In this Introduction, we aim to introduce the reader to the basic topic of this book. As part of this, we explain why we are using two different expressions (‘conceptual engineering’ and ‘conceptual ethics’) to describe the topics in the book. We then turn to some of the central foundational issues that arise for conceptual engineering and conceptual ethics, and finally we outline various views one might have about their role in philosophy and inquiry more generally.

Introduction to Philosophy: Epistemology engages first-time philosophy readers on a guided tour through the core concepts, questions, methods, arguments, and theories of epistemology—the branch of philosophy devoted to the study of knowledge. After a brief overview of the field, the book progresses systematically while placing central ideas and thinkers in historical and contemporary context. The chapters cover the analysis of knowledge, the nature of epistemic justification, rationalism vs. empiricism, skepticism, the value of knowledge, the ethics of belief, Bayesian epistemology, social (...) epistemology, and feminist epistemologies. Along the way, instructors and students will encounter a wealth of additional resources and tools: chapter learning outcomes, key terms, images of philosophers and related art, useful diagrams and tables, boxes containing excerpts and other supplementary material, questions for reflection, suggestions for further reading, and a glossary. For an undergraduate survey epistemology course, Introduction to Philosophy: Epistemology is ideal when used as a main text paired with primary sources and scholarly articles. For an introductory philosophy course, select book chapters are best used in combination with chapters from other books in the Introduction to Philosophy open textbook series (edited by Christina Hendricks). (shrink)

A collection of essays, mostly original, on the actual and possible positions on free will available to Buddhist philosophers, by Christopher Gowans, Rick Repetti, Jay Garfield, Owen Flanagan, Charles Goodman, Galen Strawson, Susan Blackmore, Martin T. Adam, Christian Coseru, Marie Friquegnon, Mark Siderits, Ben Abelson, B. Alan Wallace, Peter Harvey, Emily McRae, and Karin Meyers, and a Foreword by Daniel Cozort.

I offer new arguments for an unorthodox reading of J. L. Mackie’s Ethics: Inventing Right and Wrong, one on which Mackie does not think all substantive moral claims are false, but allows that a proper subset of them are true. Further, those that are true should be understood in terms of a “hybrid theory”. The proposed reading is one on which Mackie is a conceptual pruner, arguing that we should prune away error-ridden moral claims but hold onto those already free (...) of error. This reading is very different from the standard ones found in the literature. I build on recent work by Moberger and argue that this reading is better corroborated by close attention to the way in which Mackie argues at length that terms like “good” and “ought” are systematically context-sensitive, as well as by considerable additional textual evidence. This reading, however, faces an important challenge—to explain in what sense, if any, morality retains its “normativity” on the proposed reading. I argue that this challenge can be met, at least given some of Mackie’s further assumptions about the nature of rationality. (shrink)

This article argues that Buddhists can consistently support autonomy as an educational ideal. The article defines autonomy as a matter of thinking and acting according to principles that one has oneself endorsed, showing the relationship between this ideal and the possession of an enduring self. Three central Buddhist doctrines of conditioned arising, impermanence and anatman are examined, showing a prima facie conflict between autonomy and Buddhist philosophy. Drawing on the ‘two truths’ theory of Nagarjuna, it is then shown that the (...) prima facie conflict can be defused by noting that the self has reality at one level, but is a fiction at another level. This approach allows us a new way of seeing autonomy as an extrinsic value—as a step in the journey towards nirvana, but of no value once one has achieved nirvana. (shrink)

In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

Conceptual engineering means to provide a method to assess and improve our concepts working as cognitive devices. But conceptual engineering still lacks an account of what concepts are (as cognitive devices) and of what engineering is (in the case of cognition). And without such prior understanding of its subject matter, or so it is claimed here, conceptual engineering is bound to remain useless, merely operating as a piecemeal approach, with no overall grip on its target domain. The purpose of this (...) programmatic paper is to overcome this knowledge gap by providing some guidelines for developing the theories of concepts and of cognition that will ground the systematic unified framework needed to effectively implement conceptual engineering as a widely applicable method for the cognitive optimization of our conceptual devices. (shrink)

ABSTRACT What do we disagree about when we disagree about logic? On the face of it, classical and nonclassical logicians disagree about the laws of logic and the nature of logical properties. Yet, sometimes the parties are accused of talking past each other. The worry is that if the parties to the dispute do not mean the same thing with ‘if’, ‘or’, and ‘not’, they fail to have genuine disagreement about the laws in question. After the work of Quine, this (...) objection against genuine disagreement about logic has been called the meaning-variance thesis. We argue that the meaning-variance thesis can be endorsed without blocking genuine disagreement. In fact, even the type of revisionism and nonapriorism championed by Quine turns out to be compatible with meaning-variance. (shrink)

Conceptual engineering is the design, implementation, and evaluation of concepts. Conceptual engineering includes or should include de novo conceptual engineering (designing a new concept) as well as conceptual re-engineering (fixing an old concept). It should also include heteronymous (different-word) as well as homonymous (same-word) conceptual engineering. I discuss the importance and the difficulty of these sorts of conceptual engineering in philosophy and elsewhere.

The linguistic turn provided philosophers with a range of reasons for engaging in careful investigation into the nature and structure of language. However, the linguistic turn is dead. The arguments for it have been abandoned. This raises the question: why should philosophers take an interest in the minutiae of natural language semantics? I’ll argue that there isn’t much of a reason - philosophy of language has lost its way. Then I provide a suggestion for how it can find its way (...) again. (shrink)

Machery’s book is an effort to show how experimental philosophy can be valuable without the perephenelia of intuitions. I argue that the effort fails.

Philosophers have traditionally described themselves as “intuitive scientists”: people seeking the most justified theories about distinctive aspects of the world. Relying on insights from philosophers as Samuel Taylor Coleridge and Williams James, I argue that philosophers should be described instead as “intuitive lawyers” who defend a point of view largely by appealing to non-cognitive reasons.

If I take a free decision, how does this express itself physically? If God acts in this world, how does he do so? The answers to those two questions may be different or the same. Here we sketch a typology of possible answers, including Transcendent Compatibility. It turns out that in an open universe, freedom is the timewise mirror image of causality.

This dissertation seeks to examine the validity of the justification commonly offered for a coercive (1) psychiatric intervention, namely that the intervention was in the ‘best interests’ of the subject and/or that the subject posed a danger to others. As a first step,it was decided to analyse justifications based on ‘best interests’ [the ‘Stage 1’ argument] separately from those based on dangerousness [the ‘Stage 2’ argument]. Justifications based on both were the focus of the ‘Stage 3’ argument. Legal and philosophical (...) analyses of coercive psychiatric interventions generally regard such interventions as embodying a benign paternalism occasioning slight, if any, ethical concern. Whilst there are some dissenting voices even at the very heart of academic and professional psychiatry, the majority of psychiatrists also appear to share such views. The aim of this dissertation is to show that such a perspective is mistaken and that such interventions raise philosophical and ethical questions of the profoundest importance.(2) The philosophical well-spring of the Stage 1 dissertation argument lay in an observation made by Philippa Foot (3) that the “… right to be let free from unwanted interference” is one of the most fundamental and distinctive rights of persons, a right which takes precedence over any “… action we would dearly like to take for his sake.” This – in conjunction with the recognition that some coercive psychiatric interventions are of a gravity as to result in the personhood of the subject being severely damaged if not destroyed – suggested that the concept of personhood play a central role in the formulation of the dissertation argument. For ease of analysis it was presumed that the term ‘person’ could be defined by a set of necessary and sufficient conditions of which ‘minimum levels of rationality’ and ‘ability to communicate’ were the only conditions relevant to the formulation of justifications for coercive psychiatric interventions. This presumption was explicated into a number of postulates which enabled the construction of a rigorous foundation on which to develop the dissertation argument. This argument then sought to determine whether psychiatric assessments of irrationality were accurate and reliable. In furtherance of this analysis it was necessary to examine the reliability of psychiatric determinations in other areas of claimed expertise namely diagnosis, treatment and assessment of dangerousness. This ‘crossing of the disciplinary threshold’ brought to light the dearth of studies on psychiatric misdiagnosis and iatrogenic harm. A variant of the Precautionary Principle was developed to enable the extent of such harms to be estimated. The not insignificant levels of psychiatric misdiagnosis and iatrogenic harm and erroneous assessments of dangerousness which were thus found are of considerable relevance to any ethical analysis of the justification for coercive psychiatric intervention and serve to undermine simple paternalistic justifications. --- (1)The term ‘coercive’ (rather than ‘non-consensual’) is used to indicate an intervention carried out against the explicit and contemporaneous objections of the subject (2)Not least because the number of individuals detained in Irish psychiatric hospitals is of a comparable order of magnitude to the number detained in Irish prisons subsequent to a criminal conviction (3)See Foot (1977), p.102. (shrink)

The aim of the paper is to examine whether conceptual relativism is a prerequi-site for conceptual engineering (and if so, then to what extent). In the first part of the paper, I explore and classify varieties of relativism to prepare a distinctive definition of conceptual relativism. In the second part I analyse conceptual relativism and I consequently propose two different readings of conceptual scheme: (i) conceptual scheme as a monolithic, timeless, and determinate systems of meanings, and (ii) conceptual scheme as (...) a system of relatively stable meanings, that is based on agreement and is open to change over time. In the third part of the paper, I show that of those two readings only the second reading of conceptual scheme fits into the practice of conceptual engineering. (shrink)