Russell’s substitutional theory conferred philosophical advantages over the simple type theory it was to emulate. However, it faced propositional paradoxes, and in a 1906 paper “On ‘Insolubilia’ and Their Solution by Symbolic Logic”, he modified the theory to block these paradoxes while preserving Cantor’s results. My aim is to draw out several quandaries for the interpretation of the role of substitution in Russell’s logic. If he was aware of the substitutional (_p_0_a_0) paradox in 1906, why did he advertise “Insolubilia” as (...) a solution to the Epimenides? If he was dissatisfied with the solution, as his correspondence suggests, why did he go on to publish it? Why did substitution reappear with orders in “Mathematical Logic as Based on the Theory of Types” if he had rejected a hierarchy of orders as intolerable? I offer the following as possible explanations: he construed the “logical Epimenides” as a version of the _p_0_a_0 paradox; his dissatisfaction with the “Insolubilia” solution was philosophical, not technical; and substitution re-emerged because he hoped for a new philosophical gloss on orders. Whether or not my explanations are correct, these issues must be addressed in accounting for Russell’s reasons for ramification. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:russell: the Journal of Bertrand Russell Studies n.s. 34 (summer 2014): 67–78 The Bertrand Russell Research Centre, McMaster U. issn 0036–01631; online 1913–8032 c:\users\kenneth\documents\type3401\rj 3401 193 red.docx 2014-05-14 8:54 PM aiscussion THE STRUCTURE, SEMANTICS, AND USE OF DESCRIPTIONS Jolen Galaugher Philosophy / McMaster U. Hamilton, on, Canada l8s 4l6 [email protected] / [email protected] he division of designators into denoting expressions and referring expressions has become a familiar feature (...) of the Russellian orthodoxy in the philosophy of language. At a glance, expressions of the referring kind seem to be unstructured, lacking independently meaningful proper parts, while those of the denoting kind seem to be structured quantifiers, having molecular complexity. Most examples fit this pattern: proper names, indexicals, and demonstratives are unstructured, while definite descriptions and other quanti fier phrases are typically structured. On Russell’s 1903 theory of denoting, the semantic structure (independently meaningful proper parts) of denoting complexes had proved a source of difficulty for his logic of propositions. The early theory was not only incapable of explaining both how we are supposed to designate complex meanings and how complex meanings are supposed to denote, but was also at odds with the view that proposition and constituent are logically basic, introducing further functional complexes into the propositional complex. Russell’s 1905 theory of descriptions reconstrued these apparently structured referring expressions as quantified noun phrases. On the new theory, knowing the meaning of such expressions does not require acquaintance with a specific object, but rather a grasp of the truth-conditions of the sentences in which they occur.1 One might say that on the new theory, denoting is linked to object-independent truth-conditions, while referring is linked to object-dependent truth-conditions—a connection elaborated and extended by Kripke and Kaplan. This is the situation as Arthur Sullivan paints it in his new book, Reference and Structure in the Philosophy of Language: a Defense of the 1 Russell articulated the dichotomy in “Knowledge by Acquaintance and Knowledge by Description” (1911), ML, p. 226; Papers 6: 158. For Sullivan’s use of this passage, see his anthology, Logicism and the Philosophy of Language, pp. 79–80, and Reference and Structure in the Philosophy of Language, pp. 13–14, 137, 140 n.15. q= 68 Discussion c:\users\kenneth\documents\type3401\rj 3401 193 red.docx 2014-05-14 8:54 PM Russellian Orthodoxy (2013). In this work, Arthur Sullivan defends a stronger set of claims than the denoting /referring distinction might historically have entailed. Building on Neale’s sharp distinction between semantically unstructured rigid referring expressions and semantically structured restricted quantifiers,2 Sullivan takes it to be crucial that these categories are exhaustive and exclusive, so that all and only referring expressions are unstructured designators, and all and only denoting expressions are structured designators (p. 13). Adopting a distinction from Bach,3 Sullivan maintains that the semantic mechanism of referring designators is simply to conventionally relate the utterance of the designator to the designatum, and hence to express object-dependent propositions, while the semantic mechanism of denoting designators is satisfactional, expressing a compositional condition which may or may not be satisfied by any object and which thus expresses object-independent propositions (p. 11). In Part 1, Sullivan articulates the orthodox theory of reference in terms of these two exhaustive and exclusive categories of designator and the distinct, corresponding semantic mechanisms by which they designate. In Part 2, he provides arguments in favour of the orthodoxy. In Part 3, he deals with apparent counter -examples, reinterpreting complex demonstratives and referential uses of definite descriptions to bring them into conformity with the strict referringversus -denoting dichotomy. In Part 4, he offers a synopsis and some general conclusions. Importantly, in Part 2, Sullivan argues that semantic structure is a necessary but not sufficient condition of non-rigidity, that only denoting designnators are non-rigid, that all unstructured designators are rigid designators, and that the lack of semantic structure is necessary and sufficient for status as a referring expression. Contrary to the view which is now popular, Russell regarded ordinary proper names as... (shrink)

Russell’s most important source for his book on Leibniz was C. I. Gerhardt’s seven-volume Die philosophischen Schriften von Gottfried Wilhelm Leibniz. Russell heavily annotated his copy of this important edition of Leibniz’s works. The present paper records all Russell’s marginalia, with the exception of passages marked merely by vertical lines in the margin, and provides explanatory commentary.

Review of Russell’s Philosophy of Logical Atomism 1897–1905, by Jolen Galaugher (Palgrave Macmillan 2013).

ABSTRACTPrevious research has demonstrated that anxious individuals attend to negative emotional information at the expense of other information. This is commonly referred to as attentional bias. The field has historically conceived of this process as relatively static; however, research by [Zvielli, A., Bernstein, A., & Koster, E. H. W.. Dynamics of attentional bias to threat in anxious adults: Bias towards and/or away? PLoS ONE, 9, e104025; Zvielli, A., Bernstein, A., & Koster, E. H. W.. Temporal dynamics of attentional bias. Clinical (...) Psychological Science, 3, 772–788.], and others, challenges this assumption by demonstrating considerable temporal variability in attentional bias amongst anxious individuals. Still, the mechanisms driving these temporal dynamics are less well known. Using a modified dot-probe task, the present study examined the impact of two relevant contextual variables- affective valence and trial repetition. Affective context was instantiated by the presentation of... (shrink)

With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their (...) likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions. (shrink)

The empirical study of grace, a relational virtue, is in its beginning stages. The purpose of this study was to provide rich, context-based, qualitative data to describe Mainline Protestants’ (a) experiences of, and (b) beliefs about, divine grace. Interviews were conducted with 28 community adults who were affiliated with Mainline Protestant Churches. Results indicated that Mainline Protestant Christians have varying beliefs about divine grace and how it is related to both the present moment and the afterlife. Divine grace was often (...) defined as, or associated with, other relational virtues (e.g., forgiveness and love), and participants occasionally defined grace as a gift. In addition, divine grace was also reported to be difficult to accept at times for a variety of reasons, but the effects of divine grace have direct associations with participants’ overall well-being. Divine grace was also associated with beliefs about heaven or the afterlife, yet participants had varying beliefs about how grace is applied to non-Christians. Limitations and future directions for research are discussed in light of the present empirical literature on divine grace. (shrink)

BackgroundResearch and academic institutions use various delivery channels to deliver Research Integrity education in their communities. Yet there is no consensus on the best delivery method and the effectiveness of these channels in inculcating a positive RI culture varies across institutions. Hence, this study aimed to understand the preferences of the research community in Nanyang Technological University, Singapore.MethodsAn online survey was conducted on NTU research community to understand their experience with, and preference for each RI education mode offered in NTU. (...) The RI education modes surveyed in the general ranking question are Data Management Plan workshops, Epigeum e-Learning, Compass e-newsletter, and NTU policy on Research Integrity and Responsible Conduct of Research. There were 242 responses, comprising 50% research students, 32.2% research staff and 17.8% faculty members. Non-parametric statistical techniques were used to analyse preferences across different RI education modes and within sub-groups.ResultsMore than 92% of respondents subscribed to the importance of RI education, but with different preferences for education modes. With respect to RI education in NTU, Compass e-newsletters were ranked the lowest. Most felt that they were too wordy and unengaging, making it difficult to absorb information. Similarly, Epigeum e-Learning and ‘policy’ were found to be too lengthy in presentation. The compulsory NTU RI education modes enjoyed higher participation rates of 70–80% compared with 32–37% for the self-regulated modes. This suggests that regulatory mechanisms are still necessary to promote participation in RI education, and thus, core RI education content should be made compulsory in research/academic institutions. Although Epigeum is a compulsory course, some may not have participated in the programme due to technical issues or they might have forgotten to participate in the programme within the permissible timeframe. For all four RI education modes in NTU, the lack of awareness was among the top cited reasons for not participating.ConclusionsMost NTU researchers perceived RI education positively although they may have reservations for some approaches. Conversely, e-Learning is favored over all the other modes except for the mode of Policy. Findings from this study are useful for improving the design of RI education strategies to be more appealing to the research community by enhancing user experience in terms of user-friendliness, relevance to specialisation, providing concise information and better presentation of materials For institutions with similar modes of RI education as NTU, these results may be relevant in improving participation rates and presentation of RI education modes, such as the use of infographics and more concise information. (shrink)