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  1. Mathematical Monsters.Andrew Aberdein - 2019 - In Diego Compagna & Stefanie Steinhart (eds.), Monsters, Monstrosities, and the Monstrous in Culture and Society. Vernon Press. pp. 391-412.
    Monsters lurk within mathematical as well as literary haunts. I propose to trace some pathways between these two monstrous habitats. I start from Jeffrey Jerome Cohen’s influential account of monster culture and explore how well mathematical monsters fit each of his seven theses. The mathematical monsters I discuss are drawn primarily from three distinct but overlapping domains. Firstly, late nineteenth-century mathematicians made numerous unsettling discoveries that threatened their understanding of their own discipline and challenged their intuitions. The great French mathematician (...)
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  • Is Every Definition Persuasive?Jakub Pruś & Andrew Aberdein - 2022 - Informal Logic 42 (1):25-47.
    “Is every definition persuasive?” If essentialist views on definition are rejected and a pragmatic account adopted, where defining is a speech act which fixes the meaning of a term, then a problem arises: if meanings are not fixed by the essence of being itself, is not every definition persuasive? To address the problem, we refer to Douglas Walton’s impressive intellectual heritage—specifically on the argumentative potential of definition. In finding some non-persuasive definitions, we show not every definition is persuasive. The persuasiveness (...)
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  • Underlabouring in Empire.Peter Nielsen - 2007 - Journal of Critical Realism 6 (1):53-83.
    Is the work of Michael Hardt and Antonio Negri compatible with critical realism? In this article I argue that their book Empire is not, whereas Multitude is. Critical realists should be interested in this question because the passage from Empire to Multitude can be reconstructed as a case of critical realist underlabouring and, as such, exemplifies an openness to critique and changing political circumstances that critical realists prescribe for themselves but unfortunately tend in practice to ignore. Highlighting the concepts and (...)
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  • On teaching critical thinking.Jim Mackenzie - 1991 - Educational Philosophy and Theory 23 (1):56–78.
  • On Teaching Critical Thinking1.Jim Mackenzie - 1991 - Educational Philosophy and Theory 23 (1):56-78.
  • Creative thinking.Albert Low - 2006 - World Futures 62 (6):455 – 463.
    Life, and therefore evolution, is a creative process; creativity is not an attribute of a few gifted people. The way we think obscures this truth. Three ways of dealing with a problem are creativity, calculation, and choice. Creativity can occur when a single idea is held in two contradictory frames of reference. Thus to be creative we have to put aside our usual ways of thinking, which are based on either/or. When we put aside this way of thinking we will (...)
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  • Conservative speech.Kathryn Lindeman - 2020 - Ratio 33 (4):243-254.
    In this paper, I argue that an utterance can function to conserve or maintain the truth of its asserted content, what I call conservative speech. Conservative utterances can work to preserve the truth of their asserted content in two ways. In the first, directive conservatives, the utterance serves as an indirect directive for interlocutors to act in ways that serve to maintain the asserted content. In the second, constitutive conservatives, serve to partly constitute the truth conditions of the asserted content (...)
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  • Why Logic Doesn 't Matter in the (Philosophical) Study of Argumentation'.Tim Heysse - 1997 - Argumentation 11 (2):211-224.
    Philosophically, the study of argumentation is important because it holds out the prospect of an interpretation of rationality. For this we need to identify a transcendent perspective on the argumentative interaction. We need a normative theory of argumentation that provides an answer to the question: should the hearer accept the argument of the speaker. In this article I argue that formal logic implies a notion of transcendence that is not suitable for the study of argumentation, because, from a logical point (...)
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  • Helping Open-mindedness Flourish.William Hare - 2011 - Journal of Thought 46 (1-2):9.
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  • Freedom and Human Nature.Antony Flew - 1991 - Philosophy 66 (255):53 - 63.
    The present paper is an attempt to show that Kolakowski's contention is fundamentally correct. But Part I begins by distinguishing, as here he does not, two very different senses of ‘freedom’. In one freedom is a possible but not a necessary condition and objective of human activity: it is a condition which may or may not obtain on particular occasions; and an objective which particular people may or may not choose to pursue. In the other freedom is indeed inescapably ‘rooted (...)
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  • Leonard Nelson: A Theory of Philosophical Fallacies: Translated by Fernando Leal and David Carus Springer, Cham, Switzerland, 2016, vi + 211 pp. [REVIEW]Andrew Aberdein - 2017 - Argumentation 31 (2):455-461.
  • Raising the tone: Definition, bullshit, and the definition of bullshit.Andrew Aberdein - 2006 - In G. Reisch & G. Hardcastle (eds.), Bullshit and Philosophy. Open Court. pp. 151-169.
    Bullshit is not the only sort of deceptive talk. Spurious definitions are another important variety of bad reasoning. This paper will describe some of these problematic tactics, and show how Harry Frankfurt’s treatment of bullshit may be extended to analyze their underlying causes. Finally, I will deploy this new account of definition to assess whether Frankfurt’s definition of bullshit is itself legitimate.
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  • Openness to Argument: A Philosophical Examination of Marxism and Freudianism.Ray Scott Percival - 1992 - Dissertation, London School of Economics
    No evangelistic erroneous network of ideas can guarantee the satisfaction of these two demands : (1) propagate the network without revision and (2) completely insulate itself against losses in credibility and adherents through criticism. If a network of ideas is false, or inconsistent or fails to solve its intended problem, or unfeasible, or is too costly in terms of necessarily forsaken goals, its acceptability may be undermined given only true assumptions and valid arguments. People prefer to adopt ideologies that (i) (...)
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