Conceptual engineering is now a central topic in contemporary philosophy. Just 4-5 years ago it wasn’t. People were then engaged in the engineering of various philosophical concepts (in various sub-disciplines), but typically not self-consciously so. Qua philosophical method, conceptual engineering was under-explored, often ignored, and poorly understood. In my lifetime, I have never seen interest in a philosophical topic grow with such explosive intensity. The sociology behind this is fascinating and no doubt immensely complex (and an excellent case study for (...) those interested in the dynamics of academic disciplines). That topic, however, will have to wait for another occasion. Suffice it to say that if Fixing Language (FL) contributed even a little bit to this change of focus in philosophical methodology, it would have achieved one of its central goals. In that connection, it is encouraging that the papers in this symposium are in fundamental agreement about the significance and centrality of conceptual engineering to philosophy. That said, the goal of FL was not only to advocate for a topic, but also to defend a particular approach to it: The Austerity Framework. These replies have helped me see clearer the limitations of that view and points where my presentation was suboptimal. The responses below are in part a reconstruction of what I had in mind while writing the book and in part an effort to ameliorate. I’m grateful to the symposiasts for helping me get a better grip on these very hard issues. (shrink)

In Insensitive Semantics (2004), we argue for two theses – Semantic Minimalism and Speech Act Pluralism. In this paper, we outline our defense against two objections often raised against Semantic Minimalism. To get to that defense, we first need some stage setting. To that end, we begin with five stage setting sections. These lead to the first objection, viz., that it might follow from our view that comparative adjectives are context insensitive. We defend our view against that objection (not, as (...) you might expect, by denying that implication, but by endorsing it). Having done so, we address a second objection, viz., that Semantic Minimalism makes it difficult to see what role semantic content plays in communicative exchanges. We respond and end with a reversal, i.e., we argue that even though the second objection fails against us, it works against those who raise the objection. In particular, we show that Recanati ends up with a notion of communicated content that fails various tests for psychological reality. (shrink)

In the past two decades, individual explanations of scientific misconduct have increasingly given way to systemic explanations. Where did this interest in systemic factors come from? Given that research ethicists often present their interventions as responses to scientific misconduct, this article tests the hypothesis that these systemic explanations were triggered by high-visibility cases of scientific norm violation. It does so by examining why Dutch scientists in 2011 explained Diederik Stapel’s grand-scale data fabrication largely in systemic terms, whereas only fifteen years (...) earlier, in the René Diekstra affair, such explanations had been close to absent. Drawing on a wealth of historical sources, the article suggests that cases like Stapel’s as such do not explain why early 21st-century commentators exchanged individual explanations for systemic ones. Only against the background of an existing discourse of criticism of the science system, developed in the 1990s and 2000s in response to rapidly increasing competition for research funding, could the Stapel affair achieve notoriety as an example of how systemic factors provoke bad conduct. (shrink)

The uniform halting problem (UH) can be stated as follows.Give a decision procedure which for any given Turing machine (TM) will decide whether or not it has an immortal instantaneous description (ID).An ID is called immortal if it has no terminal successor. As it is generally the case in the literature (see e.g. Minsky [3, p. 118]) we assume that in an ID the tape must be blank except for some finite numbers of squares. If we remove this restriction the (...) UH becomes the immortality problem (IP). The UH should not be confused with the initialised uniform halting problem (whether or not a TM has an immortal ID when started in a specified state) which can easily be shown to be undecidable (see e.g. Minsky [3, p. 151]). (shrink)

This collection of papers, celebrating the contributions of Swedish logician Dag Prawitz to Proof Theory, has been assembled from those presented at the Natural Deduction conference organized in Rio de Janeiro to honour his seminal research. Dag Prawitz’s work forms the basis of intuitionistic type theory and his inversion principle constitutes the foundation of most modern accounts of proof-theoretic semantics in Logic, Linguistics and Theoretical Computer Science.

Scepticism has been the driving force in the development of Greco-Roman culture in the past, and the impetus for far-reaching scientific achievements and philosophical investigation. Early Jewish culture, in contrast, avoided creating consistent representations of its philosophical doctrines. Sceptical notions can nevertheless be found in some early Jewish literature such as the Book of Ecclesiastes. One encounters there expressions of doubt with respect to Divine justice or even Divine involvement in earthly affairs. During the first centuries of the common era, (...) however, Jewish thought, as reflected in rabbinic works, was engaged in persistent intellectual activity devoted to the laws, norms, regulations, exegesis and other traditional areas of Jewish religious knowledge. An effort to detect sceptical ideas in ancient Judaism, therefore, requires a closer analysis of this literary heritage and its cultural context. This volume of collected essays seeks to tackle the question of scepticism in an Early Jewish context, including Ecclesiastes and other Jewish Second Temple works, rabbinic midrashic and talmudic literature, and reflections of Jewish thought in early Christian and patristic writings. Contributors are: Tali Artman, Geoffrey Herman, Reuven Kiperwasser, Serge Ruzer, Giuseppe Veltri, Cana Werman, and Casten Wilke. (shrink)

This research aims to present a literature review regarding developments in financial performance in the latest research in the electricity industry. This research uses a qualitative analysis approach with the Connected Paper application. The keywords used are financial performance and the electricity industry. The study found that financial performance was used in research by linking it to various aspects of corporate organization, including technological activities, innovation exploitation and exploration, alliances and performance, the importance of geographic location in exploration and exploitation, (...) as well as environmentally friendly innovation and its driving factors. These findings also show that social, economic and environmental factors have a significant influence on environmentally friendly innovation in the long term. The originality of this research lies in the comprehensive approach taken in reviewing various related literature sources so that this research can provide important insights for readers, open up new opportunities for further research, and enrich understanding of the topic of company financial performance. (shrink)

SummaryThis paper is on what we understand when we are said to understand semiotic sequences, such as sentences, arguments, proofs, road indications, jokes, and works of art, and on how we can understand them. The theory of understanding defended here is psycho‐pragmatic, and it is anthropologically oriented. The contention is that we always understand significances: users of semiotic systems have an acceptance relation with a significance ≪[]: the conveyed proposition is modified by the universal rationality operator ≪, and by the (...) partial mood‐operator. We can understand significances by the fact that they are descriptively presented to the users of semiotic systems as common values of the community to which they belong and want to belong. (shrink)

In response to Anton Froeyman's paper, “Virtues of Historiography,“ this article argues that philosophers of history interested in why historians cherish such virtues as carefulness, impartiality, and intellectual courage would do wise not to classify these virtues unequivocally as either epistemic or moral virtues. Likewise, in trying to grasp the roles that virtues play in the historian's professional practice, philosophers of history would be best advised to avoid adopting either an epistemological or an ethical perspective. Assuming that the historian's virtuous (...) behavior has epistemic and moral dimensions (as well as aesthetic, political, and other dimensions), this article advocates a non-reductionist account of historical scholarship, which acknowledges that the virtues cherished by historians usually play a variety of roles, depending on the goals they are supposed to serve. Given that not the least important of these goals are epistemic ones, the articles concludes that virtue ethical approaches, to the extent that they are focused on the acquisition of moral instead of epistemic goods, insufficiently recognize the role of virtue in the pursuit of such epistemic aims as knowledge and understanding. (shrink)

After twenty-five years sustainable development is not a reality. Policies and practices focus on the short-term and economists regard sustainable development as extraneous to their core responsibilities. Science, economics and self- interest have not proven a sufficient ground for sustainable development. Ethics calling for moral reasoning and courageous action, spirit offering transcendence, vision and sustenance, and value asking what is development for are needed. United Nations negotiations have shaped, are shaping, and will continue to shape the meaning and practice of (...) sustainable development. A global citizens‘ movement to build the political will for change is needed. To catalyze sustainable development ethics, religion and spirituality must operate out of a historical context and narrative of a ―Great Transition. ‖ Ethics must enter at the ground level in determining how science, technology, and economics are to be conceived. Religion and spirit must begin with respect for the order of existence. A particular ―Ethics and Spirituality Initiative for Sustainable Development‖ is building a coalition of religious, spiritual and secular values based-organizations to bring ethics and spirituality into the sustainable development process. (shrink)

A reiteration of the main details of the case may be helpful. Euphiletus killed Eratosthenes and was prosecuted for premeditated homicide by Eratosthenes' relatives. The present speech, our sole source of information concerning the case, was written for the defendant, partially or totally, by a professional speechwriter, presumably Lysias. In this speech Euphiletus admits killing Eratosthenes. He pleads, however, that, since he killed Eratosthenes after catching him in the act of adultery with his own wife, this was a case of (...) justified homicide. At the same time, he denies a charge of the prosecution that he had killed Eratosthenes for reasons unrelated to the adultery. The speech was delivered before a court of fifty-one judges especially set up to judge such cases, as is attested elsewhere:T1Arist. Ath. Pol. 57.3: ‘If…a person admits that he has killed someone but claims that he had a right to do so, as, for instance, when he has surprised an adulterer in the act,… then the trial takes place in the Delphinion’. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Looking to Learn: Museum Educators and Aesthetic EducationNancy Blume (bio), Jean Henning (bio), Amy Herman (bio), and Nancy Richner (bio)IntroductionMuseum education. Aesthetic education. How are they similar? How do they differ? How do they relate to each other? What are their goals? As museum educators working with classroom and art teachers, we are often asked these questions, and we ask them ourselves. “What do you DO?” is probably (...) the most frequently asked question of all, and the answer is complex. Even more complex is how these questions relate to the Rembrandt Project. Given that looking at original works of art is such a priority for museums and museum educators, how do we address the project’s reliance on technology? And how do these questions relate to the social studies and visual arts standards, [End Page 83] another major component of the project? How does the project relate to the work we do in our own museums? Writing collaboratively implies that we have certain areas of commonality; but we also have differences, which will be apparent in individual sections of this article: Jean Henning and Nancy Richner discuss the Nassau County Museum of Art, Nancy Blume writes about Asia Society, and Amy Herman explores the Frick Collection. Our focus will be the domain of museum education as that is what we know best, but there are inevitably areas where it overlaps and complements the domains of art education, aesthetic education, and social studies.Art Museum Education HistoryThe history of art museum education begins with the founding of museums in the United States during the commercial and industrial expansion that took place after the Civil War, between 1870 and 1929. The principles guiding American museums have always mirrored the values of American society. From the beginning of this country’s history, the fine arts have been viewed as elitist and thus of no value to the larger society. “To America,” Ben Franklin wrote in the late 1700s, “one school master is worth a dozen poets, and the invention of a machine or the improvement of an implement is of more importance than a masterpiece of Raphael.”1 Given such longstanding and deep-seated suspicion of art among Americans, it is not surprising that both the champions and the staff of art museums insisted on the practical educational benefits museums provided to the public.By the late nineteenth century, at the height of immigration and the emergence of a strong working class and labor movement, a social dimension was added to the mission of museum education. Art museums, like public libraries, were seen as venues for achieving social balance. By the early twentieth century an aesthetic agenda was finally joined to these social and pragmatic ones.2While museums have responded to the needs created by cyclical changes in social, economic, political, and intellectual life, today’s art museum educators still deal with the tension among the museum’s aesthetic, educational, and social missions; only the context and delivery modes of museum education have changed. Yet despite the shifting directions and priorities in museum education, there are certain basic and commonly accepted premises that museum educators have shared since the late nineteenth century. The 1984 Museums Commission on Museums for a New Century stated what has been the continuing premise of museum education since the late nineteenth century: learning in museums is based on objects and involves not only developing the ability to synthesize ideas and form opinions but also shaping an aesthetic and cultural sensibility.3 Another fundamental [End Page 84] assumption is that museums are institutions of visual instruction. Although each of the museum educators writing here represents a unique institution with unique approaches to looking at and finding meaning in art, we all agree on the importance of the original work of art as the basis for our work. It is the complexity of original artworks that enables them to play a dual role. One role is pragmatic, which requires meeting standards set by state and national governments for teaching critical thinking skills and improving literacy. The second role is aesthetic—namely, ways of helping students develop habits for aesthetic encounters that are an integral part... (shrink)

Alfred North Whitehead and Emmanuel Levinas are not often considered together in the contemporary philosophical literature. There are clearly sensible reasons for this. While Whitehead is a systematic thinker who explicitly engages in metaphysical philosophy within the tradition of process thought and who does not focus primarily on ethics, Levinas is resistant to systematic metaphysics and works within the phenomenological tradition in order to argue that ethics is first philosophy. Despite these significant points of contrast between Whitehead and Levinas, in (...) this paper we argue that the two might stand as resources for each other in various ways. Since this paper is meant to be explorative and suggestive rather than comprehensive and conclusive, we argue for just two possible points of resonance between these important philosophers: (1) Both Levinas and Whitehead develop an account of selfhood that is intrinsically relational and concerned with responsibility—we term this account “Ethical Subjectivity;” and (2) Both Levinas and Whitehead operate according to what we call a “Hermeneutics of the Other” that stresses epistemic humility and dialogical openness. (shrink)