either (A) I crack on at a very fast pace (hard-core mathmo style), cover those basics, but perhaps leave too many people puzzled and alarmed. Or (B) I do relaxed talk’n’chalk, highlighting the really Big Ideas, making sure everyone is grasping them as we go along, but inevitably omit important stuff and leave quite a gap between what happens in the lectures and what happens in the book. What to do? I’m going for plan (B). But then I ought to do something to fill that gap between lectures and book. Hence these notes. The idea, then, is to give relaxed lectures, highlighting Big Ideas, not worrying too much about depth or fine-detail (nor even about getting through all of the day’s intended menu of topics). These notes then expand things just enough, and give pointers to relevant chunks of IGT. Though I hope these notes will be to a fair extent be stand-alone, and tell a brief but coherent story read by themselves: so occasionally I’ll copy a paragraph or two from the book, rather than just refer to them.. (shrink)
This paper reviews the work on gendered achievement in the English?speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region?specific and variegated in some contexts. In Trinidad and Tobago, the full?scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7? to 8?year?olds) and 3 (9? to 10?year?olds). Census data from the high?stakes 2003 Secondary Entrance Assessment (SEA) (...) administered at standard 5 (ages: 10?11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium?sized differentials were obtained for pupils of low ability, living in rural educational districts, and on language arts. Male achievement scores were also more variable for lower grade levels, low ability groups and language arts. Paradoxically, in some educational districts secondary school placement opportunities still favoured males. These variegated patterns of gendered achievement may be associated with differences in institutional effectiveness and variations in male socialization practices that are especially evident across the urban?rural divide. (shrink)
Needless to say, Charles Parsons’s long awaited book1 is a must-read for anyone with an interest in the philosophy of mathematics. But as Parsons himself says, this has been a very long time in the writing. Its chapters extensively “draw on”, “incorporate material from”, “overlap considerably with”, or “are expanded versions of” papers published over the last twenty-five or so years. What we are reading is thus a multi-layered text with different passages added at different times. And this makes for (...) a rather bumpy read. There is another route Parsons could have taken: he could have reprinted the relevant papers with postscripts, and then top-and-tailed the collection with a preface and added concluding reflections. It must sound very ungrateful, but I rather suspect that that might have worked better. Much of the book is about arithmetic. But Parsons has woven into the discussion claims about mathematics more generally and about set theory in particular. We might well have a basic worry about this structure: for do defensible claims about the ontology and epistemology of arithmetic have to be generalizable to apply to more infinitary mathematics? For example, suppose you are attracted to a Hellman-like modal structuralist account of arithmetic: then should you think it a problem if you suspect that such an account can’t readily be extended to cope e.g. with set theory (since you boggle at the idea of possible worlds free of abstracta but with enough structure to somehow model ZFC)? Parsons himself seems to waver over such questions. So for present purposes, I’ll focus just on arithmetic, and in what follows I’ll revisit two of the most familiar Parsonian themes, his views on structuralism as an account of the ontology of arithmetic, and his exploration of the role of intuition in grounding arithmetical knowledge. (shrink)
This is an annotated reading list on the beginning elements of the theory of computable functions. It is now structured so as to complement the first eight lectures of Thomas Forster’s Part III course in Lent 2011 (see the first four chapters of his evolving handouts).
In approaching Ch. 4 of Saving Truth from Paradox, it might be helpful first to revisit Curry’s original paper, and to revisit Lukasiewicz too, to provide more of the scenesetting that Field doesn’t himself fill in. So in §1 I’ll say something about Curry, in §2 we’ll look at what Lukasiewicz was up to in his original three-valued logic, and in §3 we’ll look at the move from a three-valued to a many-valued Lukasiewicz logic. In §4, I move on to (...) announce a theorem by H´. (shrink)
We are going to prove a key theorem that tells us just a bit more about the structure of the non-standard countable models of first-order Peano Arithmetic; and then we will very briefly consider whether any broadly philosophical morals can be drawn from the technical result.
In a reading group, we’ve been working through the first three parts of Field’s Saving Truth from Paradox, by the end of which he has presented his core proposals. At this point, we’ve now rather lost the will to continue – for this is an astonishingly badly written book, which makes ridiculous demands on the patience of even a sympathetic reader. It so happened that it fell to me to introduce the last two chapters in Part III, Ch. 17 in (...) which Field rounds out his key technical construction, and Ch. 18, ‘What Has Been Done’. I talked mainly about the latter. Here, for what they are worth, are some very quickly written reflections on what has and hasn’t been achieved. (shrink)
Unlike his other major typescripts, the Big Typescript is divided into titled chapters, themselves divided into titled sections. But within a section we still get a collection of remarks typically without connecting tissue and lacking any transparently significant ordering or helpful signposting. So we still encounter the usual difficulties in trying to think our way through into what Wittgenstein might be wanting to say. Some enthusiasts like to try to persuade us that the aphoristic style is really of the essence. (...) But I’ve always wondered how true that is. So I here propose an experiment. Let’s take §108 of the ‘Big Typescript’ (the first of the sections in the part of the book titled ‘The Foundations of Mathematics’). There are four and a bit pages of remarks. I’m going to try to render them into rather more conventional prose. In the section that follows, then, I have embedded almost every sentence Wittgenstein wrote in his §108 – or rather, of course, I’ve embedded almost every sentence from the well-regarded translation. I have, however, often changed the order in which remarks appear, omitted some ‘and’s and ‘but’s and the like, changed some punctuation, demoted some passages to footnotes, but not – I hope – in any way that radically changes the significance of any remark, or distorts what is going on. And I’ve added a lot of signposting. I’ll comment, necessarily very briefly, on the results of the exercise starting in §3 below. So here we go . . (shrink)
In the opening chapter of ‘the Shorter Hodges’, we get a lot of fixing of terminology and notation, and some fairly natural definitions of ideas like that of isomorphism between structures. There are no really tricky ideas which need further exploration, nor any nasty proofs that could do with more elaboration. So I don’t pretend to have anything very thrilling by way of introductory comments. But let me make some more general philosophical comments.
Needless to say, Charles Parsons’s long awaited book1 is a must-read for anyone with an interest in the philosophy of mathematics. But as Parsons himself says, this has been a very long time in the writing. Its chapters extensively “draw on”, “incorporate material from”, “overlap considerably with”, or “are expanded versions of” papers published over the last twenty-five or so years. What we are reading is thus a multi-layered text with different passages added at different times. And this makes for (...) a rather bumpy read. There is another route Parsons could have taken: he could have reprinted the relevant papers with postscripts, and then top-and-tailed the collection with a preface and added concluding reflections. It must sound very ungrateful, but I rather suspect that that might have worked better. Much of the book is about arithmetic. But Parsons has woven into the discussion claims about mathematics more generally and about set theory in particular. We might well have a basic worry about this structure: for do defensible claims about the ontology and epistemology of arithmetic have to be generalizable to apply to more infinitary mathematics? For example, suppose you are attracted to a Hellman-like modal structuralist account of arithmetic: then should you think it a problem if you suspect that such an account can’t readily be extended to cope e.g. with set theory (since you boggle at the idea of possible worlds free of abstracta but with enough structure to somehow model ZFC)? Parsons himself seems to waver over such questions. So for present purposes, I’ll focus just on arithmetic, and in what follows I’ll revisit two of the most familiar Parsonian themes, his views on structuralism as an account of the ontology of arithmetic, and his exploration of the role of intuition in grounding arithmetical knowledge. (shrink)
Where to begin? I’ll take three books from my shelves. First, now nearly forty years old, a little book of television lectures by the great physicist Richard Feynman, The Character of Physical Law. He talks about the laws of motion, the inverse square law of gravitation, conservation laws, symmetry principles and the various ways these all hang together. Feynman obviously takes it that it is a prime aim of science to discover such laws. But what are laws? He writes – (...) and this is about his one and only shot at a characterization at the level of abstraction that we might think of as philosophical –. (shrink)
In the section ‘Further reading’, I listed a book that arrived on my desk just as I was sending IGT off to the press, namely Church’s Thesis after 70 Years edited by Adam Olszewski et al. On the basis of a quick glance, I warned that the twenty two essays in the book did seem to be of ‘variable quality’. But actually, things turn out to be a bit worse than that: the collection really isn’t very good at all! After (...) I sent my book to press, I gave a paper-by-paper review on my blog, at http://logicmatters.blogspot.com. It is probably more fun to chase up the reviews ‘in the wild’, so to speak, starting from the entry for May 14, 2007. But here they are wrapped up into a single document, only marginally tidied. Some of the points made here should help further explain and support the general line on the Thesis taken in.. (shrink)
