Widespread deflationistic readings of Quine misrepresent his view of disquotation’s significance and the truth predicate’s utility. I demonstrate this by answering a question that philosophers have not directly addressed: how does Quine understand the philosophical problem of truth? A primary thesis of this paper is that we can answer this question only by working from within Quine’s naturalistic framework. Drawing on neglected texts from Quine's corpus, I defend the view that, for Quine, the problem of truth emerges from the development (...) of science, in particular, from logical theorizing. I show that disquotation itself, from this Quinean point of view, is the problematic phenomenon calling for philosophical reflection. I conclude by arguing that Quine does not envisage the kind of explanatory role for disquotation taken up by contemporary deflationists, and he shows no interest in the task that animates deflationism, namely, to show that concerns with truth’s nature are fundamentally confused. (shrink)

I argue that the principal roles standardly envisaged for abstract propositions can be discharged to the sentences themselves (and similarly for the meanings or senses of words). I discuss: (1) Cognitive Value: Hesperus-Phosphorus; (2) Indirect Sense and Propositional Attitudes; (3) the Paradox of Analysis; (4) the Picture Theory of the Tractatus; (5) Syntactical Diagrams and Meaning; (6) Quantifying-in. (7) Patterns of Use. I end with comparisons with related views of the territory.

The main aim of the present paper is to use a proof system for hybrid modal logic to formalize what are called false-belief tasks in cognitive psychology, thereby investigating the interplay between cognition and logical reasoning about belief. We consider two different versions of the Smarties task, involving respectively a shift of perspective to another person and to another time. Our formalizations disclose that despite this difference, the two versions of the Smarties task have exactly the same underlying logical structure. (...) We also consider the Sally-Anne task, having a more complicated logical structure, presupposing a “principle of inertia” saying that a belief is preserved over time, unless there is belief to the contrary. (shrink)

In Winter 2017, the first author piloted a course in formal logic in which we aimed to (a) improve student engagement and mastery of the content, and (b) reduce maths anxiety and its negative effects on student outcomes, by adopting student oriented teaching including peer instruction and classroom flipping techniques. The course implemented a partially flipped approach, and incorporated group-work and peer learning elements, while retaining some of the traditional lecture format. By doing this, a wide variety of student learning (...) preferences could be provided for. (shrink)