Conceptual engineering involves revising our concepts. It can be pursued as a specific philosophical methodology, but is also common in ordinary, non-philosophical, contexts. How does our capacity for conceptual engineering fit into human cognitive life more broadly? I hold that conceptual engineering is best understood alongside practices of conceptual exploration, examples of which include conceptual supposition (i.e. suppositional reasoning about alternative concepts), and conceptual comparison (i.e. comparisons between possible concept choices). Whereas in conceptual engineering we aim to change the concepts (...) we use, in conceptual exploration, we reason about conceptual possibilities. I approach conceptual exploration via the linguistic tools we use to communicate about concepts, using metalinguistic negotiation, convention-shifting conditionals, and metalinguistic comparatives as my key examples. I present a linguistic framework incorporating conventions that can account for this communication in a unified way. Furthermore, I argue that conceptual exploration helps undermine skepticism about conceptual engineering itself. (shrink)

morphopoietische Metaphysik : Grundlegungsfragen Rudolph Berlinger. DIE IRONIE DER FRAGE NACH WELT Erster Abschnitt Der ironische Ansatz der Frage nach Welt Die Formulierung des Themas: „Die Ironie der Frage nach Welt" mag ...

Democritus' theory of vision combines the notions of images (??????) streaming from objects and air imprints, which gives him the resources to account for the perception of the relative size and distance of objects, not just their characteristics. This perspectival explanation of the visual theory accommodates important but overlooked evidence from Vitruvius. By comparing Democritus' theory with ancient developments in visual representation, my analysis provides a new approach to the evidence of atomist vision. I begin with the process of vision (...) before turning to the Peripatetic objections, showing how a unified theory of vision takes into account all of the ancient testimony and provides possible atomist responses to the criticisms raised against it. I also identify the importance of vision via air imprints as an important metaphor for the conventionality of sensible qualities. Understanding these fundamental issues puts us in a better position to assess Democritus' place in the development of ancient optics and of atomist approaches to sense perception. (shrink)

Assertions about appearances license inferences about the speaker's perceptual experience. For instance, if I assert, 'Tom looks like he's cooking', you will infer both that I am visually acquainted with Tom (what I call the "individual acquaintance inference"), and that I am visually acquainted with evidence that Tom is cooking (what I call the "evidential acquaintance inference"). By contrast, if I assert, 'It looks like Tom is cooking', only the latter inference is licensed. I develop an account of the acquaintance (...) inferences of appearance assertions building on two main previous lines of research: first, the copy raising literature, which has aimed to account for individual acquaintance inferences through the "perceptual source" semantic role; second, the subjectivity literature, which has focused on the status of acquaintance inferences with predicates of personal taste, but hasn't given much attention to the added complexities introduced by appearance language. I begin by developing what I take to be the most empirically-sound version of a perceptual source analysis. I then show how its insights can be maintained, while however taking anything about perception out of the truth conditions of appearance sentences. This, together with the assumption that appearance assertions express experiential attitudes, allows us to capture the acquaintance inferences of bare appearance assertions without making incorrect predictions about the behavior of appearance verbs in embedded environments. (shrink)

We present a novel semantic and conversational framework for a class of gradable-like constructions. These include metalinguistic comparatives, like "Ann is more a linguist than a philosopher", as well as metalinguistic equatives, degree modifications, and conditionals. To the extent previous literature discusses such metalinguistic gradability, the focus has been on comparatives. We extend our account of metalinguistic comparatives (Rudolph & Kocurek 2020) to cover a broader range of metalinguistic gradable constructions. On our semantic expressivist view, these all serve in (...) various ways to express speakers' relative commitments to different linguistic interpretations. (shrink)

This section discusses mostly some unsolved problems. . . .I hope that some mathematicians who are interested in a classification of sets of real numbers, in particular sets with Lebesgue measure zero, will read it and try to find solutions for the problems here outlined.

This paper focuses on the Anatman experience as described by Guatma(6th century BCE). Many Buddhist philosophers consider the absence of self as a foundational experience of Buddhism. This paper elaborates the Buddhist Absence of Self from the View of Existential Phenomenology. The paper articulates the phenomenological difference between the Ontic-Ontological absence of Self in early Buddhism and the Ontic-Ontological presence of Self in Contemporary Existential Phenomenology. Throughout the paper there is an Existential Phenomenological focus on the intertwining of our Sense (...) of Self and our Sense of Being. The sense of self in early Buddhism is being-less, baseless and empty. Empty of What? Empty of Being! There is no presence of Being and no Being of presence. There is no experience of Being. There is no source of Being. There is no source of Being for our mind. The mind is absent of Being. There is no source of Being for us as person. In early Buddhism the absence of self is the absence of Being-ness. (shrink)

In theoretical work about the language of personal taste, the canonical example is the simple predicate of personal taste, 'tasty'. We can also express the same positive gustatory evaluation with the complex expression, 'taste good'. But there is a challenge for an analysis of 'taste good': While it can be used equivalently with 'tasty', it need not be (for instance, imagine it used by someone who can identify good wines by taste but doesn't enjoy them). This kind of two-faced behavior (...) systematically arises with complex sensory-evaluative predicates, including those with other appearance verbs, such as 'look splendid' and 'sound nice'. I examine two strategies for capturing these different uses: one that posits an ambiguity in appearance verbs, and one that does not. The former is in line with an approach to 'look'-statements prominent in work in philosophy of perception, and I consider how the motivation given in that tradition carries over to the present context. I then show how the data used to support the verbal ambiguity approach can equally be captured on the second strategy, which appeals only to independently-motivated flexibility in adjective meaning. I close by discussing some considerations that are relevant for choosing between the two options. (shrink)

We offer a novel account of metalinguistic comparatives, such as 'Al is more wise than clever'. On our view, metalinguistic comparatives express comparative commitments to conventions. Thus, 'Al is more wise than clever' expresses that the speaker has a stronger commitment to a convention on which Al is wise than to a convention on which she is clever. This view avoids problems facing previous approaches to metalinguistic comparatives. It also fits within a broader framework—independently motivated by metalinguistic negotiations and convention-shiftingexpressions— (...) that gives linguistic conventions a role in the semantics. (shrink)

This paper offers a critique of ‘powerful knowledge’ – a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of ‘specialisation’ that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity while overlooking the ruination of colonial racism. We call on scholars and practitioners working with the powerful (...) knowledge framework to address more fully the hegemonic relations of disciplinary specialisation and its historical connections to colonial-modernity. This, we argue, would enable curriculum knowledge that is ‘powerful’ in its interrogation of racial violence, rather than in its epistemic reproduction of it. (shrink)

Trauma informed care (TIC) “realizes the widespread impact of trauma… recognizes the signs and symptoms of trauma in clients, families and staff; responds by fully integrating knowledge of trauma i...

What distinguishes academic administration from administration or managing in business? Rudolph Weingartner, arugues that colleges and universities are founded to serve certain purposes; they are supported by governments and private individuals; and, as professional institutions, they have students, among others, as clients to whom they owe education services in ways analogous to the obligations hospitals have via-à-vis their patients. Academic administration is not just another job of managing, but a calling that importantly assists institutions to carry out their missions.

The poiintt of Democritus' physiology of the eye is that vision occurs because the eye allows the image in, and its sponginess aids the transmission of the image to the reasoning faculty. Thus,, Democritus' ophthalmology plays an important, though neglected, part in his theory of vision.

Macht ist die Fähigkeit, andere seinen Interessen gefügig zu machen. Diese Definition bildet den Ausgangspunkt für eine kritische Gegenüberstellung von höchst unterschiedlichen und historisch weit auseinander liegenden Machtheorien aus dem Gebiet der politischen Philosophie von den griechischen Anfängen bis zur Gegenwart. Die Definition lässt sich sowohl zur Charakteristik bedeutender Typen personaler Machtausübung, insbesondere im Fall von autoritären Herrschern, als auch zur Beschreibung der Wirkungsweise von historischen Bewegungen oder sogar Weltanschauungen im weitesten Sinne einsetzen.

The author assesses the complicated issues surrounding the value of Plato's dialogues in college education, offering an historical and textual account of why Plato is readily adopted into the American undergraduate curriculum. Despite this acceptance, students in the classroom often read Platonic dialogues as a body of metaphors instead of a site of significant and practical knowledge. Instructors also frequently emphasize the life of Plato over the philosophical and educational dimensions of the dialogues. The author addresses the educational benefits of (...) reading Plato specifically in terms of how Plato is read in class and the effects of this reading on students’ learning processes. The author offers the example of the Meno, which can instill in students an understanding of education based on knowledge of habit, of the acquisition of skills, and of the process of overcoming intellectual blindness. However, these important pedagogical benefits can be lost if the dialogue is read as a piece of literature or as merely offering insightful metaphors. Thus, the educational value of Plato depends entirely on how Plato is taught, the pedagogical goals of an instructor, and the engagement of students with the material. (shrink)