Philosophy’s Future as a Problem-Solving Discipline

2011 ◽  
Vol 12 (2) ◽  
pp. 292-312
Author(s):  
Richard Kamber ◽  

Scientists often reach provisional agreement solutions to problems central to their disciplines, whereas philosophers do not. Although philosophy has been practiced by outstanding intellects for over two thousand years, philosophers have not reached agreement, provisional or otherwise, on the solution or dissolution of any central philosophical problem by philosophical methods. What about philosophy’s future? Until about 1970, philosophers were generally optimistic. Some pinned their hopes on revolution in methodology, others on reform of practice. The case for gradual reform still finds articulate advocates in philosophers like Michael Dummett and Timothy Williamson, but many philosophers today suspect that perennial disagreement may be inescapable. I consider three explanations for the inescapability of perennial disagreement—Richard Rorty’s relativism, Colin McGinn’s skepticism, and Nicholas Rescher’s pluralism—and find each wanting. I argue that a better explanation is the resistance of philosophers to commit, as scientists do, to formulating testable theories and collecting data to help decide between competing theories. I close by proposing that experimental philosophy, a movement still in its infancy, holds the promise of reuniting philosophy with science and moving philosophers closer to agreement on the solution of its central problems.

2020 ◽  
pp. 141-148
Author(s):  
Bob Hale

Two arguments for S5 being the logic of metaphysical modality are favourably discussed: one from the logic of absolute necessity, one from Timothy Williamson. Two arguments against S5 being the logic of metaphysical modality are discussed and rebuffed: one from Nathan Salmon against S4, and thereby S5, being the logical of metaphysical modality; and one from Michael Dummett against the B principle for metaphysical modality. In the Appendix, some comments are offered on the logics of ‘true in virtue of the nature of’, and its relation to logical necessity. It is argued that the logic both of ‘true in virtue of the nature of x’ and of essentialist logical necessity is S5.


2020 ◽  
pp. 159-183
Author(s):  
Elijah Chudnoff

The Standard Picture of philosophical methodology includes the following claims: (A) Intuitive judgments form an epistemically distinctive kind; (B) Intuitive judgments play an epistemically privileged role in philosophical methodology; (C) If intuitive judgments play an epistemically privileged role in philosophical methodology, then their role is to be taken as given inputs into generally accepted forms of reasoning; (D) Philosophical methodology is reasonable. Work in negative experimental philosophy has motivated some to question the descriptive accuracy of the Standard Picture. Some philosophers such as Timothy Williamson challenge (A) on the grounds that philosophy cannot be distinguished by its reliance on a distinctive epistemic source. Other philosophers such as Herman Cappelen and Max Deutsch challenge (B) on the grounds that philosophers do not treat intuitions as evidence. This chapter defends (A) and (B) in the Standard Picture against these challenges.


2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Jia Yu

In the modern society with the rapid development of economy and technology, the aircraft structure design course is gradually concerned. The ideological and political education in aircraft structure design is not perfect. For the ideological and political exploration of transferred students, we need to pay more attention to the outlook on life, values and other aspects. It is necessary to apply the relevant elements of ideological and political education in the aircraft structure design course, in order to establish the correct learning concepts, which are beneficial to students' philosophical analysis ability, activity and philosophical problem-solving ability. Firstly, this paper summarizes the current situation of ideological and political exploration of aircraft structure design course, analyzes the deficiencies and problems existing in the ideological and political education of aircraft structure design course, and puts forward countermeasures and practical plans, so as to integrates the correct ideological and political elements into professional courses teaching, and enhances the talent system and culture cultivation in colleges and universities.


1970 ◽  
Vol 23 (1) ◽  
pp. 133-139
Author(s):  
Jakub Pruś

Few years ago Krzysztof Czerniawski has published a book „Three Versions of Epistemic Theory of Truth: Dummett, Putnam, Wright”. It drew my attention, for there are many works which are concerned with the philosophical problem of truth, but only few comparative studies between different ideas concerning theory of truth. Author focuses on so-called Epistemic Theory of Truth, which assumes—according to the characteristics of Wolfgang Künne—that being true depends to some extent on our judgement. It is clear that there were far more philosophers, who understood truth in similar way, e. g. Pierce, Brentano, Neurath, however, Czerniawski concentrates on the most recent history of Epistemic Theory of Truth. He also takes no account of philosophy of Habermas and Gadamer, whose ideas on truth can also be classified as „epistemic”, for they are built out of analytical tradition of philosophising. Thus, he chooses Michael Dummett, Hilary Putnam and Crispin Wright—three analytical philosophers who significantly contributed to the development of „epistemic” approaches to the problem of truth.


1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.


1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.


1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.


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