Throughout the history of philosophy, skepticism has posed one of the central challenges of epistemology. Opponents of skepticism--including externalists, contextualists, foundationalists, and coherentists--have focussed largely on one particular variety of skepticism, often called Cartesian or Academic skepticism, which makes the radical claim that nobody can know anything. However, this version of skepticism is something of a straw man, since virtually no philosopher endorses this radical skeptical claim. The only skeptical view that has been truly held--by Sextus, Montaigne, Hume, Wittgenstein, and, (...) most recently, Robert Fogelin--has been Pyrrohnian skepticism. Pyrrhonian skeptics do not assert Cartesian skepticism, but neither do they deny it. The Pyrrhonian skeptics' doubts run so deep that they suspend belief even about Cartesian skepticism and its denial. Nonetheless, some Pyrrhonians argue that they can still hold "common beliefs of everyday life" and can even claim to know some truths in an everyday way. This edited volume presents previously unpublished articles on this subject by a strikingly impressive group of philosophers, who engage with both historical and contemporary versions of Pyrrhonian skepticism. Among them are Gisela Striker, Janet Broughton, Don Garrett, Ken Winkler, Hans Sluga, Ernest Sosa, Michael Williams, Barry Stroud, Robert Fogelin, and Roy Sorensen. This volume is thematically unified and will interest a broad spectrum of scholars in epistemology and the history of philosophy. (shrink)

Looking at discrimination, education, environment, health and crime, this volume analyses United States Supreme Court rulings on several legal issues and proposed libertarian solutions to each problem. Setting their own liberal theory of law, each chapter discusses the law at hand, what it should be, and what it would be if their political economic philosophy were the justification of the legal practice. Covering issues such as sexual harassment, religion, markets in human organs, drug prohibition and abortion, this book is a (...) timely contribution to classical liberal debate on law and economics. (shrink)

An intellectual virtue is a quality bound to help maximize one’s surplus of truth over error; or so let us assume for now, though a more just conception may include as desiderata also generality, coherence, and explanatory power, unless the value of these is itself explained as derivative from the character of their contribution precisely to one’s surplus of truth over error. This last is an issue I mention in order to lay it aside. Here we assume only a teleological (...) conception of intellectual virtue, the relevant end being a proper relation to the truth, exact requirements of such propriety not here fully specified. (shrink)

The Oxford Handbooks series is a major new initiative in academic publishing. Each volume offers an authoritative and up-to-date survey of original research in a particular subject area. Specially commissioned essays from leading figures in the discipline give critical examinations of the progress and direction of debates. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities and social sciences. Ernie Lepore and Barry Smith present the definitive reference work for (...) this diverse and fertile field of philosophy. A superb international team contribute more than forty brand-new essays covering topics from the nature of language to meaning, truth, and reference, and the interfaces of philosophy of language with linguistics, psychology, logic, epistemology, and metaphysics. It will be an essential resource for anyone working in the central areas of philosophy, for linguists interested in syntax, semantics, and pragmatics, and for psychologists and cognitive scientists working on language. (shrink)

This chapter contains sections titled: The Project of Formalism The Nature of Justification The Structures of Justification The Ground of Justification The Immanent Intelligibility of Law Conclusion References.

This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How do students (...) learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future. (shrink)

Different inferences in probabilistic logics of conditionals 'preserve' the probabilities of their premisses to different degrees. Some preserve certainty, some high probability, some positive probability, and some minimum probability. In the first case conclusions must have probability I when premisses have probability 1, though they might have probability 0 when their premisses have any lower probability. In the second case, roughly speaking, if premisses are highly probable though not certain then conclusions must also be highly probable. In the third case (...) conclusions must have positive probability when premisses do, and in the last case conclusions must be at least as probable as their least probable premisses. Precise definitions and well known examples are given for each of these properties, characteristic principles are shown to be valid and complete for deriving conclusions of each of these kinds, and simple trivalent truthtable 'tests' are described for determining which properties are possessed by any given inference. Brief comments are made on the application of these results to certain modal inferences such as "Jones may own a car, and if he does he will have a driver's license. Therefore, he may have a driver's license.". (shrink)

Contemporary ethicists largely ignore the recent, revolutionary findings of psychodynamic psychology. The author argues that ethicists have been dissuaded from taking psychodynamic psychology seriously by hostile attacks on the credibility of the psychodynamic paradigm, and confusion about the contribution that clinical findings can make to ethics. With respect to these obstacles, the credibility of the psychodynamic paradigm is vouchsafed by a growing body of empirical studies that support the main psychodynamic hypotheses, particularly those of interest to ethicists. This new research (...) points toward the need to expand the range of issues covered by contemporary ethics by retrieving and updating the ancient tradition of askesis, involving thought-exercises oriented towards cultivation of habits of mind conducive to acting morally in one's daily activities. The paper concludes by sketching several ways in which self-reflection may improve moral decision-making. (shrink)

For corrective justice, liability is the consequence of the parties' being correlatively situated as the doer and sufferer of an injustice, and the remedy is seen as undoing that injustice to the extent possible. Combining consideration of legal doctrine and private law theory, this article applies the framework of corrective justice to gain-based damages for torts. Within this framework, restitutionary damages ought to be available only insofar as they correspond to a constituent element in the injustice that the defendant has (...) done to the plaintiff. The radical proposal that allows restitutionary damages for any wrongful gain is unsatisfactory because it fails to link the damages that the plaintiff receives to the normative quality of the defendant's wrong. In contrast, dealings in another's property give rise to such damages because the idea of property includes within the owner's entitlement the potential gainsfrom the property's use or alienation. Restitutionary damages should not be seen as serving a deterrent or punitive function; such a function cannot account for why the plaintiff, of all people, is entitled to the defendant's gain. Properly understood, even situations where the plaintiff's wilfulness or calculation increases the damage award fit within the framework of corrective justice. The corrective justice approach thus repudiates the notion that restitutionary damages are occasions for the promotion of social purposes extrinsic to the juridical relationship between the parties. (shrink)

Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process. Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. In this paper, we focus on how a group of fourth grade learners and their teacher engaged in interpretation in ways that align with core ideas and practices in kinematics and computing. Cycles of measuring and modeling––including computer programming––helped to support classroom interactions that highlighted the interpretive nature of modeling (...) and participation in model construction as a knowledge-building process. We draw on literature from the history and philosophy of science in order to analyze the students’ interpretive actions as forms of epistemic and representational agency, constituting a construct we term disciplined interpretation. We demonstrate how students’ disciplined interpretative moves help to position them as owners of their own design decisions and their rights to interpret the phenomena they were modeling, data collected from those phenomena, and the scientific and computational models themselves. We present four extended episodes that characterize the nature of activity in the classroom and the development of students’ disciplined interpretations in terms of learning to recognize scientific patterns amid complex perceptual fields, and to represent them in ways that support sensemaking. (shrink)

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.