Wittgenstein is often associated with different forms of relativism. However, there is ambiguity and controversy about whether he defended relativistic views or not. This paper seeks to clarify this issue by disambiguating the notion of relativism and examining Wittgenstein's relevant texts in that light.

Paul O'Grady clearly distinguishes five main kinds: relativism about truth, relativism about logic, ontological relativism, epistemological relativism, and, finally, relativism about rationality. In each case he shows what makes a position relativist and how it differs from a sceptical or pluralist position. He ends by presenting a thoroughly integrated position that rejects some forms while defending others. The book includes discussion of recent work by Putnam, Devitt, Searle, Priest, and Quine and offers a succinct survey of contemporary debates. This (...) lively discussion of the issue will be welcome reading for all those involved in philosophical inquiry. (shrink)

The cerebral distinctness of the linguistic and mathematical faculties does not entail their functional independence. Approaches to language that posit a common foundation for the two make claims about design features, not location, and are thus not affected by the finding that one ability can be spared by a neurological accident that compromises the other.

Epstein et al.'s theory of SLA is heavily dependent on assumptions about both the nature of the acquisition device and the grammar that it produces. This commentary briefly explores the consequences of an alternative set of assumptions, focusing on the possibility that the acquisition device does not include UG and that syntactic representations do not contain functional projections.

In this paper, I examine the debate about existence between deflationist analytic accounts and the ‘thicker’ conception used by Aquinas when speaking of esse. I argue that the way one evaluates the debate will depend on background philosophical assumptions and that reflection on those assumptions could constitute an account of theoretical wisdom.

Wisdom has not been widely discussed in analytical epistemology. An interesting recent analysis comes from Stephen Grimm who argues that wisdom requires knowledge and that the traditional dichotomy between theoretical and practical wisdom doesn’t hold. I note a tension between these aspects of his work. He wishes to maintain that traditional exemplars of wisdom may still be termed ‘wise’ by his theory. But his knowledge condition seems to require that only a subset of those who hold conflicting views are really (...) wise. I consider a number of possible responses to this and endorse a non-indexical contextualist approach which will allow the knowledge condition and also allow the traditional exemplars to be termed ‘wise’. (shrink)

IntroductionPaul Williams is professor of Indian and Tibetan philosophy at the University of Bristol in England. He is the author of four earlier books on Buddhist thought and numerous scholarly papers. In The Unexpected Way (Edinburgh, T&T Clarke, 2002), his fifth book, Williams departs from the normal academic genre and writes a partly autobiographical, partly apologetic account of his conversion from Tibetan Buddhism to Roman Catholicism. The title anticipates the pretty standard response that traffic is typically in the opposite direction. (...) The book is a mixture of philosophical discussion, personal musings, ‘analytical meditations’, and catechetical-style instruction that seeks to convince the reader that his choice was rational, warranted and personally enriching. (shrink)

This concise book brings behavioral insights to the wide array of topics commonly taught in the required professional responsibility course, including admission to the practice of law, confidentiality, conflicts of interest, representing entities, prosecutorial and criminal defense ethics, litigation and negotiation ethics, legal billing, and managerial and subordinate responsibilities. Behavioral legal ethics relies on empirical research to explore how lawyers actually make ethical decisions in context, rather than how they predict they would decide an ethical dilemma. This approach complements the (...) law of lawyering by seeking to understand how various psychological factors and situational pressures explain and influence decision-making and resulting ethical (or unethical) action. Each chapter explores findings from behavioral science that pertain to ethical decision-making such as motivated reasoning, confirmation bias and other cognitive biases, fast thinking, the fundamental attribution error, wrongful obedience, conformity, moral disengagement, and much more. In addition, each chapter contains relevant case studies and reflection questions to deepen and cement students' understanding of the role of behavioral legal ethics in professional responsibility. Finally, the book offers ideas for individual attorneys and legal organizations to improve ethical decision-making."--Publisher's webpage. (shrink)

Does the biography of a philosopher have any relevance to assessing their philosophy? After considering and rejecting three distinct treatments of this question, a different answer is articulated here. Distinguishing between the content and approach of a philosophical text, this article argues that biography is relevant to assessing the approach of the text in three ways: in its socio-historical context, its philosophical context, and its personal context in the life of the philosopher. Such a strategy offers new ways of comparing (...) very different texts and assessing them in terms of the aims of the philosopher writing them. (shrink)

This book offers eleven different philosophical approaches to issues concerning the basis of value, the nature of the good life, and human destiny; important matters in this recession. The essayists featured are professors at Trinity College Dublin.

There is a general consensus that Quine’s assault on analyticity and verificationism in ‘Two Dogma of Empiricism’ has been successful and that Carnap’s philosophical position has been vanquished. This paper so characterises Carnap’s position that it escapes Quine’s criticisms. It shows that the disagreement is not a first order dispute about analyticity or verificationism, but rather a deeper dispute about philosophical method.

This mini configurative review links theory of mind research with school-based social skills interventions to reframe theoretical understanding of ToM ability based on a conceptual mapping exercise. The review’s aim was to bridge areas of psychology and education concerned with social cognition. Research questions included: how do dependent variables in interventions designed to enhance child social-cognitive skills map onto ToM constructs empirically validated within psychology? In which ways do these mappings reframe conceptualization of ToM ability? Thirty-one studies on social-cognitive skill (...) with typically-developing children ages 3–11 were included as opposed to explicit ToM trainings in light of an identified performance plateau on ToM tasks in children. Intervention DVs mapped onto the following ToM constructs in at least 87% of studies: “Representation of Others and/or Self,” “Knowledge/Awareness of Mental States,” “Attributions/Explanations of Mental States,” “Social Competence,” “Predicting Behavior,” and “Understanding Complex Social Situations.” The absence of false-belief understanding as an intervention DV indicated a lack of direct training in ToM ability. A hierarchy to further organize the review’s ToM framework constructs as either skills or competences within the construct of ‘Representation of Others and/or Self’ is proposed. Implications for the conceptualization of ToM and social-cognitive research as well as educational practice are discussed, namely how school social skill interventions conceptualize skill along a continuum in contrast to the common artificial dichotomous assessment of ToM skill, yet the development of ToM can nevertheless be supported by the school environment. (shrink)

"...there is nothing elementary about O'Grady's primer. She pulls off the feat of writing a reliable and accessible introduction to modern philosophy that is also a meaningful contribution to the subject." - London Times Literary Supplement From Descartes' famous line 'I think therefore I am' to Kant's fascinating discussions of morality, the thinkers of the Enlightenment have helped to shape the modern world. Addressing such important subjects as the foundations of knowledge and the role of ethics, the theories of (...) these philosophers continue to have great relevance to our lives. Ranging across Enlightenment thinking from Berkeley to Rousseau, Enlightenment Philosophy in a Nutshell explains important ideas such as Locke's ideas of primary and secondary qualities, Kant's moral rationalism, and Hume's inductive reasoning. Filled with helpful diagrams and simple summaries of complex theories, this essential introduction brings the great ideas of the past to everyone. (shrink)

Priming reflects the reactivation of processing routines that map strings of words onto semantic representations (and vice versa) without the mediation of syntactic structure, including the “flat structure” that Branigan & Pickering (B&P) propose. Key evidence for this claim comes from the possibility of priming relations involving subject-verb sequences, which are not syntactic constituents.