What are the truth conditions of want ascriptions? According to an influential approach, they are intimately connected to the agent’s beliefs: ⌜S wants p⌝ is true iff, within S’s belief set, S prefers the p worlds to the not-p worlds. This approach faces a well-known problem, however: it makes the wrong predictions for what we call (counter)factual want ascriptions, wherein the agent either believes p or believes not-p—for example, ‘I want it to rain tomorrow and that is exactly (...) what is going to happen’ or ‘I want this weekend to last forever, but of course it will end in a few hours’. We solve this problem. The truth conditions for want ascriptions are, we propose, connected to the agent’s conditional beliefs. We substantiate this connection by pursuing a striking parallel between (counter)factual and non-(counter)factual want ascriptions on the one hand and counterfactual and indicative conditionals on the other. (shrink)

A conclusion is a “material consequence” of reasons if it follows necessarily from them in accordance with a valid form of argument with content. The corresponding universal generalization of the argument’s associated conditional must be true, must be a covering generalization, and must be true of counter-factual instances. But it need not be law-like. Pearl’s structural model semantics is easier to apply to such counter-factual instances than Lewis’s closest-worlds semantics, and gives intuitively correct results.

Quine does not like counterfactuals. He thinks them unclear, and so he eschews them. It is enough, he thinks, for science to say of what it is that it is and that it is all that is. There is no need to say of what is not that it is not, or even worse, to say of what is not what it would be if ...

A kind of ‘isomorphism’ is commented on, between the relation of wants to indicative conditionals and the relation of wishes to counter‐factual conditionals. Among other things, it is suggested that Richard Jeffrey’s theory of decision applies equally to degrees of ‘wishedforness’.

According to the thesis of divine ‘middle knowledge’, first propounded by the Jesuit theologian Luis de Molina in the sixteenth century, subjunctive conditionals stating how free agents would freely respond under counter-factual conditions may be straightforwardly true, and thus serve as the objects of divine knowledge. This thesis has provoked considerable controversy, and the recent revival of interest in middle knowledge, initiated by Anthony Kenny, Robert Adams and Alvin Plantinga in the 1970s, has led to two ongoing (...) debates. One is a theoretical debate over the very intelligibility of middle knowledge;1 the other is a practical debate over its philosophical and theological utility.2. (shrink)

El presente artículo expone la crítica de Putnam sobre la noción de "referencia" en Fodor. Tal noción supone analizar el uso de condicionales contrafácticos y el uso de relaciones de dependencia asimétrica que realiza Fodor en Psico-semántica. De acuerdo con la concepción de Putnam, lo que se propone Fodor es naturalizar el discurso semántico-intencional; esto es, de lo que se trata es de ofrecer una reducción de la relación de referencia que no recurra a términos semántico-intencionales. Putnam concluye que no (...) es posible definir el léxico intencional en términos de un léxico no intencional porque el mero hecho de intentar tal reducción supone ya ejercitar un interés: la intención reductora. This article talks about the Putnam¿s critique to Fodor¿s reference notion. This notion means analysing counter factuals conditionals and the use of asymmetric dependence relations which Fodor translates into psycho semantic. According to Putnam¿s view, what Fodor¿s wants is to naturalize the semantic-intentional language. More precisely, Fodor offers a reduction of the reference relation that doesn¿t resort to semantic-intentional notions. Putnam concludes that it¿s not possible to define the intentional language in terms of a non intentional language because the simple fact of trying such a reduction implies the exercise of an intention: the reducer intention. (shrink)

Ordinary speakers intuitively assign truth-values to conditional utterances in everyday conversation, but, despite the general ease with which this occurs, it is notoriously difficult to give an account of the implicit logic that is followed in making these truth-value assignments. I propose a twofold logic of the conditional – a relatively simple “factual” logic for conditionals interpreted with regard to what is actually the case, largely following the logic of the material conditional; combined with a variably strict possible-worlds (...) counterfactual logic for conditionals interpreted with regard to with what may be (or may have been) the case, incorporating a ceteris paribus clause. This theory is able to deal with a number of challenges for other prominent views of the conditional, such as counter-intuitive truth-value ascriptions provided by notions of similarity or closeness, and difficulties adequately accounting for phenomena such as reverse Sobel sequences. (shrink)

In this article I try to give an account of the meaning of phrases of the form ‘A causes B’ as they are most usefully used in everyday life and the applied sciences. This account covers narrower uses of such phrases, but we find that in our usage of the term, ‘A causes B’ neither entails nor is entailed by ‘A is always followed by B’. Logically necessary and sufficient conditions of this general term can be given, however, by reference (...) to particular cases of causation. The analysis of these is shown to be irreducibly counter-factual, i.e. such phrases are not definable in terms of statements describing those observable occurrences which constitute the relevant verificationary processes. Some objections to the analysis are considered, and it is tested against various examples. * Received 6.xii.65 1 This article is an expanded version of a paper read to the British Society for the Philosophy of Science at Bristol in September 1964. I have greatly benefited from criticisms and suggestions by members of the philosophy seminar of the University of Durham, especially Dr Doreen Bretherton, and also by Professor J. L. Mackie and the editor and referees of this Journal. (shrink)

I analyze some classical solutions of the skeptical argument and some of their week points (especially the contextualist solution). First I have proposed some possible improvement of the contextualist solution (the introduction of the explicit-implicit belief and knowledge distinction beside the differences in the relevance of some counter-factual alternatives). However, this solution does not block too fast jumps of the everyday context (where empirical knowledge is possible) into skeptical context (where empirical knowledge is impossible). Then I analyze some (...) formal analogies between some modal arguments on the contingency of empirical facts (and the world as whole) and the skeptical arguments against empirical knowledge. I try to show that the skeptical conclusion “Empirical knowledge does not exist” is logically coherent with the thesis that they are empirical facts and that we have true belief on them. In order to do that without contradictions I have to accept a non-classical definition of knowledge: S knows that p:= S is not justified to allow that non-p. Knowledge and justified allowance function here as some pseudo-theoretical concepts which allow only some partial and conditional definitions by some “empirical” terms and logical conditions. (shrink)

The logic of dominance arguments is analyzed using two different kinds of conditionals: indicative (epistemic) and subjunctive (counter-factual). It is shown that on the indicative interpretation an assumption of independence is needed for a dominance argument to go through. It is also shown that on the subjunctive interpretation no assumption of independence is needed once the standard premises of the dominance argument are true, but that independence plays an important role in arguing for the truth of the (...) premises of the dominance argument. A key feature of the analysis is the interpretation of the doubly conditional comparative "I will get a better outcome if A than if B" which is taken to have the structure "(the outcome if A) is better than (the outcome if B)". (shrink)

Quentin Smith argues that if God exists, He had a duty to ensure life's existence; and He couldn't rationally have done so and made a big bang unless a counter-factual like "If God had made a big bang, there would have been life," was true pre-creation. But such counter-factuals are not true pre-creation. I argue that God could have made a big bang without irrationality; and that He could have ensured life without making big bangs non-random. Further, (...) a proper understanding of the truth-conditions of counter-factuals like the one above lets them have determinate truth-values pre-creation. But the explanation of how the above counter-factual can be true pre-creation is more complicated than that offered by William Lane Craig. (shrink)

In the wake of recent attempts at alternate history (Bowler 2013), this paper suggests several avenues for a pluralistic approach to Charles Darwin and his role in the history of evolutionary theory. We examine in what sense Darwin could be described as a major driver of theoretical change in the history of biology. First, this paper examines how Darwin influenced the future of biological science: not merely by stating the fact of evolution or by bringing evidence for it; but by (...) discovering natural selection, and giving it pre-eminence over any other mechanism for evolution; and also by proposing a masterful and quite unique synthesis of many scientific fields. Contrasting Darwin’s views with those of A.R. Wallace, I conclude that “natural selection” is clearly an original contribution, that it had no forerunners or co-discoverers, and could barely have appeared after Darwin conceived of it. This specificity of Darwin’s contribution is an invitation to be strongly presentist (Loison 2016) and to adopt only weak counter-factuals. In contrast, there are possible ways to use strong counter-factuals as attempts to “pluralize” the history of biological theory: i.e. imagine new possible avenues for the development of evolutionary biology. The idea that evolution was a theory “in the air” suggests that evolutionary theory could have developed in a world without Darwin, especially if we accept to delete not only “Darwin” but “England”. France and Germany are examined as possible countries where evolutionary ideas would have thrived even with no contribution from the English scientists. Finally, the paper suggests another counter-factual hypothesis: deleting not Darwin and his Origin but the Darwin Industry itself. This may allow us to read the Origin of Species with fresh eyes and to discover Darwin’s life-long interest in variation and its laws, as many of his early readers did. (shrink)

Standard conditionals $\varphi > \psi$, by which I roughly mean variably strict conditionals à la Stalnaker and Lewis, are trivially true for impossible antecedents. This article investigates three modifications in a doxastic setting. For the neutral conditional, all impossible-antecedent conditionals are false, for the doxastic conditional they are only true if the consequent is absolutely necessary, and for the metaphysical conditional only if the consequent is ‘model-implied’ by the antecedent. I motivate these conditionals logically, and also (...) doxastically by properties of conditional belief and belief revision. For this I show that the Lewisian hierarchy of conditional logics can be reproduced within ranking semantics, provided we slightly stretch the notion of a ranking function. Given this, acceptance of a conditional can be interpreted as a conditional belief. The epistemic and the neutral conditional deviate from Lewis’ weakest system $V$, in that ID or even CN are dropped, and new axioms appear. The logic of the metaphysical conditional is completely axiomatised by $V$ to which we add the known Kripke axioms T5 for the outer modality. Related completeness results for variations of the ranking semantics are obtained as corollaries. (shrink)

According to mental model theory, illusory inferences are a class of deductions in which individuals systematically go wrong. Mental model theory explains them invoking the principle of truth, which is a tendency not to represent models that falsify the premises. In this paper we focus on the illusory problems based on conditional sentences. In three experiments, we show that: (a) rather than not representing models that falsify the conditionals, participants have a different understanding of what falsifies a conditional (Experiment (...) I); (b) specifically, participants think that a conditional with an impossible antecedent or consequent is false (Experiment 2); (c) if the domain of the conditionals in the illusory problems are expanded to show that their antecedents and consequents are possible, the participants find it easy to reach the correct conclusions (Experiment 3). According to our results, the illusory inferences based on conditional premises, differently from those based on disjunctive premises, are caused by a difference between the understanding of natural language factual conditionals and the truth table of the factual implication; the principle of truth is not necessary to explain them. (shrink)

In Logical Forms Chateaubriand introduces a disambiguation technique that might turn out to be highly useful for analyzing important classes of sentences. In particular, he claims that this technique is relevant for analyzing counterfactual suppositions. In this paper I critically examine this claim and conclude that the ambiguity of counterfactuals is contextual rather than structural.

It is argued that indicative conditionals are best viewed as having truth conditions (and so they are in part factual) but that these truth conditions are ‘gappy’ which leaves an explanatory gap that can only be filled by epistemic considerations (and so indicative conditionals are in part epistemic). This dual nature of indicative conditionals gives reason to rethink the relationship between logic viewed as a descriptive discipline (focusing on semantics) and logic viewed as a discipline with (...) a normative import (focusing on epistemic notions such as ‘reasoning’, ‘beliefs’ and ‘assumptions’). In particular, it is argued that the development of formal models for epistemic states can serve as a starting point for exploring logic when viewed as a normative discipline. (shrink)

Counterfactual reasoning -- envisioning hypothetical scenarios, or possible worlds, where some circumstances are different from what (f)actually occurred (counter-to-fact) -- is ubiquitous in human cognition. Conventionally, counterfactually-altered circumstances have been treated as "small miracles" that locally violate the laws of nature while sharing the same initial conditions. In Pearl's structural causal model (SCM) framework this is made mathematically rigorous via interventions that modify the causal laws while the values of exogenous variables are shared. In recent years, however, this purely (...) interventionist account of counterfactuals has increasingly come under scrutiny from both philosophers and psychologists. Instead, they suggest a backtracking account of counterfactuals, according to which the causal laws remain unchanged in the counterfactual world; differences to the factual world are instead "backtracked" to altered initial conditions (exogenous variables). In the present work, we explore and formalise this alternative mode of counterfactual reasoning within the SCM framework. Despite ample evidence that humans backtrack, the present work constitutes, to the best of our knowledge, the first general account and algorithmisation of backtracking counterfactuals. We discuss our backtracking semantics in the context of related literature and draw connections to recent developments in explainable artificial intelligence (XAI). (shrink)

In this book I show that science suffers from a damaging but rarely noticed methodological disease, which I call rationalistic neurosis. It is not just the natural sciences which suffer from this condition. The contagion has spread to the social sciences, to philosophy, to the humanities more generally, and to education. The whole academic enterprise, indeed, suffers from versions of the disease. It has extraordinarily damaging long-term consequences. For it has the effect of preventing us from developing traditions and institutions (...) of learning rationally devoted to helping us learn how to make progress towards a wiser, more civilized world. On our fragile earth, overcrowded, fraught with injustice, inequality and conflict, menaced by unprecedented and terrifying technological and industrial means for change and destruction, we urgently need to acquire a little more wisdom and civilization if we are to avoid repeating horrors of the kind suffered by so many during the 20th century (and already suffered by many in the first few years of the 21st century). We can ill afford to have in our hands instruments of learning botched and bungled from the standpoint of helping us learn how to live more wisely. It may seem scarcely credible that something as important as our institutions of learning can suffer from wholesale, structural defects. Why has this not been noticed before? Why have not armies of scientists and scholars appreciated the point and, long ago, put the matter right? The answer will emerge as my argument unfolds. I will show that one of the most damaging features of rationalistic neurosis is that it has built-in methodological and institutional mechanisms which effectively conceal that anything is wrong. But there is also an immediately obvious reason: specialization, and the resulting fragmentation of academia, has resulted in a situation in which hardly anyone takes responsibility for the overall ideals, the overall aims and methods, of academic inquiry. Academics, these days, are specialists, furiously trying to keep abreast of developments in their own specialist fields. They have no time, and no inducement, to lift their eyes from their particular disciplines, and look at the whole endeavour. Science has long been under attack, at least since the Romantic movement. Blake objected to “Single vision & Newton’s sleep” and declared that “Art is the Tree of Life... Science is the Tree of Death”. Keats lamented that science will “clip an Angel’s wings” and “unweave a rainbow”. Whereas the Enlightenment had valued science and reason as tools for the liberation of humanity, Romanticism found science and reason oppressive and destructive, and instead valued art, imagination, inspiration, individual genius, emotional and motivational honesty rather than careful attention to objective fact. Much subsequent opposition to science stems from, or echoes, the Romantic opposition of Blake, Wordsworth, Keats and many others. There is the movement Isaiah Berlin has described as the “Counter-Enlightenment” (Berlin, 1979, ch. 1). There is existentialism, with its denunciation of the tyranny of reason, its passionate affirmation of the value and centrality of irrationality in human life, from Dostoevsky, Kierkegaard and Nietzsche to Heidegger and Sartre (see, for example, Barrett, 1962). There is the attack on Enlightenment ideals concerning science and reason undertaken by the Frankfurt school, by postmodernists and others, from Horkheimer and Adorno to Lyotard, Foucault, Habermas, Derrida, MacIntyre and Rorty (see Gascardi, 1999). The soul-destroying consequences of valuing science and reason too highly is a persistent theme in literature: it is to be found in the works of writers such as D.H. Lawrence, Doris Lessing, Max Frisch, Y. Zamyatin. There is persistent opposition to modern science and technology, and to scientific rationality, often associated with the Romantic wing of the green movement, and given expression in such popular books as Marcuse’s One Dimensional Man, Roszak’s Where the Wasteland Ends, Berman’s The Reenchantment of the World and Appleyard’s Understanding the Present. There is the feminist critique of science and conceptions of science: see, for example, Fox Keller (1984) and Harding (1986). And there are the corrosive implications of the so-called “strong programme” in the sociology of knowledge, and of the work of social constructivist historians of science, which depict scientific knowledge as a belief system alongside many other such conflicting systems, having no more right to claim to constitute knowledge of the truth than these rivals, the scientific view of the world being no more than an elaborate myth, a social construct (see Barnes and Bloor, 1981; Bloor, 1991; Barnes, Bloor and Henry, 1996; Shapin and Schaffer, 1985; Shapin, 1994; Pickering, 1984; Latour, 1987). This latter literature has provoked a counter-attack by scientists, historians and philosophers of science seeking to defend science and traditional conceptions of scientific rationality: see Gross and Levitt (1994), Gross, Levitt and Lewis (1996), and Koertge (1998). This debate between critics and defenders of science came abruptly to public attention with the publication of Alan Sokal’s brilliant hoax article ‘Transgressing the boundaries’ in a special issue of the cultural studies journal Social Text in 1996 entitled Science Wars: see Sokal and Bricmont (1998). What does this book have to contribute, given the above avalanche of criticism of science? The criticisms of science developed in this book are diametrically opposed to the above, in so far as the above criticisms oppose scientific rationality, seek to diminish or restrict its influence, or hold that it is unattainable. My central point is that we suffer, not from too much scientific rationality, but from not enough. What is generally taken to constitute scientific rationality is actually nothing of the kind. It is rationalistic neurosis, a characteristic, influential and damaging kind of irrationality masquerading as rationality. Science is damaged by being trapped within a widely upheld but severely defective philosophy of science; free science from this defective philosophy, provide it with a more intellectually rigorous philosophy, and it will flourish in both intellectual and humanitarian terms. And more generally, as we shall see, academic inquiry as a whole is damaged by being trapped within an intellectually defective philosophy of inquiry; free it from this defective philosophy, from its rationalistic neurosis, and it will flourish in intellectual and human terms. It is not reason that is damaging, but defective pretensions to reason — rationalistic neurosis —masquerading as reason. Thus what I seek to do here is the exact opposite of what all those who oppose science and scientific rationality do. I shall argue that Reason, the authentic article, arrived at by generalizing the progress-achieving methods of science, can have profoundly liberating and enriching consequences for all worthwhile, problematic aspects of life, and thus deserves to enter into every aspect of life. The bare bones of the argument of this book can be stated quite simply like this. Science cannot proceed without making the substantial metaphysical assumption that the universe is physically comprehensible (to some extent at least). But this conflicts with the orthodox view that in science everything is assessed impartially with respect to evidence, nothing being permanently assumed independently of evidence. So the metaphysical assumption of comprehensibility is repressed. Science pretends that no such assumption is made. But this damages science. For the assumption is substantial, influential and highly problematic. It needs to be made explicit within science so that it can be critically scrutinized, so that alternatives can be developed and considered. Pretending the assumption is not being made undermines the intellectual rigour of science, its intellectual value and success. And it does not stop there. For science also makes value assumptions. Quite properly, science is concerned to discover that which is of value. New factual knowledge devoid of all value (whether intellectual or practical) does not contribute to science. But the orthodox view of science holds that values have no place within science. As in the case of metaphysics, here too, science pretends that values have no role to play within the intellectual domain of science. And this damages science. For values are, if anything, even more influential and problematic than metaphysics (in influencing the direction of research). Here too, values need to be made explicit within science so that they can be scrutinized, so that alternatives can be developed and assessed. Pretending that values play no role within the intellectual domain damages science; both the intellectual and the practical aspects of science are adversely affected. Science fails to pursue those avenues of research that lie in the best interests of humanity. And it goes further. Science is pursued in a social, cultural, economic and political context. It is a part of various social, economic and political projects which seek to achieve diverse human objectives. But the idea that science is an integral part of humanitarian or political enterprises with political ends clashes, once again, with the official view of science that the aim of science is to improve factual knowledge. The political objectives of science are repressed. And, once again, this damages science. For, of course, the political objectives of science, like all our political objectives, are profoundly problematic. These need to be made explicit so that they can be scrutinized, so that alternatives can be developed and considered. The pretence that science does not have this political dimension once again undermines the intellectual rigour of science, and its human value. It lays science open to becoming a part of economic, corporate and political enterprises that are not in the best interests of humanity. The upshot of the line of argument just indicated is that we need to bring about a revolution in the aims and methods of science, and of academic inquiry more generally. Natural science needs to change; its relationship with the rest of academic inquiry, with social inquiry and the humanities, needs to change; and most importantly and dramatically, academic inquiry as a whole needs to change. The basic task of the academic enterprise needs to become to help humanity learn how to tackle its problems of living in more cooperatively rational ways than at present. We need to put the intellectual tasks of articulating our problems of living, and proposing and critically assessing possible solutions, possible and actual actions, at the heart of academic inquiry. The basic task needs to be to help humanity learn a bit more wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom including knowledge and technological know-how, but much else besides. Natural science, despite its flaws, has massively increased our knowledge and technological know-how. This in turn has led to a massive and sometimes terrifying increase in our power to act. Often this unprecedented power to act is used for human good, as in medicine or agriculture. But it is also used to cause harm, whether unintentionally (initially at least) as when industrialization and modern agriculture lead to global warming, destruction of natural habitats and rapid extinction of species, or intentionally, as when the technology of war is used by governments and terrorists to maim and kill. Before the advent of modern science, when we lacked the means to do too much damage to ourselves and the planet, lack of wisdom did not matter too much. Now, with our unprecedented powers to act, bequeathed to us by science, lack of wisdom has become a menace. This is the crisis behind all the other current global crises: science without wisdom. In these circumstances, to continue to pursue knowledge and technological know-how dissociated from a more fundamental quest for wisdom can only deepen the crisis. As a matter of urgency, we need to free science and academia of their neuroses; we need to bring about a revolution in the academic enterprise so that the basic aim becomes to promote wisdom by intellectual and educational means. At present science and the humanities betray both reason and humanity. The argument of this book, which I have just summarized, begins with a discussion of the philosophical and methodological problems that beset theoretical physics. At once, many of those who are concerned about moral, political and environmental issues that plague our world today, will feel impatient. What have the methodological problems of theoretical physics to do with third world poverty, war and the threat of war, pollution, extinction of species, the menace of conventional, chemical, biological and nuclear armaments? I can only plead with such a reader: patience. The root cause of the sickness of our times does indeed lie, I claim, with a methodological sickness of natural science or, even more specifically, of physical science. What makes the modern world so utterly different from all previous ages is our possession of modern science and technology. This is the instrument that has changed the conditions of human life almost beyond all recognition, and put unprecedented, and sometimes terrifying, powers into our hands. One should not dismiss out of hand the suggestion that a part of our problem may lie with this instrument, this engine, of rapid change. We see, here, too, the way in which intellectual specialization, referred to above, has effectively concealed from view the nature and extent of the problem that confronts us. The argument that I shall develop in what follows begins with physics, with problems concerning the aims and methods of physics. But it then leaps to social science, to philosophy, to the humanities, to education, to psychotherapy, and to politics: in the end there is scarcely an aspect of modern life that is not touched and, potentially, affected by the argument. How many academic experts are prepared to follow, to take seriously, an argument that ranges so recklessly across such a wide range of academic disciplines? How many non-academic non-experts? But just this is what the argument and message of this book requires. I hope that the reader will endure with patience the somewhat esoteric discussion concerning the aims and methods of physics pursued in chapter one. This may not seem to have anything much to do with the urgent problems of our times, but it does. This is in part how the intellectual disaster I seek to expose in this book conceals itself from view: it buries itself in the obscure, recondite field of the philosophy of physics. Those who devote their lives to the philosophy of physics are, by and large, too myopic to see how their specialized field of study has anything to do with the great and dreadful humanitarian problems and disasters of our age; and those who are above all concerned with these humanitarian disasters have no time at all for abstruse issues concerning the aims and methods of physics. And so the connection is never made. As it happens, the methodological neurosis of physics, with which we begin in chapter one, is actually a quite simple matter to grasp. It does not require any real knowledge of physics to understand. Indeed, physicists and philosophers of physics are much more likely to find the argument difficult to follow than are non-experts. We non-scientists can stand back and see the whole wood; scientists, trained to think in terms of the current orthodox conception of science, trapped in the thickets of research, will find this much harder to do. In an attempt to take this peculiar circumstance into account, I have arranged the exposition as follows. In chapter one I give a simple exposition of the case for declaring natural science to suffer from what I call "rationalistic neurosis"; this avoids all technicalities, and goes straight to the heart of the matter. In the appendix I tackle a host of more technical objections that may be made to the elementary argument of chapter one. So, those experts in the fields of the philosophy of physics and philosophy of science who find the argument of chapter one naïve and unconvincing, should consult the appendix before tossing the book away in disgust. I write in the hope that there will be a few who will not dismiss out of hand the suggestion that the question of how we are to go about learning how to live in wiser and more civilized ways might have something to learn from scientific learning, and will take the trouble to pursue the line of argument traced out in this book. I write in the hope that these few will grasp just how desperate our situation is, how urgent the need to change the status quo, and will do everything in their power to alert others to the need to heal the methodological sickness from which our institutions and traditions of learning at present suffer. To begin with, we need a campaigning organization, modelled perhaps on "Friends of the Earth", which might be called something like "Friends of Wisdom". (shrink)

1.What do you do when you argue a case? -- Claims and conclusions -- Reasons and inference -- Titles as questions -- Support for a conclusion -- 2.How will you make yourself clear? -- Vagueness and definition -- Assumptions -- Ambiguity and conflation -- Ordering and indicating -- 3.What case have others made? -- Counter-claims -- Counter-argument -- Selection and evaluation of sources -- Reputation and expertise -- 4.What do you make of these arguments? -- Overstatement and straw (...) man -- Causes and conditions -- Appeals to the past -- Appeals to feelings -- 5.How will you support your case? -- Examples and anecdotes -- Facts and factual claims -- Statistical evidence -- Credibility and corroboration -- 6.How much can you be sure about? -- Certainty and plausibility -- Deductive argument -- Conditional claims -- Logic and truth -- 7.How much is a matter of belief? -- Point of view -- Belief and opinion -- Bias and neutrality -- Values and principles -- 8.Are you over-simplifying the issue? -- Ad hominem and tu quoque ploys -- False dichotomy -- Over-generalization -- Analogy and slippery slope -- 9.Does your argument hang together? -- Contradiction -- Consistency and coherence -- Changing the subject -- Begging the question -- 10.How will you lay out your case? -- Structure of reasoning -- Intermediate conclusion -- Alternative inferences -- Quotation and referencing. (shrink)

So-called Locke's thesis is the view that no two things of the same kind may coincide, that is, may be completely in the same place at the same time. A number of counter-examples to this view have been proposed. In this paper, some new and arguably more convincing counter-examples to Locke's thesis are presented. In these counter-examples, a particular entity (a string, a rope, a net, or similar) is interwoven to obtain what appears to be a distinct, (...) thicker entity of the same kind. It is argued that anyone who subscribes to certain standard metaphysical arguments, which are generally taken for granted in the debate about Locke's thesis, is virtually compelled to accept the counter-examples. (shrink)

(No abstract is available for this citation).

For Bernard Stiegler ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. These conditions, which have come to be discussed and dissected with reference to such terms as Anthropocene (Stoermer, Crutzen), Capitalocene (Moore), Plantationocene (Haraway), hold unprecedented and mostly devastating consequences for all life. To consider possibilities for action within the field of education (...) to the conditions of the contemporary, I read Walter Mignolo’s concept of the colonial wound together with Gilles Deleuze’s conceptualisation of the wound. Based on this reading, I argue for the conditions of the contemporary to be understood as a wound in both Mignolo’s and Deleuze’s sense. Conceptualising it as such in turn allows me to ask how we might counter-actualise the wounds of the contemporary. In other words, how might we be worthy of the wound-event and respond in an affirmative yet critical manner to it within the field of education, and in so doing generate new possibilities of (educational) life. To consider what one such possibility of counter-actualisation might entail, I propose that education be informed by the notion of incompleteness, as expressed in the concept of conviviality. I conclude by reflecting on implications of counter-actualising the wound of the contemporary in relation to education if we were to activate the concepts of incompleteness and conviviality and pursue a different aesthetics of (educational) life. (shrink)

In this article I reconstruct the philosophical conditions for the emergence of the notion of counter-conduct within the framework of Michel Foucault’s study of governmentality, and I explore the reasons for its disappearance after 1978. In particular, I argue that the concept of conduct becomes crucial for Foucault in order to redefine governmental power relations as specific ways to conduct the conduct of individuals: it is initially within this context that, in Security, Territory, Population, he rethinks the problem of (...) resistance in terms of counter-conduct. However, a few months later, in What is Critique?, Foucault replaces the notion of counter-conduct with that of critical attitude, defined as the particular form that counter-conduct takes in modern times. This notion allows him to highlight the role played by the will in resistance to governmental strategies. But since the notion of counter-conduct is conceptually wider than that of critical attitude, I suggest in conclusion that it could be worth reactivating it as a “historical category which, in various forms and with diverse objectives, runs through the whole of Western history.”. (shrink)

Educational approaches to counter-extremism are proliferating globally, claiming to foster ‘critical thinking’ amongst those deemed vulnerable to extremism. These projects ‘make sense’ through two mutually-reinforcing discourses: a psychological discourse that adjudicates the moral value of different ways of thinking through scientific measures; and an ethical discourse of liberal education that idealizes critical thinking as essential to human development – becoming more human and humane. Counter-extremism mobilizes both to over-represent a ‘dominant genre of being’, to take Sylvia Wynter’s phrase, (...) as if it were the only way of being human. Such projects show how expert and everyday understandings of ‘critical thinking’ have been shaped by psychology’s history as a race science and liberal understandings of education that have legitimated hierarchies of being human. I argue that these conditions of possibility that shape critical thinking must be grappled with in any critical pursuit against hierarchies of being human. (shrink)

The majoritarian conception of democracy implies that counter-majoritarian institutions such as federalism—and even representative institutions—are derogations from democracy. The majoritarian conception is mistaken for two reasons. First, it is incoherent: majoritarianism ultimately stands against one of democracy’s core normative commitments—namely, political equality. Second, majoritarianism is premised on a mistaken view of power, which fails to account for the power of numbers and thereby fails to explain the inequality faced by members of persistent minorities. Although strict majority rule serves the (...) democratic values of political agency and equality as interpreted by a set of formal conditions, an adequate conception of power shows why in real-world conditions formal-procedural inequalities, instantiated by counter-majoritarian institutions such as federalism, are sometimes required to serve democratic equality. (shrink)

Why are some conditionals subjunctive? It is often assumed that at least one crucial difference is that subjunctive conditionals presuppose that their antecedent is false, that they are counterfactual (Lakoff 1970). The traditional theory has apparently been refuted. Perhaps the clearest counter-example is one given by Alan Anderson (1951: 37): If Jones had taken arsenic, he would have shown just exactly those symptoms which he does in fact show. A typical place to use such a subjunctive conditional (...) would be in the course of an argument that tries to bolster the hypothesis that Jones did in fact take arsenic. But then it would of course be self-defeating to presuppose that the hypothesis is false. Thus, something else must be going on. (shrink)

The conditional probability of h given e is commonly claimed to be equal to the probability that h would have if e were learned. Here I contend that this general claim about conditional probabilities is false. I present a counter-example that involves probabilities of probabilities, a second that involves probabilities of possible future actions, and a third that involves probabilities of indicative conditionals. In addition, I briefly defend these counter-examples against charges that the probabilities they involve are (...) illegitimate. (shrink)

To answer whether moral responsibility is compatible with determinism, two different methods for justifying compatibilist conditions of responsibility have emerged in recent literature. First-person approaches, such as Hilary Bok's, appeal to the first-person experience of human agency to justify our practices of holding agents responsible. In contrast, T. M. Scanlon and Jay Wallace, following P. F. Strawson, begin with an account of the interpersonal significance of holding each other responsible in order to discern the conditions under which it is appropriate (...) to assign that significance to an agent's actions. In this dissertation, I evaluate these different methodologies, and I examine the details of each view in order to find a proper understanding of the conditions of responsibility and of the significance of responsibility judgments within our interpersonal lives. ;I argue that the backward-looking significance we attach to responsibility judgments, including those of blame and praise, can be captured only by an interpersonal approach. Specifically, I argue that the significance of responsibility is not found in the negative consequences or emotions that we associate with holding agents responsible. Rather, ascribing to an agent the status of being responsible is a form a deep respect, which has practical implications. I argue that our intuitions concerning victims of severely deprived childhoods are best accounted for if we recognize that ascription as a form of respect and we separate the question of whether an agent is responsible from considerations of appropriate punishments. ;With regard to the conditions of responsibility, I argue that practical reasoners should be considered responsible not only for their choices, but also for negligent omissions, moral beliefs, and certain emotional reactions, even if such phenomena are not based on their choices. In addition, I argue that compatibilists do not need to add the capacity to grasp distinctly moral reasons to the requirements of responsible agency because that capacity is entailed by the basic capacity to reason practically. I examine the psychological literature on psychopaths---agents who supposedly are practical reasoners without moral understanding---to counter an objection to my view. (shrink)

Some visual artworks constitute hate speech because they can perform oppressive illocutionary acts. This illocution-based analysis of art reveals how responsive curation and artmaking undermines and manages problematic art. Drawing on the notion of counterspeech as an alternative tool to censorship to handle art-based hate speech, this article proposes aesthetic blocking and aesthetic spotlighting. I then show that under certain conditions, this can lead to eventual metaphysical destruction of the artwork; a way to destroy harmful art without physically destroying it.

The main aim of this paper is to study the notion of conditional right by means of a dialogical approach to constructive type theory (CTT). We will develop this idea in a framework where the distinction between local-reason and strategic-reason leads to the further distinction between two basic kinds of pieces of evidence, factual and logical. The present paper is based on Rahman (2015). However, though the underlying CTT-analysis is the same, the dialogical reconstruction makes use of a new (...) way of linking dialogical logic and CTT. (shrink)

The aim of this paper is to present a version of the principle of alternate possibilities which is not susceptible to the Frankfurt-style counter-example. I argue that PAP does not need to be endorsed as a necessary condition for moral responsibility and, in fact, presenting PAP as a sufficient condition maintains its usefulness as a maxim for moral accountability whilst avoiding Frankfurt-style counter-examples. In addition, I provide a further sufficient condition for moral responsibility – the twin world condition (...) – and argue that this provides a means of justifying why the protagonist in Frankfurt-style scenarios is still felt to be morally responsible. I conclude with the claim that neither the amended PAP nor the twin world condition is necessary for the ascription of moral responsibility; rather, what is necessary is simply that one of these conditions is satisfied. (shrink)

In this paper I shall be concerned primarily with contingent subjunctive conditionals, not to analyze them, but to argue that those who attempt such an analysis employing the concept of law--an approach which I confess seems promising--are at best providing logically sufficient conditions for the truth of contingent subjunctive conditionals and are not providing a correct analysis. My argument will have two parts. I shall first argue that the more plausible attempts to analyze our concept of law without (...) subjunctive conditionals seem to fall prey to counter-examples. Secondly, I shall argue that even if we had an independent understanding of law, it is at least questionable that such an analysis could be employed in explicating conditions which are both logically necessary and sufficient for the truth of a subjunctive conditional. (shrink)

This paper considers the method of idealization and factualization as the main method of all advanced empirical science. The procedure is as follows. Some idealizing conditions are assumed: the vanishing of factors $(p_{i}=0)$ which never vanish in the real world. An idealization law is formulated -- a law which is exactly (non-vacuously) fulfilled only in an ideal model, not in any real system. Then the idealizing assumptions are abrogated one by one-it is a process of gradual factualization, of the transition (...) to the factual laws which are fulfilled in real systems. These laws may be directly applied and tested by experience. (shrink)

An examination of conditionals in di¤erent languages leads to a distinction of three types of conditionals instead of the usual two (indicative and subjunctive). The three types can be explained by the degree of acceptance or as-if acceptance of the truth of the antecedent. The labels subjunctive and indicative are shown to be inadequate. So-called indicative conditionals comprise two classes, the very frequent uncertain-fact conditionals and the quite rare accepted-fact conditionals. Uncertain-fact conditionals may have (...) a time shift in contemporary English and the future subjunctive in Portuguese (though not all of them do). Moreover, paraphrases of if with in case or supposing are usually possible with approximately the same meaning. Accepted-fact conditionals never have these features. (shrink)

Recently, there have been several attempts to generalize the counterfactual theory of causal explanations to mathematical explanations. The central idea of these attempts is to use conditionals whose antecedents express a mathematical impossibility. Such countermathematical conditionals are plugged into the explanatory scheme of the counterfactual theory and—so is the hope—capture mathematical explanations. Here, I dash the hope that countermathematical explanations simply parallel counterfactual explanations. In particular, I show that explanations based on countermathematicals are susceptible to three problems counterfactual (...) explanations do not face. These problems seriously challenge the prospects for a counterfactual theory of explanation that is meant to cover mathematical explanations. (shrink)

Ignorant speech, which spreads falsehoods about people and policies, is pervasive in public discourse. A popular response to this problem recommends countering ignorant speech with more speech, rather than legal regulations. However, Mary Kate McGowan has influentially argued that this ‘counterspeech’ response is flawed, as it overlooks the asymmetric pliability of conversational norms: the phenomenon whereby some conversational norms are easier to enact than subsequently to reverse. After demonstrating that this conversational ‘stickiness’ is an even broader concern for counterspeech than (...) McGowan suggests—it applies not just to oppressive or hateful speech, but also to ordinary policy-related misinformation—I argue that a more sophisticated account of counterspeech can nevertheless overcome it. First, the stickiness objection overlooks the distinction between ‘negative’ and ‘positive’ counterspeech. Instead of directly negating a distorted proposition, positive counterspeech affirms a correct proposition that is inconsistent with the falsehoods at hand. This, I contend, allows it to counter ignorant speech without triggering the properties that render it sticky. Second, the stickiness objection presupposes an unrefined conception of counterspeech’s temporality. Counterspeech should be understood as a diachronic process, which not only follows, but also pre-empts, ignorant utterances. Drawing on speech-act theories of silencing, I argue that pre-emptive counterspeech can condition the conversational context so as to prevent subsequent ignorant utterances from enacting sticky conversational norms. Thus, this theoretically-refined conception of counterspeech helps appreciate how verbal responses might overcome the stickiness of conversational norms; and, in doing so, it reveals that this stickiness need not provide reasons to prefer legal remedies to counterspeech. (shrink)

The paper explores selected factors influencing the process of radicalisation leading to the use of political violence and terror by the Muslim minorities living in the European Union member states. Internal and external catalysts conditioning this process and methods of their analysis have been presented. The second section examines various counter-radicalisation and de-radicalisation efforts of the EU. The authors analysed the multidimensional European Union policy in the area of counteracting radicalisation for empowering the population and member states in preventing (...) the radicalisation and recruitment to terrorism and emphasising the role of social partners and local authorities. Also, the promotion of good practices for combating radicalisation, developed under the auspices of the multidisciplinary Radicalisation Awareness Network is presented. (shrink)

"If you turn left at the next corner, you will see a blue house at the end of the street." That sentence -- a conditional -- might be true even though it is possible that you will not see a blue house at the end of the street when you turn left at the next corner. A moving van may block your view; the house may have been painted pink; a crow might swoop down and peck out your eyes. Still, (...) in some contexts, we might ignore these possibilities and correctly assert the conditional. In this book, Christopher Gauker argues that such context-relativity is the key to understanding the semantics of conditionals. Contexts are defined as objective features of the situation in which a conversation takes place, and the semantic properties of sentences -- conditionals included -- are defined in terms of assertibility in a context. One of the primary goals of a theory of conditionals has to be to distinguish correctly between valid and invalid arguments containing conditionals. According to Gauker, an argument is valid if the conclusion is assertible in every context in which the premises are assertible. This runs counter to what Gauker sees as a systematic misreading of the data by other authors, who judge arguments to be invalid if they can think of a context in which the premises are judged true and some other context in which the conclusion is judged false. Different schools of thought on conditionals reflect fundamentally different approaches to semantics. Gauker offers his theory as a motive and test case for a distinctive kind of semantics that dispenses with reference relations and possible worlds. (shrink)

This paper presents a justification counterpart for dyadic deontic logic, which is often argued to be better than Standard Deontic Logic at representing conditional and contrary-to-duty obligations, such as those exemplified by the notorious Chisholm’s puzzle. We consider the alethic-deontic system (E) and present the explicit version of this system (JE) by replacing the alethic Box-modality with proof terms and the dyadic deontic Circ-modality with justification terms. The explicit representation of strong factual detachment (SFD) is given and finally soundness (...) and completeness of the system (JE) with respect to basic models and preference models is established. (shrink)

I begin my comment on Westphal’s study by exploring briefly his refutation of “the arbitrariness thesis,” and then focusing on the “conditio humanae,” i.e. the conditions of life as freedom realized in common life. As I understand it, coordination and cooperation among persons are required because employing freedom in the presence of others presupposes an act of recognition that acknowledges a priori the necessity of universal respect. The right to use and possess things within the institution of property is an (...) illustrative example of this necessity. Justice requires possession not in the form of some equal distribution but as a normative requirement that “everyone shall have property.” One must have property in order to enter the world of inter-subjectivity and become a person. This has important implications for determining how poverty is related to the validity of laws, which depends on the joint legislative will of all persons. (shrink)

Recent research explores the high proliferation of conspiracy theories about COVID-19 vaccination, and their potential effects within digital media environments. By means of a 2 × 2 experimental design (N = 945) conducted in Romania, we explore whether exposure to media messages promoting conspiracy theories about vaccination versus media messages debunking such conspiracy narratives could influence people’s intention to either support or argue against vaccination in front of their friends and family (interpersonal influence). We also analyze the moderation effects of (...) education and critical thinking. Main results show that both conspiracy and counter-conspiracy media content about vaccination negatively affect people’s willingness to discuss the topic with others, which offers support for a silencing effect. Education and critical thinking moderate the main effects, but only to some extent and in certain experimental conditions. (shrink)

An alleged counterexample to causal decision theory, put forward by Andy Egan, is studied in some detail. It is argued that Egan rejects the evaluation of causal decision theory on the basis of a description of the decision situation that is different from—indeed inconsistent with—the description on which causal decision theory makes its evaluation. So the example is not a counterexample to causal decision theory. Nevertheless, the example shows that causal decision theory can recommend unratifiable acts which presents a problem (...) in the dynamics of intentions. It is argued that we can defuse this problem if we hold that decision theory is a theory of rational decision making rather than a theory of rational acts. It is shown how decisions can have epistemic side-effects that are not mediated by the act and that there are cases where one can only bring oneself to perform the best act by updating by imaging rather than by conditioning. This provides a pragmatic argument for updating by imaging rather than by conditioning in these cases. (shrink)

Regarding marriage, John Wyclif defends the following position: strictly speaking, no words or any kind of sensory signs would be needed, since the consensus of the spouses together with God's approbation would suffice for the accomplishment of marriage. But if words do have to be pronounced, then the appropriate formula should not be in the present, but in the future. In the following, I shall discuss Wyclif's arguments by comparing them with some other medieval positions, as well as with some (...) elements of contemporary theories of speech acts. It will appear that in his analysis of the only sacrament which is a “social act“ in the literal sense of the expression, Wyclif (i) clearly acknowledges the central role of individual intentions behind (linguistic) conventions, and (ii) carefully distinguishes between the different, chronologically disparate acts involved in marriage and their respective (semantic, psychological and factual) felicity conditions. (shrink)

The gist of modal epistemology is expressed in the idea that you fail to know if you do believe truly but it is seriously possible for you to believe falsely. According to subjunctivism, this idea is captured by certain subjunctive conditionals. One formulation invokes a safety condition—“If S had believed P, then P would have been the case,” while the other invokes a sensitivity condition—“If P had been false, S would not have believed that P.” According to simple subjunctivism, (...) such conditionals do not contrapose and Sosa derives important epistemological consequences which favor safety from this difference. However, simple subjunctivism is inadequate. I return to Goodman and his analysis of factuals and propose modal stability, which is restricted sensitivity or enhanced safety as a proper epistemic condition for the non-accidental connection between the basis for the belief and the relevant facts of the matter. The idea of modal stability combines robustness (benefi ts of safety) with responsiveness to facts (benefi ts of sensitivity) and recovers the original motivation for the relevant alternatives theory—when testing for claims of knowledge that p we ask what might be the case if not-p, but we ignore irrelevant possibilities. Epistemic modal conditions should be expressed in terms of conditionals of connection which contrapose within the limits of relevance. (shrink)