Although Kripke’s œuvre has had a major impact on analytic philosophy and nearly every aspect of his studies has been thoroughly examined, this does not hold for his schmidentity argument, which, so far, has been widely neglected. To the extent to which it has been treated at all, it has been for the most part radically misunderstood. I hold that this argument, in its correctly reconstructed form, has general relevance for a treatment of Frege’s Puzzle and points towards a fundamental (...) methodological restriction for philosophy of language and especially for semantics, as far as informativity and the general topic of cognitive significance are concerned. To show this, I will briefly set out the context of the schmidentity argument and, in Sects. 2 and 4, sketch a reconstruction thereof, including some criticisms of the argument, and an excursion about Kit Fine’s semantic relationism, which stands in stark contrast to this paper’s central claim. Moreover, I will draw a genuinely new and probably quite unexpected conclusion from all the above, to finally give a glimpse at a bigger picture of where this conclusion should lead our thinking about a theoretical treatment of informativity and a linguistic expression’s cognitive value. (shrink)

Descriptions are phrases of the form ‘an F’, ‘the F’, ‘Fs’, ‘the Fs’ and NP's F (e.g. ‘John's mother’). They can be indefinite (e.g., ‘an F’ and ‘Fs’), definite (e.g. ‘the F’ and ‘the Fs’), singular (e.g., ‘an F’, ‘the F’) or plural (e.g., ‘the Fs’, ‘Fs’). In English plural indefinite descriptions lack an article and are for that reason also known as ‘bare plurals’. How to account for the semantics and pragmatics of descriptions has been one of the central (...) topics in philosophy for centuries. This entry focuses on the historical and contemporary philosophical debate about Bertrand Russell’s theory of descriptions and the theories that developed as responses to this theory. (shrink)

This chapter presents a new semantics for inductive empirical knowledge. The epistemic agent is represented concretely as a learner who processes new inputs through time and who forms new beliefs from those inputs by means of a concrete, computable learning program. The agent’s belief state is represented hyper-intensionally as a set of time-indexed sentences. Knowledge is interpreted as avoidance of error in the limit and as having converged to true belief from the present time onward. Familiar topics are re-examined within (...) the semantics, such as inductive skepticism, the logic of discovery, Duhem’s problem, the articulation of theories by auxiliary hypotheses, the role of serendipity in scientific knowledge, Fitch’s paradox, deductive closure of knowability, whether one can know inductively that one knows inductively, whether one can know inductively that one does not know inductively, and whether expert instruction can spread common inductive knowledge—as opposed to mere, true belief—through a community of gullible pupils. (shrink)