Momenti del vichismo politico-giuridico tra Sette e Ottocento.--Vico nelle origini dello storicismo tedesco.--L'etica di Humboldt e l'idea di perfezione.--Humboldt, Niebuhr e la Decadenzidee.--Teoria del verstehen e idea della Weltgeschichte in Ranke.--Profilo del De Sanctis politico.--B. Spaventa e il Giornale napoletano di filosofia e Lettere.--Su Croce e Weber.--Storia della filosofia e storia della cultura in G. Gentile.--Lo storicismo di A. Omodeo.--Capograssi e il collettivismo dell'azione.

The orthodox view of the metaphysics of desert is that desert is a triadic relation that obtains between a subject, an object and a desert base. Not only is this view lacking in motivation, but conceiving of the desert base as part of the desert relation renders the concept of desert incoherent. Instead, desert should be thought of as a dyadic relation between a subject and an object, where desert bases are simply the grounds for dyadic desert facts.

This paper argues against Zoltán Szabó’s claim in “Compositionality as Supervenience” that we ought to understand the principle of compositionality as the idea that in natural language, the meanings of complex expressions strongly supervene on the meanings of their constituents and how the constituents are combined. The argument is that if we understand compositionality Szabó’s way, then compositionality can play no role in explanations of the acquirability of natural languages, because it makes these explanations circular. This, in turn, would undermine (...) the primary motivation for thinking that natural language is compositional, and would thus undermine the importance of the principle in natural language semantics. Thus, even if Szabó’s reading of the principle best accords with theorists’ intuitions about what sorts of languages are compositional—as he claims it does—there is good reason to reject that reading. Finally, the paper defends the claim that we ought to think of the principle as the idea that in natural language, the meanings of complexes weakly supervene on the meanings of their constituents and how they are combined. (shrink)

In this paper, I argue that while truth-conditional semantics in generative linguistics provides lots of good semantic explanations, truth-conditions do not play an important role in these explanations. That is, the fact that expressions have the particular truthconditional contents they have does not even partly explain facts about semantic phenomena. Rather, explanations of semantic phenomena appeal to extra-truth-conditional properties attributed to expressions via their lexical entries. Focusing on recent truth-conditional work on gradable adjectives and degree modifiers by Kennedy and McNally, (...) I show that the best explanations of semantic anomaly and entailment for these expressions are non-truth-conditional—they do not depend on the fact that these expressions have the truth-conditional contents they have. I then provide reasons for thinking that the point generalizes beyond gradable adjectives and degree modifiers to other expressions, and beyond anomaly and entailment to other semantic phenomena. Truth-conditional content, generally, is extrasemantic. (shrink)

A common idea, both in ordinary discourse and in the desert literature, is that wages can be deserved. The thought is not only highly intuitive, but it is also often appealed to in order to explain various injustices in employment income – pay gaps, for instance. In this paper, I challenge the idea that income from employment is the kind of thing that can be deserved. I argue that once one gets clear on the metaphysics of jobs and wages within (...) the context of economic exchange more generally, there are natural principles concerning such exchanges which generate puzzles for that view. The puzzles, I argue, are especially acute for meritocrats who conceive of justice in wages in terms of desert. Additionally, I argue that appealing to dignity (rather than desert) offers better hope of explaining the kinds of injustices in wages that motivate the appeal to desert. In that case, no explanatory gap is left by abandoning the idea that wages can be deserved either, and so, I argue, we have good reason to doubt it. (shrink)

There are two ways, broadly speaking, that one might conceive of meritocratic education. On a standard, ‘narrow’ conception, a meritocratic approach to education is one which distributes certain educational goods and opportunities according to merit. On a second, ‘broader’ conception, however, meritocratic education is an educational system suited to a commitment to meritocracy – where ‘meritocracy’ refers to a particular conception of distributive justice. In this article, I argue that these two conceptions are incompatible with each other, and so the (...) standard ‘narrow’ conception of meritocratic education is, in fact, incompatible with a commitment to meritocracy, at least given the typical way of understanding meritocracy. Of particular importance is that while meritocracy, as a view of distributive justice, requires a commitment to equality of opportunity principles, the narrowly meritocratic conception of education does not. The reason has to do with differences in the underlying justifications of the merit-based principles in each: Meritocracy appeals to moral desert, while the educational desert that is grounded by one’s merits is best thought of as a kind of institutional desert. Thus, I will argue, while meritocracy (and so the broad conception of meritocratic education) is constrained by a fair equality of opportunity requirement, narrowly meritocratic education is not. Recognizing the relationships between meritocracy, meritocratic education, and equality of opportunity, I argue, sheds considerable light on disagreements in the debate over equality of opportunity in education. (shrink)

In this paper we explore whether or not the use of risk assessment tools in criminal sentencing can be made compatible with a retributivist justification of punishment. While there has been considerable discussion of the accuracy and fairness of these tools, such discussion assumes that one’s recidivism risk is relevant to the severity of punishment that one should receive. But this assumption only holds on certain accounts of punishment, and seems to conflict with retributivist justifications of punishment. Drawing on the (...) broader desert literature, we explain the source of this conflict, and suggest that a retributivist approach on which the severity of punishment partly depends on one’s character in addition to their acts offers some hope of reconciling retributivism with the use of risk assessment tools in considerations of sentencing reduction in particular. Ultimately, however, even this limited attempt at reconciliation fails, so long as risk assessment tools fail to distinguish between risk that one is responsible for, and risk that one is not responsible for. (shrink)

In his “Meaning and Formal Semantics in Generative Grammar” (Erkenntnis 2015, 61–87), Stephen Schiffer argues that truth-conditional semantics is a poor fit with generative linguistics. In particular, he thinks that it fails to explain speakers’ abilities to understand the sentences of their language. In its place, he recommends his “Best Bet Theory”—a theory which aims to directly explain speakers’ abilities to mean things by their utterances and know what others mean by their utterances. I argue that Schiffer does not provide (...) good reason to prefer the Best Bet Theory over truth-conditional semantics in the context of generative linguistics. First, his negative arguments against the truth-conditional approach are unpersuasive, and second, the Best Bet Theory involves an explanatory circularity which makes it unfit for linguistic theorizing. I conclude that the Best Bet Theory is thus not even a viable competitor to truth-conditional semantics in generative linguistics. (shrink)

It is typically thought that a student deserves—or at least can deserve—a grade in a class. The students who perform well on assessments, who display a high degree of competence, and who complete all of the required work, deserve a good grade. Students who perform poorly on assessments, who fail to understand the course material, and who fail to complete the required work, deserve a bad grade. In this paper, I raise a challenge to this conventional view about grades. In (...) particular, I challenge the idea that grades—understood appropriately—can be objects of desert for class performance. In other words, grades are simply not the kind of thing that can be deserved. The argument is roughly as follows. In general, when some property or quality of ours is measured, where that property or quality is something that makes us deserving of something, the measurement, itself, is not the thing that is or could be deserved. Grades, however, are a measure of student performance, where performance is meant to be the basis on which students deserve their grades. Since they are mere measures of performance, grades are not and could not be deserved on the basis of performance, and so are not possible objects of desert. Rather, they serve as evidence of the desert basis (academic performance, e.g.) that grounds a student’s being deserving of other objects (praise or recognition, e.g.). In short, grades, at best, measure how deserving one is, but grades themselves are not deserved. (shrink)

Rawls famously argued against meritocratic conceptions of distributive justice on the grounds that the accumulation of merit is an unavoidably lucky process, both because of differences in early environment, and innate talents. Thomas Mulligan (2018a) has recently provided a novel defense of meritocracy against the “luck objection”, arguing that both sources of luck would be mostly eliminated in a meritocracy. While a system of fair equality of opportunity ensures that differences in social class or early environment do not lead to (...) differences in the accumulation of merit, Kripke’s essentiality of origin thesis means that our genetic endowments, and thus our innate talents, could not have been any other way. But if we could not fail to have our innate talents, Mulligan argues, then it is not a matter of luck that we have them, and so the merits we accumulate on their basis are not so luck-dependent. This paper argues that Mulligan’s appeal to the essentiality of origin thesis fails to rescue meritocratic conceptions of distributive justice from the luck objection for two reasons. First, even granting essentiality of origin and fair equality of opportunity, the contingencies of the market and the social environment mean that having some innate talents is far luckier than having others. And second, the appeal to essentiality of origin misses the underlying motivation for the luck objection, and ignores the intimate connection between desert and responsibility. (shrink)

An ecological description of a landscape transcends its geographical definition to characterize it in terms of a complex agency composed of a spatial mosaic, structured energy, information and meaning. Because the dimensions of the landscape encompasses both natural and human processes, it requires a more robust set of theories that incorporate the material components and their perceptual meaning. A biosemiotic approach defines the landscape as the sum of its organisms’ eco-fields, which are spatial configurations that carry meanings connected to specific (...) needs and related functions. In this perspective, the new postulated General Theory of Resources, offers a substantial contribution to complete the paradigmatic framework of a “private landscape” species-, individual- and function-specific. From this theory resources are considered every material (f.i. food) or immaterial elements (f.i. safety) necessary to fullfill individual needs. The habitat becomes the “private landscape” and the well-being versus the ill-being are the emergent conditions of each individual under the environmental constraints. Definitively space is the entity on which material and immaterial resources are distributed and the dimension on which individuals species are interacting by using biosemiotic mechanisms. (shrink)

vol. 1. Storicismo metodologico e storicismo speculativo.