What does it mean for a general term to be rigid? It is argued by some that if we take general terms to designate their extensions, then almost no empirical general term will turn out to be rigid; and if we take them to designate some abstract entity, such as a kind, then it turns out that almost all general terms will be rigid. Various authors who pursue this line of reasoning have attempted to capture Kripke’s intent by defining a (...) rigid general term as one that applies to the objects in its extension essentially. I argue that this account is significantly mistaken for various reasons: it conflates a metaphysical notion (essentialism) with a semantic one (rigidity); it fails to countenance the fact that any term can be introduced into a language by stipulating that it be a rigid designator; it limits the extension of rigid terms so much that terms such as ‘meter’, ‘rectangle’, ‘truth’, etc. do not turn out to be rigid, when they obviously are; and it wrongly concentrates on the predicative use of a general term in applying a certain test offered by Kripke to determine whether a term is rigid. (shrink)

The aim of this thesis is to discuss whether general terms are rigid and if they are, how their rigidity should be interpreted. To this end, I first present the problems related to the rigidity of general terms. The most important ones among them are the following: What do general terms refer to? Is there any difference between the terms called “natural kind terms” and other general terms? After that, I discuss the arguments of three competent interpretations which try to (...) overcome these problems. The first interpretation holds that general terms refer to (or apply to) each and every object in their extensions. According to this view, only general terms related to essential properties like “cat”, “gold” turn out to be rigid. After I try to expose the drawbacks of this view, I examine the arguments of the second interpretation which holds that general terms refer to abstract kinds. I also argue for this interpretation. According to this interpretation general terms which refer to the same kind in all possible worlds turn out to be rigid. The main objection to this view is that this interpretation makes so many general terms rigid and it trivializes the notion of rigidity. Arguing that this is an unfair objection, I also focus on the philosophical importance of the subject and show that the interpretation I argue for realizes this philosophical importance. The third interpretation, on the other hand, rejects the rigidity of general terms. I also discuss the drawbacks of this view. -/- Another subject I discuss in the thesis is the rigidity of artifactual kind terms. The kinds of human made objects for specific purposes are usually called “artifactual kinds”. I argue that artifactual kind terms could rigidly refer to artifactual kinds. I reply to the critiques of this view with regard to the semantics of artifactual kind terms and metaphysics of artifactual kinds. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)

The principal question addressed is whether there is a division among common nouns which is similar to a familiar division among noun phrases that designate particular-level individuals: the one which is captured in the relevant literature as the difference between de jure rigid and not de jure rigid singular terms. In relation with the previous philosophical literature relevant to noun rigidity it is argued that the extant positions on the matter are not defended on the basis of well-founded syntactic categories (...) and proper semantic arguments. Proper ways to argue for rigidity ascriptions to nouns are described. Then, such arguments are sought for the case of rigid/non-rigid division among count common nouns. It is shown that there are plausible, albeit inconclusive, reasons to hold that among common nouns (N-bar expressions) only simple common nouns are kind designators, and that if that is the case these simple common nouns will have to be reckoned as de jure rigid designators. (shrink)