Out-Gunning Skepticism

1987 ◽  
Vol 17 (3) ◽  
pp. 655-657
Author(s):  
L. S. Carrier

Bredo C. Johnsen1 misconceives my strictures concerning acceptance of the following principle (where ‘p’ stands for any empirical proposition):(1) If A both knows that p and knows that p entails q, then A can come to know that q.Johnsen seems unaware that my criticism was intended to apply only after (1) is made to appear in its most plausible light; that is, only after its consequent is interpreted as: ’It is logically possible for A to know that q.’ Without this interpretation (1) might be dismissed simply on the grounds that A suffers from some physical or psychological disability that prevents him from drawing inferences from what he knows.Properly interpreted, (1) remains acceptable as long as the propositions substituted for p and q are such that it is at least logically possible for A to get evidence enough to make them known. Agreement on this point is itself enough to render Johnsen's own examples irrelevant. For instance, even though it may be physically impossible for A to get adequate evidence that in the constellation Andromeda there is a planet intermediate in size between Venus and Earth, the foregoing is still a fit substitution instance for q; but since such a q does not suffice to falsify the consequent of (1), it does nothing to generate any skeptical argument, either.

2021 ◽  
Vol 51 (2) ◽  
pp. 94-107
Author(s):  
Sorin Bangu

AbstractThe paper articulates a novel strategy against external world skepticism. It shows that a modal assumption of the skeptical argument cannot be justified.


2021 ◽  
Vol 18 (5) ◽  
pp. 633-656
Author(s):  
Adrian Briciu

Abstract It has become almost a cliché to say that we live in a post-truth world; that people of all trades speak with an indifference to truth. Speaking with an indifference to how things really are is famously regarded by Harry Frankfurt as the essence of bullshit. This paper aims to contribute to the philosophical and theoretical pragmatics discussion of bullshit. The aim of the paper is to offer a new theoretical analysis of what bullshit is, one that is more encompassing than Frankfurt’s original characterization. I part ways with Frankfurt in two points. Firstly, I propose that we should not analyze bullshit in intentional terms (i.e. as indifference). Secondly, I propose that we should not analyze it in relation to truth. Roughly put, I propose that bullshit is best characterized as speaking with carelessness toward the evidence for one’s conversational contribution. I bring forward, in the third section, a battery of examples that motivate this characterization. Furthermore, I argue that we can analyze speaking with carelessness toward the evidence in Gricean terms as a violation of the second Quality maxim. I argue that the Quality supermaxim, together with its subordinate maxims, demand that the speaker is truthful (contributes only what she believes to be true) and reliable (has adequate evidence for her contribution). The bullshitter’s main fault lies in being an unreliable interlocutor. I further argue that we should interpret what counts as adequate evidence, as stipulated by the second Quality Maxim, in contextualist terms: the subject matter and implicit epistemic standards determine how much evidence one needs in order to have adequate evidence. I contrast this proposed reading with a subjectivist interpretation of what counts as having adequate evidence and show that they give different predictions. Finally, working with a classic distinction, I argue that we should not understand bullshit as a form of deception but rather as a form of misleading speech.


2016 ◽  
Vol 2 (1) ◽  
pp. 55-73 ◽  
Author(s):  
MARTIN MONTMINY

ABSTRACT:Moral responsibility, I argue, requires agents to do what is within their abilities to act morally. This means that an agent is to blame just in case his wrongdoing is due to an underperformance, that is, to a failure to do what he can to act morally. I defend this account by considering a skeptical argument about responsibility put forth by Gideon Rosen and by Michael Zimmerman. I explain why the epistemic condition they endorse is inadequate and why my alternative epistemic condition, which directly follows from my general condition on culpability, should be preferred. I then defend my view against potential criticisms.


2015 ◽  
Vol 18 ◽  
Author(s):  
Ludmila F. Liberato Borges ◽  
Alexsandro L. De Andrade ◽  
Manoela Ziebell de Oliveira ◽  
Valeschka Martins Guerra

AbstractMany changes in the socioeconomic scenario led to the emergence of different models of career guidance, among which the protean career stands out. This model works with the prospect of a career that is self-directed and aligned with personal values, with important propositions for both professionals and students entering the work market. In the Brazilian scenario, however, there is a lack of appropriate measures to evaluate protean aspects among college students without work experience. Thus, the present study aimed at adapting and validating the attitudes towards the Protean Career Scale to this population. The sample consisted of 902 students aging from 18 to 30 years old (M = 22.52; SD = 6.53) attending 34 different undergraduate courses. Exploratory and confirmatory analysis attested the two-dimensional nature of the scale structure. The reliability indexes were satisfactory: over .65. The correlation between the protean models and factors such as personality, values, and locus of control provided adequate evidence of the measure’s predictive validity (p < .05).


2020 ◽  
pp. 37-45
Author(s):  
Lisa M. Meeks ◽  
Hilit F. Mechaber ◽  
Samantha Schroth ◽  
Rahael Gupta ◽  
Joseph F. Murray

2020 ◽  
Vol 4 (1) ◽  
pp. 82-96
Author(s):  
David Togi Hutahaean

The purpose of this research is to investigate the cooperative principle violation between the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar. The problem of this research was What cooperative principle are violated by the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar, To solve the problem, the researchers use some theories like: Grundy (2000), Yule (1996), Cruse (2000), Cook (1989), Cutting (2002), Moloeong (2007), Grice (1975). The research done in this study follows descriptive qualitative perspective. Source data in this study is the cooperative principle violation between the teacher and the students in grade eighth classroom teaching and learning process in SMP N 11 Pematangsiantar. Descriptive research describes what it is. It involves the descriptions, recording, analysis, and interpretation of conditions that exist. After analyzing the data, the researchers conclude that the maxim are flouted if the information is more informative than is required, ambiguous, uses symbolic, not absolutely true, lack of adequate evidence. The maxim can be flouted when the researcherss produce some utterances in the form. From the data can found the maxim, they are: maxim of Quality, maxim of Quantity, maxim of Relevant, maxim of Manner. The maxim flout when the conversation started until the end, so the maxim can used in the conversation and the conversation can analyze with the maxim.


2014 ◽  
Vol 85 (6) ◽  
pp. 986-991 ◽  
Author(s):  
Mu Chen ◽  
Zhi-Cai Feng ◽  
Xue Liu ◽  
Zheng-Ming Li ◽  
Bin Cai ◽  
...  

ABSTRACT Objective:  To assess oral health–related quality of life (OHRQoL) in young adult patients with malocclusion and to measure the association between orthodontic treatment need and OHRQoL. Materials and Methods:  The study sample comprised 190 young adults aged 18 to 25 years who were attending orthodontic clinics at the Faculty of Dentistry. The Index of Orthodontic Treatment Need-Dental Health Component was used to measure orthodontic treatment need. Each participant was assessed for OHRQoL before and after treatment by using the Oral Health Impact Profile, Chinese version (OHIP-14). Results:  Patients who had little or no, borderline, and actual need for orthodontic treatment represented 21.6%, 50.5%, and 27.9% of the total sample, respectively. OHRQoL (total OHIP-14 score and score for each domain) improved after treatment (P &lt; .05). Significant differences in summary OHIP-14 scores were apparent with respect to orthodontic treatment need. Participants with high treatment need reported a significantly greater negative impact on the overall OHRQoL score. The greatest impact was seen in the psychological discomfort domain and the psychological disability domain. Conclusion:  Malocclusion has a significant negative impact on OHRQoL. This is greatest for the psychological discomfort and psychological disability domains. The orthodontic treatment of malocclusion improves OHRQoL of patients.


2020 ◽  
Vol 3 (7) ◽  
pp. e2011165
Author(s):  
Lisa M. Meeks ◽  
Melissa Plegue ◽  
Ben Case ◽  
Bonnielin K. Swenor ◽  
Srijan Sen

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