Objects of Metaphor puts forward a philosophical account of metaphor radically different from those currently on offer. Powerful and flexible enough to cope with the syntactic complexity typical of genuine metaphor, it offers novel conceptions of the relationship between simile and metaphor, the notion of dead metaphor, and the idea of metaphor as a robust theoretic kind. Without denying that metaphor can sometimes be merely ornamental, Guttenplan justifies the view of metaphor as fundamental to language and the study of language. (...) His book will be of great interest not only to philosophers in this field, but also to those working across psychology and linguistics. (shrink)

The philosophy of mind is one of the fastest-growing areas in philosophy, not least because of its connections with related areas of psychology, linguistics and computation. This _Companion_ is an alphabetically arranged reference guide to the subject, firmly rooted in the philosophy of mind, but with a number of entries that survey adjacent fields of interest. The book is introduced by the editor's substantial _Essay on the Philosophy of Mind_ which serves as an overview of the subject, and is closely (...) referenced to the entries in the Companion. Among the entries themselves are several "self-profiles" by leading philosophers in the field, including Chomsky, Davidson, Dennett, Dretske, Fodor, Lewis, Searle and Stalnaker, in which their own positions within the subject are articulated. In some more complex areas, more than one author has been invited to write on the same topic, giving a polarity of viewpoints within the book's overall coverage. All main entries have a full bibliography, and the book is indexed to the high standards set by other volumes in the Blackwell Companions to Philosophy series. (shrink)

The philosophy of mind is one of the fastest-growing areas in philosophy, not least because of its connections with related areas of psychology, linguistics and computation. This _Companion_ is an alphabetically arranged reference guide to the subject, firmly rooted in the philosophy of mind, but with a number of entries that survey adjacent fields of interest. The book is introduced by the editor's substantial _Essay on the Philosophy of Mind_ which serves as an overview of the subject, and is closely (...) referenced to the entries in the Companion. Among the entries themselves are several "self-profiles" by leading philosophers in the field, including Chomsky, Davidson, Dennett, Dretske, Fodor, Lewis, Searle and Stalnaker, in which their own positions within the subject are articulated. In some more complex areas, more than one author has been invited to write on the same topic, giving a polarity of viewpoints within the book's overall coverage. All main entries have a full bibliography, and the book is indexed to the high standards set by other volumes in the Blackwell Companions to Philosophy series. (shrink)

_Mind's Landscape_ is an engaging introduction to the philosophical study of mind and an elegantly persuasive account of how best to understand the nature of mental phenomena. It serves as both a text and as a contribution to the philosophy of mind. Its engaging narrative style will appeal to students, instructors, and general readers alike.

Virtually all currently discussed accounts advert to a shift or replacement of a property or properties in describing what happens to the ordinary words in metaphors. And the mechanism of this shift tends to involve an overt or sometimes hidden appeal to similarity, or to some notion that is essentially connected to it. In the first part of the paper, I argue that this route is a dead end, and in the second part I offer my own preferred alternative. That (...) alternative is not argued for, or developed in detail – that is done in my book Objects of Metaphor – but my main aim in the paper is simply showing how radically it differs from the property route. (shrink)

In the first section of the paper, I set out a tripartite scheme for classifying philosophical accounts of metaphor. In the second and longest section, I explore a major difficulty for certain of these accounts, namely the need to explain what I describe as the 'transparency' of metaphor. In the third section, I describe two accounts which can overcome the difficulty. The first is loosely based on Davidson's treatment of metaphor, and, finding this to be inadequate for reasons having nothing (...) to do with transparency, it will be used solely to show the way. The second is my own, and, without attempting to defend it at length, I will content myself with suggesting how it can cope with the difficulty discussed in this paper in a way which mimics the Davidsonian proposal. Finally, in the fourth section, I shall briefly mention several considerations independent of transparency for adopting my account. (shrink)

Virtually all discussions of the propositional attitudes center around belief. I suggest that, when one takes a broad look at the kinds of constraint which affect our attributions of attitude, this is a mistake. Not only is belief not properly representative of the propositional attitudes generally, but, more seriously, taking it to be representative can be positively distorting. In this paper I offer reasons why we should give knowledge a more central role in discussions of the propositional attitudes and suggest (...) that its almost complete neglect in current philosophy of mind is unjustified. In essence, I argue that we should consider knowledge to be the central attitude and think of belief as a later and special development of the attitude scheme. In place of the usual explanation of knowledge as belief plus something, we should think of belief as knowledge minus something. The final sections choose Kripke's puzzle about belief as an example of where the conventional wisdom leads us astray. (shrink)

In the article, I set out to outline the state of play in contemporary philosophy of mind. Given the wide range of issues and contributions which now make up the subject, the article sketches only some of the main areas of investigation, and their interconnections without attempting to give a complete listing of the positions (and arguments for them) within these areas.

This text encourages students to engage with key problems and arguments in ethics through a series of classic and contemporary readings. This text encourages students to engage with ethical issues through a series of classic and contemporary readings Readings are accompanied by interactive commentary from the editors Inspires students to think about the nature of moral philosophy and to draw comparisons between different traditions Themes include: the nature of goodness, subjectivity and objectivity, justice and virtue, moral motivation, moral obligation, and (...) literature as moral philosophy Readings range from Plato’s _Republic_ to Rawls’ _A Theory of Justice_. (shrink)

This introductory text encourages students to engage with key problems and arguments in ethics through a series of classic and contemporary readings. The text will inspire students to think about the distinctive nature of moral philosophy, and to draw comparisons between different traditions of thought, between ancient and modern philosophies, and between theoretical and literary writing about the place of value in human life. Each of the book's six chapters focuses on a particular theme: the nature of goodness, subjectivity and (...) objectivity in ethical thinking, justice and virtue, moral motivation, the place of moral obligation, and the idea that literature can be a form of moral philosophy. Each chapter features two or three key readings, drawn from texts as diverse as Plato's Republic, J. S. Mill's Utilitarianism, Kant's Groundwork of the Metaphysics of Morals and Rawls' A Theory of Justice. The readings are all accompanied by interactive commentary from the editors. (shrink)

This flexible introductory textbook explores several key themes in philosophy, and helps the reader learn to engage with the key arguments by introducing and analysing a selection of classic readings. Fully integrated introductory text with readings for beginning students of philosophy. Each chapter focusses on a core philosophical topic, and contains an introduction to the topic, 2 classic readings and interactive commentaries on the readings. An introductory book which doesn't merely _tell_ the reader about the subject, but requires them to (...) engage philosophically with the text. A pedagogical resource developed in the classroom by the authors at the University of London. (shrink)

This flexible introductory textbook explores several key themes in philosophy, and helps the reader learn to engage with the key arguments by introducing and analysing a selection of classic readings. Fully integrated introductory text with readings for beginning students of philosophy. Each chapter focusses on a core philosophical topic, and contains an introduction to the topic, 2 classic readings and interactive commentaries on the readings. An introductory book which doesn't merely _tell_ the reader about the subject, but requires them to (...) engage philosophically with the text. A pedagogical resource developed in the classroom by the authors at the University of London. (shrink)

With the same intellectual goals as the first edition, this innovative introductory logic textbook explores the relationship between natural language and logic, motivating the student to acquire skills and techniques of formal logic. This new and revised edition includes substantial additions which make the text even more useful to students and instructors alike. Central to these changes is an Appendix, 'How to Learn Logic', which takes the student through fourteen compact and sharply directed lessons with exercises and answers.

This flexible introductory textbook explores several key themes in philosophy, and helps the reader learn to engage with the key arguments by introducing and analysing a selection of classic readings. Fully integrated introductory text with readings for beginning students of philosophy. Each chapter focusses on a core philosophical topic, and contains an introduction to the topic, 2 classic readings and interactive commentaries on the readings. An introductory book which doesn't merely _tell_ the reader about the subject, but requires them to (...) engage philosophically with the text. A pedagogical resource developed in the classroom by the authors at the University of London. (shrink)