We present some teaching materials for metaphysics which use the method of introducing issues via puzzles, paradoxes, problems, and conundrums in metaphysics. The method is motivated by the aim to increase student participation and engagement in metaphysical issues so that the student considers and understands philosophical theories based on specific metaphysical concepts. These materials are a result of distilling first and second year undergraduate academic materials into simple presentations that retain the core focus on salient concepts. The presented teaching methods (...) share the same approach as Raymond Smullyan's puzzle-first approach to teaching. Potential goals for the material are numerous; one main goal is the development of the individual student's independent, original, and creative philosophical thinking and analysis as applied to the area of metaphysics. Other goals include the appreciation of overlap between different subareas within metaphysics - overlaps that we note. The article finishes with a further consideration of the importance and utilization of the emotions elicited from materials of philosophical problems and how these can be best incorporated into the teaching methods. (shrink)

The relationship between alethic modality and indeterminacy is yet to be clarified. A modal argument—an argument that appeals to alethic modality—against vague objects given by Joseph Moore offers a potential clarification of the relationship; it is proposed that there are cases for which the following holds: if it is indeterminate whether A = B then it is possible that it is determinate that A = B. However, the argument faces three problems. The problems remove the argument’s threat against vague objects (...) and prompt a fuller scrutiny of Moore’s proposed relationship between alethic modality and indeterminacy. Such a scrutiny offers valuable lessons concerning the justification for claims of indeterminate identity, appeals to identity principles in contexts involving both alethic modality and indeterminacy, and how to identify the form of Gareth Evans’s argument against vague objects in other arguments. (shrink)

This article is an exercise in the transposition of certain approaches in analytic philosophy to issues concerning business value and identity in business. We examine the notion of business value and several accounts of value that have been offered in the literature. Luciano Floridi’s formal logical account of a business is introduced and applied as a first step towards a logical framework of business value. Peter Peverelli has claimed that Chinese business identity is accounted for in terms of competitors, administration (...) levels, hierarchical structures, and those government agencies with jurisdiction over enterprises (viz. regulators). It is argued that this quadripartite method of identification cannot be fully generalized to all businesses in any geographical location since distinct businesses can exist which have the same competitors, administration levels, hierarchical structures, and governed by the same government agencies. In such a case the distinguishing features of the businesses are the job descriptions or duties of the employees. Hence job descriptions or duties play an important role in the identification of businesses. It turns out that the identification of business according to the job descriptions of employees has less in common with Peverelli's approach and more in common with Bang, Cleemann, and Drucker's notion of business value understood in terms of the technical and the social "as processes and as outputs of production”. (shrink)