Frederick Suppe has come to enjoy a position of undisputed leadership in the post-positivistic philosophy of science.

During the last ten years John Beatty, Elisabeth Lloyd and I have argued that the semantic conception of theories is, in the context of biological theorizing, a richer conception of theory structure than the syntactic ("received view") conception. Specifically, I have argued semantic conception of theory structure better represents the structure of evolutionary theory and the relationship of this theory to phenomena. One aspect of the semantic conception that is in need of greater attention is (...) the nature of explanation on this conception. In this paper, I argue that the semantic conception provides a richer mo accurate account of scientific explanation, in particular, of evolutionary explanations. In essence, I argue that explanation involves an appeal to numerous theories in addition to the putative explanatory theory. Employment of these theories is not formally possible in a syntactic conception but is in a semantic conception. (shrink)

One of the most difficult problems challenging the human mind is knowledge of the world in its human, natural, and supra-natural dimensions: what is the nature of this multidimensional reality? How do we know and verify the truth of our knowledge claims of this reality? A contemporary Polish philosopher, Malgorzata Czarnocka, has advanced one of the most comprehensive and insightful studies of the cognitive act and the conditions under which it takes place. The proposition explicated in this book is that (...) Czarnocka's analysis of perception functions as a model of explanation in our attempt to know the nature of the being that underlies the universe. This analysis becomes the basis of the author's discussion of symbolic truth as a model of explanation and its other applications. (shrink)

I shall make two main claims. My first main claim is that Frege started out with a view of logic that is closer to Kant’s than is generally recognized, but that he gradually came to reject this Kantian view, or at least totally to transform it. My second main claim concerns Frege’s reasons for distancing himself from the Kantian conception of logic. It is natural to speculate that this change in Frege’s view of logic may have been spurred by (...) a desire to establish the logicality of the axiom system he needed for his logicist reduction, including the infamous Basic Law V. I admit this may have been one of Frege’s motives. But I shall argue that Frege also had a deeper and more interesting reason to reject his early Kantian view of logic, having to do with his increasingly vehement anti-psychologism. (shrink)

The aim of the present paper is to approach Juan Luis Vives' conception of freedom of the will in light of scholastic discussions on will and free choice, and point to some interesting similarities with the analysis of free choice contained in Jean Buridan's Quaestiones super decem libros Ethicorum Aristotelis ad Nicomachum.

The proposition I elucidates and defend in this paper is that the Transcendent can be an object of genuine knowledge and that the knowledge the philosophical mystic claims of it is symbolic in nature. In my endeavor to achieve this aim I rely on Małgorzata Czarnocka’s conception of symbolic truth as a model of explanation. I am inclined to think that, as a model of explanation, this conception sheds ample light on the possibility of having a cognitive experience (...) of the Transcendent. The paper is composed of four parts. The first part raises the question of the Transcendent as an object of knowledge. The second part advances a brief analysis of the main elements of Czarnozka’s conception of symbolic truth with special emphasis on her view of human nature. The third part explicates the sense in which the conception of symbolic truth functions as a model of explanation. The fourth part analyzes the conditions under which the Transcendent can be an object of knowledge. (shrink)

The proposition I elucidate and defend in this paper is that the explanatory power of Malgorzata Czarnocka’s conception of symbolic truth extends beyond our knowledge of empirical reality and includes our knowledge of human nature and human values. The paper is composed of two parts. In the first part I present a detailed analysis of the conception of symbolic truth. The focus in this analysis is on the nature of the correspondence relation which connects a true statement and (...) the cognitive object. Czarnocka persuasively argues that this relation is neither isomorphic nor homomorphic in character. She advances a detailed analysis of sensual perception as the locus of the cognitive act. The outcome of this analysis is that the structure of the statement which is articulated in this act does not copy or mirror the structure of the object but is a linguistic representation. In the second part of the paper I argue that empirical reality is not the paradigm of reality and that scientific knowledge is not the paradigm of knowledge. The domain of humanity is as real as the domain of empirical reality, and our knowledge of this domain is as central to our life as scientific knowledge is. Moreover, I argue that Czarnocka’s conception of symbolic truth functions adequately in explaining the possibility of knowledge of human nature and human values with special focus on the literary work of art. (shrink)

My main aim in my thesis is to show that, contrary to the commonly held belief according to which Aristotle was the first to conceive and develop intellectual virtues, there are strong indications that Plato had already conceived and had begun developing the concept of intellectual virtues. Nevertheless, one should not underestimate the importance of Aristotle’s work on intellectual virtues. Aristotle developed a much fuller (in detail and argument) account of both, the concept of ‘virtue’ and the concept of ‘intellect’, (...) metaphysically, epistemologically and psychologically. Still, the first conception of intellectual virtues is to be found in the Platonic corpus. Such a realization is not only of historic interest, but most importantly, as I am going to show, the Platonic conception of intellectual virtues could prove promising in contemporary debates on virtue epistemology theories and in virtue-based approaches to education. Plato’s discussion of rational desires is the strongest indication of the presence of the concept of intellectual virtues in Platonic dialogues. Rational desires are constitutive of intellectual virtues: desires are dispositional; rational desires are dispositions to pursue rational goods. Intellectual virtues are such dispositions. Additionally, there is further evidence that Plato had conceived of intellectual virtues. His rigorous educational program in the Republic aims at the development of rational desires, while in the Symposium he discusses the intense rational desire to know the Good. Nevertheless, in order to be intellectually virtuous, one must not only have a desire for knowledge; one must also be systematically and reliably successful in achieving the end of their rational desires. I will show that the success component of Plato’s intellectual virtues can be found in his dialectic method. Plato’s dialectic is both a virtue developer and a reliable method used by philosophers in order to reach the objects of their rational desires. I will argue that episteme is one of Plato’s primary intellectual virtues. Towards this end, I will invoke Pritchard’s recent argument according to which understanding, which is distinct from knowledge, is a form of cognitive achievement and therefore what is finally valuable. I will argue, based on textual evidence from the middle Platonic dialogues and recent discussions in the exegetical literature, that Plato’s episteme, although commonly translated as knowledge, is closer to Pritchard’s conception of understanding. I will also show that Plato’s episteme, similarly to Pritchard’s conception of understanding, is a cognitive achievement that cannot be attained by luck or testimony. The Platonic conception of intellectual virtues has something unique to offer to contemporary virtue epistemology. Plato, unlike Aristotle, does not differentiate between theoretical and practical wisdom. A wise agent, according to Plato, is wise in both practical and theoretical matters. Moreover, Plato, unlike Aristotle does not make a sharp distinction between moral and intellectual virtues. Therefore, the Platonic conception of intellectual virtues, in comparison to the Aristotelian, offers a more suitable starting point for scholars who want to argue that intellectual virtues are but a subpart of moral. Furthermore, I will argue that the Platonic conception of intellectual virtues is also of significant merit for virtue-based approaches to education. Plato questioned whether we can attain knowledge but nevertheless went on to develop his Socratically inspired theory of education according to which we can teach learning without knowing. Socrates proclaimed his ignorance numerous times; nevertheless, he went on to educate the youth of Athens. This is what I will suggest that Plato’s notion of intellectual virtues can contribute to theories of education: we should teach children not by transferring knowledge to them directly but by building dispositions into them to seek and acquire the truth. I will argue that although somewhat ignored by contemporary scholars, Plato’s theory of education has much to teach us about epistemic character education today. The Platonic educational program does not advocate the direct transmission of knowledge from the teacher to the student but rather focuses on building the learners’ epistemic dispositions. Building upon the Socratic method, Plato’s educational program does not “spoon-feed” knowledge to the learners but rather fosters the growth of intellectual virtues through problem-solving. The Platonic decades long educational regime aims at training Philosopher-Kings in three types of virtue: (i) Moral Virtue; (ii) the Cognitive Virtue of Abstraction; (iii) the Cognitive Virtue of Debate. I will explain ways in which fostering intellectual virtues through problem-solving could be applied in classrooms today and I will argue that Plato’s rigorous education program is of definite merit for contemporary theories of education, especially given the fact that scholars in the field are looking for alternatives to the traditional methods of teaching. I will also dedicate a section to showing that Socrates was not a moral philosopher but rather an epistemic character builder. Socrates trained his students/interlocutors in desiring the truth without offering them any knowledge-education. I will also briefly highlight some of the most significant differences between the Platonic educational program, as described in the Republic, and the Socratic educational method. I will also discuss, before concluding my thesis, two different accounts of educational failure as presented by Plato in the Republic. The first one is the individuals employing the eristic method (as a result of failure in dialectic education) and the second is the individuals who correspond to the four imperfect societies (brought about again by the lack of proper education). I will argue that these two accounts can inform our understanding of what should be avoided when educating for epistemic (and moral) virtue nowadays. (shrink)

Wesley Salmon’s version of the ontic conception of explanation is a main historical root of contemporary work on mechanistic explanation. This paper examines and critiques the philosophical merits of Salmon’s version, and argues that his conception’s most fundamental construct is either fundamentally obscure, or else reduces to a non-ontic conception of explanation. Either way, the ontic conception is a misconception.

Over the past decade, scholarship on Kant’s practical philosophy has developed from a one-dimensional focus on his objective normative doctrines toward a more richly textured engagement with his views of character, virtue, and subjective moral consciousness. A significant contribution to this trend is made by G. Felicitas Munzel’s new study of the formal notion of character running throughout Kant’s mature works. As Munzel notes, the exhaustive attention that has long been focused on the Groundwork’s justification of fundamental moral principles has (...) obscured the equally crucial issue “of what it means for the human subject concretely to actualize such moral insight”. In Kant’s Conception of Moral Character, she provides a meticulously detailed and multi-dimensional answer to this question. Her book argues “not only that [Kant] has a very rich notion of moral character, but also that it is a conception of systematic importance for his thought, linking the formal moral with the critical, aesthetic, anthropological, and biological aspects of his philosophy”. While the book is almost entirely devoted to the latter exegetical aim, Munzel’s larger purpose is to highlight the gulf between Kant’s conception of moral character and the Aristotelian conception that underlies much recent philosophical work in virtue theory. By demonstrating the possibility of a notion of character focusing on the principled, rigorously controlled conduct of thought, she wants to present the Kantian account as one capable of contributing to contemporary debates about character, virtue, and moral education. (shrink)

It is a crucial issue for history to determine a cause or a causal relation between two events. The regularity theory of causation is one of the most popular approach to this problem. The paper analyzes mainly how this approach deals with the determination of a causal condition and with the choice of the main cause from the remaining causal conditions. It examines also Mackie’s conception of cause as an INUS condition, which is in fact only one version of (...) the regularity theory. The paper not only outlines and illustrates these approaches, using a concrete causal statments, but also presents the criticism of their shortcomings. It points to their difficulties springing from their inability to distinguish between the laws and accidental generalizations. This is important, because a genuine causal relation cannot be based on the second type of statments. (shrink)

Kant’s views on enlightenment are best known through his essay, “What is Enlightenment?” This is, however, merely the first of a series of reflections on the subject contained in the Kantian corpus. In what follows, I shall attempt to provide an overview of the Kantian conception of enlightenment. My major concern is to show that Kant had a complex and nuanced conception of enlightenment, one which is closely connected to some of his deepest philosophical commitments, and is as (...) distinct from the views of his contemporaries, including Mendelssohn’s, as his critical philosophy is from the rationalism of Leibniz, Wolff, and Baumgarten. (shrink)

What does it mean for a hypothesis to be ad hoc? One prominent account has it that ad hoc hypotheses have no independent empirical support. Others have viewed ad hoc judgements as subjective. Here I critically review both of these views and defend my own Coherentist Conception of Ad hocness by working out its conceptual and descriptive attractions.

J. B. Schneewind's Sidgwick's Ethics and Victorian Moral Philosophy surpassed all previous treatments of Sidgwick's The Methods of Ethics by showing how Sidgwick's work follows a coherent plan of argument for a conception of ethics as grounded in practical reason. Schneewind offered his interpretation as the product of a historical rather than a critical study. This article undertakes a critical study of Sidgwick's work based on Schneewind's interpretation. Its thesis is that the conception of ethics for which Sidgwick (...) argued is incoherent. As a result, it is argued, the coherent plan of argument in the Methods that Schneewind disclosed masks a deep incoherence in the argument itself. Correspondence:c1 [email protected]. (shrink)

I conceive of inductive logic as a project of explication. The explicandum is one of the meanings of the word `probability' in ordinary language; I call it inductive probability and argue that it is logical, in a certain sense. The explicatum is a conditional probability function that is specified by stipulative definition. This conception of inductive logic is close to Carnap's, but common objections to Carnapian inductive logic (the probabilities don't exist, are arbitrary, etc.) do not apply to this (...) conception. (shrink)

In this paper I develop a new conception of Tarskian logic based on Tarski’s intuitive characterization of logical consequence as formal and necessary in his 1936 paper. Special emphasis is placed on the role of logic in our system of knowledge, the origins of semantics, the semantic definition of logical consequence, and the role of logical and non-logical terms in a logical system. The paper offers a new definition of logical terms based on the question: what division of terms (...) into logical and extra-logical would yield a logical system that satisfies Tarski’s intuitive characterization of logical consequence in complete generality? I discuss the consequences of the new conception for revision in logic, the logicist thesis, and the relation between logic and mathematics. I offer a proof-theoretic perspective on the semantic conception delineated in this paper. And I conclude with a postscript on Tarski’s lecture, “What are Logical Notions?”, which was published shortly after the present conception of logic was developed. (shrink)