Dictionaries distinguish the following senses of ‘punishment’:

1. (1a) the act of punishing, or the fact of being punished - where ‘punish’ is defined as: an act of public authority causing an offender to suffer for an offense. As In: ‘the respectable not only obey the law, but punish those who refuse to do so’.

2. (1b) that which is inflicted as a penalty for an offense. As in: ‘all punishments are to be carried out in the Barrack Yard’, ‘fit the punishment to the crime’.

3. (2) severe handling or treatment causing heavy damage, injury or loss. As in: ‘the fighter had been subjected to heavy punishment in his losing bout’, ‘the ships received considerable punishment from the batteries’.

Unlike old soldiers, the rhetoric of the great neither dies nor fades away. And so Hume's celebrated ‘is-ought’ passage still provokes debate.

Hume was worried about the relation between ought statements and those supporting them: between ‘tolerence brings peace’ or ‘is God's will’, and ‘so one ought to be tolerant’. He denies the deducibility of the latter from the former, as the ‘ought’ expresses ‘a new relation or affirmation’, ‘entirely different from the others’. And this is commonly taken as saying that the ought statement is ‘different’ and non-deducible, because it is no longer a ‘purely factual statement’, to wit one that makes another ordinarily testable truth claim.

However, recent criticism, by W. D. Hudson and others, points out that Hume says other things seemingly inconsistent with this. In the passage, he mentions ‘ought’ and ‘virtue’ interchangeably, and ‘tolerance is virtuous’ as in the same boat as ‘one ought to be tolerant’. But, also, he treats the virtue of an action as sensibly discernible by the approbation which it evokes, and takes us to mean by a virtuous action that we will approve of it on contemplation.

Considerable attention recently has been paid to anti-exceptionalism about logic (AEL), the thesis that logic is more similar to the sciences in important respects than traditionally thought. One of AEL’s prominent claims is that logic’s methodology is similar to that of the recognised sciences, with part of this proposal being that logics provide explanations in some sense. However, insufficient attention has been given to what this proposal amounts to, and the challenges that arise in providing an account of explanations in logic. This paper clarifies these challenges, and shows how the practice-based approach is best placed to meet them.

Speakers are confused about identity if they mistake one thing for two or two things for one. I present two plausible models of confusion, the Frege model and the Millikan model. I show how a prominent objection to Fregean models fails and argue that confusion consists in having false implicit beliefs involving the identity relation. Further, I argue that confused identity has characteristic corruptive effects on singular cognition and on the proper function of singular terms in linguistic communication.

In this paper I shall defend the traditional claim that Aristotle's nonsubstantial particulars discussed in the second chapter of the Categories are unsharable particulars against G. E. L. Owen's claim that they are sharable universals. I shall proceed by presenting first a sketch of the traditional position that makes explicit why it holds that non-substantial particulars are unsharable particulars. Secondly, I shall sketch Owen's position and recount how it differs in certain important respects from the traditional position. Thirdly, I shall present some of my own considerations that I believe support the traditional position at the expense of Owen's position. Finally, I shall offer what I take to be the primary reason Aristotle was committed to the existence of such odd items as non-substantial particulars.

Donald Davidson did it. He did it slowly, deliberately, in more than a half dozen widely noted essays. What he did was to elaborate a program for the study of empirical semantics. Nor did he stop there. He went on to apply his program to some of the problems that have long bedeviled semantics: action sentences, indirect discourse and propositional attitudes.

My goal in this paper is to assess Davidson's achievement. The first step is to assemble the program from the sketches and hints scattered among Davidson's papers. This is the project of my first section where my aim is sympathetic exposition. Since Davidson sometimes seems to be playing a game of hide and seek with his reader, my reconstruction of his program and arguments is of necessity occasionally speculative. In the second section my stance turns critical. There are anomalies in the program; the sort of theory Davidson advocates is not the sort delivered. When the problems are pushed, I think the program loses whatever initial plausibility it may have had. It is my contention that Davidson has provided no serious framework for the empirical study of natural language.

In recent work, Peter Hanks and Scott Soames argue for the type view, according to which propositions are types whose tokens are acts, states, or events. Hanks and Soames think that one of the virtues of the type view is that it allows them to explain why propositions have semantic properties. But, in this paper, we argue that their explanations aren't satisfactory.

There seems to be nearly universal agreement that society cannot do without some form of criminal punishment. At the same time, it is generally acknowledged that punishment, involving as it does the imposition of hardship and suffering, stands in need of justification. What form such a justification should take, however, is a matter of considerable contention, in part because of basic theoretical disagreements on the nature of moral obligation, and in part because of disagreements concerning the nature and purpose of criminal punishment itself.

These disagreements have given rise to a number of rival ‘theories’ of punishment - rival accounts of the purposes of punishment and the conditions which justify it. The traditional theories can be broadly categorized as deterrence theories, incapacitation theories, retributive theories, and rehabilitative theories (broadly conceived to include moral education theories). My purpose here is to contribute to this discussion on punishment by introducing a largely overlooked theory of punishment, one whose outlines can be found in the writings of Simone Wei!, but which has yet to be fully developed and discussed. This theory, which I call the ‘reintegrative theory,’ has, I believe, a number of advantages over more traditional theories of punishment.

Advising is sometimes just inviting someone to act on a reason he already has: giving him strategically useful information, encouraging his flagging spirits, making vivid what he wishes to forget. In that case no reasons are given. Sometimes, too, you find that your interlocutor has, as you'll put it, ‘no reason to do’ what you think he should do. You find you need to ‘give him’ a reason to do it. Here you have a choice between two strategies. You can attempt to influence him in a way that's at odds with the form of address distinctive of reasoning with him.

The theory I want to refute is sometime called Impersonal Ethical Egoism (IEE): the view that everyone ought (morally) to do what will benefit him the most in any given situation. It might be thought that this view can be distinguished from Personal Ethical Egoism (PEE): the view that I ought (morally) to do what will benefit me the most in any given situation. But to whom does “I” refer in PEE? To any person who states the view? And is the view supposed to be true no matter who states it? If the answers to the last two questions are Yes, then PEE and IEE come to the same thing. To distinguish the views, we might take “I” to refer to a specific person, say, the person who just stated the view. Put unambiguously, without the personal pronoun, PEE then becomes: RC ought (morally) to do what will benefit RC the most in any given situation. IEE would then logically imply PEE, but not conversely. But the reason why PEE would not imply IEE is not that it would be a conflicting, or even an alternative and competing, form of ethical egoism; it is simply that PEE would be formulated much less generally than IEE. In fact, since PEE would concern only what one particular person ought to do, it would not be obvious that the view itself should be called a form of egoism. For if anyone else subscribed to the view, that would hardly make him an egoist; so there would seem to be nothing inherently egoistic about the view. But, in any case, what I aim to refute is a general theory about what anyone ought to do in a given situation, not a theory limited in scope to the actions of only one individual.

One of the most significant discoveries of early twentieth century mathematical logic was a workable definition of ‘ordered pair’ totally within set theory. Norbert Wiener, and independently Casimir Kuratowski, are usually credited with this discovery. A definition of ‘ordered pair’ held the key to the precise formulation of the notions of ‘relation’ and ‘function’ — both of which are probably indispensable for an understanding of the foundations of mathematics. The set-theoretic definition of ‘ordered pair’ thus turned out to be a key victory for logicism, providing one admits set theory is logic. The definition also was instrumental in achieving the appearance of ontological economy — since it seemed only sets were needed — although this feature was emphasized only later.

The resurgence of interest in systematic moral theory over the past ten to fifteen years has brought to the fore debates concerning issues in moral epistemology, in particular, questions regarding the correct method for moral inquiry. Much of the controversy has focused on John Rawls’ method of reflective equilibrium. One merit claimed for this coherence method is that it transcends the traditional two tiered approach to moral inquiry according to which one must choose as one's starting points either particular moral judgments or general moral principles. Several of Rawls’ prominent critics have charged that Rawls’ loosely assembled rabble of starting points are not epistemically hefty enough to hoist a moral theory upon their shoulders. Perhaps unwittingly, these critics cling to the two level conception of theory construction, for they both defend general principles as the only appropriate starting points for theory construction and insist upon viewing Rawls as one working within the two tiered conception who opts for more particular judgments as starting points.

There is a venerable and thoroughly entrenched tradition of regarding epistemic justification as playing an essential cognitive role in the acquisition, maintenance, or even loss of knowledge. Hold fixed that p is true and that S believes that p. Given this, whether S comes to know that p, still knows that p, or no longer knows that p essentially depends upon whether S has acquired, sustained, or lost justification for believing that p. I shall call any theory which regards epistemic justification as playing this essential epistemological function in cognition a Jn-theory. To simplify, we will say that a Jn-theorist is one who holds that - when the truth of p is held constant and S's belief that p is held constant - S's knowledge that p varies directly with the victory of S's justification and indirectly with its defeat.

Scorned by analytic philosophers for much of the twentieth Century, the a priori has been newly befriended in recent years. This development is healthy but there is reason to be concerned about how it is unfolding. In particular, it is largely characterized by a certain historical myopia: contemporary philosophers are able to see back to Kant but not much beyond him. While it may be true that the a priori changed with Kant, this in itself provides us with a reason to go back before him. For other conceptualizations of the a priori, all but forgotten now, might help us to meet worries about it that Kant's familiar version cannot.

It has recently been argued that a sensitivity theory of knowledge cannot account for intuitively appealing instances of higher-order knowledge. In this paper, we argue that it can once careful attention is paid to the methods or processes by which we typically form higher-order beliefs. We base our argument on what we take to be a well-motivated and commonsensical view on how higher-order knowledge is typically acquired, and we show how higher-order knowledge is possible in a sensitivity theory once this view is adopted.

This paper shows how we can plausibly extend the guise of the good thesis in a way that avoids intellectualist challenge, allows animals to be included, and is consistent with the possibility of performing action under the cognition of their badness. The paper also presents some independent arguments for the plausibility of this interpretation of the thesis. To this aim, a teleological conception of practical attitudes as well as a cognitivist account of arational desires is offered.

The possibility of error conditions the possibility of normative principles. I argue that extant interpretations of this condition undermine the possibility of normative principles for our action because they implicitly treat error as a perfection of an action. I then explain how a constitutivist metaphysics of capacities explains why error is an imperfection of an action. Finally, I describe and defend the interpretation of the error condition which follows.

Call generalism about children’s and adults’ wellbeing the thesis that the same theory of wellbeing applies to both children and adults. Our goal is to examine whether generalism is true. While this question has not received much attention in the past, it has recently been suggested that generalism is likely to be false and that we need to elaborate different theories of children’s and adults’ wellbeing. In this paper, we defend generalism against the main objections it faces and make a positive case for it.

According to relational views of autonomy, some social relations or forms of dependence are necessary for autonomous agency. Recent relational theorists have primarily focused on autonomy of action or practical autonomy, and the result has been a shift away from individualistic conceptions of autonomy in the practical realm. Despite these trends, individualistic conceptions are still the default when it comes to autonomy of belief or intellectual autonomy. In this paper, I argue for a relational account of intellectual autonomy. Specifically, I claim that intellectual autonomy requires a sense of one’s standing as an equal member of the epistemic community.

Locke's division between primary and secondary qualities in chapter viii of Book II of the Essay is a hardy philosophical perennial which has weathered centuries of misrepresentation. Gradually, however, a new dawn in Locke scholarship is breaking, in the light of which it transpires that the importance and interest of the dichotomy belongs not to classical philosophy of perception but to philosophy of science. The excellence of current Locke exegesis, however, should not blind us to the fact that recent readings are in urgent need of supplementation: and one aim of this paper is to show how this might be achieved.