In this book, which thoroughly revises and greatly expands his classic work Sameness and Substance, David Wiggins retrieves and refurbishes in the light of twentieth-century logic and logical theory certain conceptions of identity, of substance and of persistence through change that philosophy inherits from its past. In this new version, he vindicates the absoluteness, necessity, determinateness and all or nothing character of identity against rival conceptions. He defends a form of essentialism that he calls individuative essentialism, and then a (...) form of realism that he calls conceptualist realism. In a final chapter he advocates a human being-based conception of the identity and individuation of persons, arguing that any satisfactory account of personal memory must make reference to the life of the rememberer himself. This important book will appeal to a wide range of readers in metaphysics, philosophical logic, and analytic philosophy. (shrink)

A collection of 14 essays honoring the life and work of Oxford philosopher Wiggins touching on topics from ancient philosophy to ethics, metaphysics and the theory of meaning. The contributing scholars debate many of the seminal issues of Wiggins' work, including the determinancy of distinctness, relative identity, naturalism in ethics, logic and truth in moral judgments, and the practical wisdom of Aristotle. The collection uniquely features replies by Wiggins to each of the papers. Annotation copyright by Book (...) News, Inc., Portland, OR. (shrink)

Western liberal democracies tend to impose duties on public and private bodies that are often formulated as an obligation not to discriminate. For instance, the European Union prohibits direct and indirect discrimination on certain grounds in certain contexts. Under this model, indirect discrimination involves a measure that, although it does not directly (i.e. explicitly) discriminate on the basis of a proscribed ground, produces a disparate impact that correlates with such a proscribed ground. Indirect discrimination is generally viewed, both conceptually and (...) politically, as subordinate to direct discrimination. Professor John Gardner has argued that anti-discrimination law is justified on the basis of duties to respect other people's autonomy. On the base of this analysis, he argues that indirect discrimination is a secondary concept to the paradigm wrong of direct discrimination. I contend in this article that, if one adopts Gardner's autonomy-based analysis of anti-discrimination law, indirect discrimination is not a secondary concept to direct discrimination. Further, I argue that autonomy does not provide a convincing justification for the prohibition of either direct or indirect discrimination. I tentatively suggest, however, that the widespread impact of certain types of discrimination (alluded to by Gardner) may support an equality-based justification for the prohibition of both direct and indirect discrimination. (shrink)

The article develops and extends the theory of Glenn Kessler (Frege, Mill and the foundations of arithmetic, Journal of Philosophy 77, 1980) that a (cardinal) number is a relation between a heap and a unit-making property that structures the heap. For example, the relation between some swan body mass and "being a swan on the lake" could be 4.

[R. M. Sainsbury] Evans argued that most ordinary proper names were Russellian: to suppose that they have no bearer is to suppose that they have no meaning. The first part of this paper addresses Evans's arguments, and finds them wanting. Evans also claimed that the logical form of some negative existential sentences involves 'really' (e.g. 'Hamlet didn't really exist'). One might be tempted by the view, even if one did not accept its Russellian motivation. However, I suggest that Evans gives (...) no adequate account of 'really', and I point to unclarities in Wiggins's similar, but distinct, attempt to use 'really' in the logical form of true negative existentials. /// [David Wiggins] Evans was not wrong (I maintain) to say that the senses of genuine proper names invoke and require objects. Names in fiction or hypothesis mimic such names. Pace Evans, Sainsbury and free logicians, proper names are scopeless. (Evans's 'Julius' is not a name.) Names create a presumption of existential generalization. In sentences such as 'Vulcan does not really exist', that presumption is bracketed. The sentence specifies by reference to story or report a concept identical with Vulcan and declares it be really uninstantiated. (The sentence, which partakes of play, is a kind of palimpsest.) It is explained why this second level view of 'exists' is to be preferred. (shrink)

Part One of this paper is a case against classical mereology and for Heyting mereology. This case proceeds by first undermining the appeal of classical mereology and then showing how it fails to cohere with our intuitions about a measure of quantity. Part Two shows how Heyting mereology provides an account of sets and classes without resort to any nonmereological primitive.

I argue that Quine’s early critique of Carnap’s conventionalism is in serious tension with the holism of "Two Dogmas of Empiricism", since his critique of convention- alism makes a compelling case for a privileged status either for logic, or for some other principle by means of which to derive consequences. Based on this, I call for a modification of Quinean holism, on grounds internal to Quine’s views. The result motivates a rehabilitation of Carnap’s notion of framework principles, and a rethinking (...) of logic as a kind of relativised a priori. (shrink)

The paper examines the interrelationship between mathematics and logic, arguing that a central characteristic of each has an essential role within the other. The first part is a reconstruction of and elaboration on Paul Bernays’ argument, that mathematics and logic are based on different directions of abstraction from content, and that mathematics, at its core it is a study of formal structures. The notion of a study of structure is clarified by the examples of Hilbert’s work on the axiomatization of (...) geometry and Hilbert et al.’s formalist proof theory. It is further argued that the structural aspect of logic puts it under the purview of the mathematical, analogously to how the deductive nature of mathematics puts it under the purview of logic. This is then linked, in the second part, to certain aspects of Gödel’s critique of Carnap’s conventionalism, that ‘mere syntax’ cannot capture the full content of mathematics, which is revealed to be closely related to the characteristic of mathematics argued for by Bernays. Finally, this is connected with Gödel’s latter-day views about two kinds of formality, intensional and extensional, and the relationship between them. (shrink)

David Wiggins; IV*—Moral Cognitivism, Moral Relativism and Motivating Moral Beliefs, Proceedings of the Aristotelian Society, Volume 91, Issue 1, 1 June 1991, P.

Ryle’s account of practical knowing is much controverted. The paper seeks to place present disputations in a larger context and draw attention to the connection between Ryle’s preoccupations and Aristotle’s account of practical reason, practical intelligence, and the way in which human beings enter into the way of being and acting that Aristotle denominates ethos . Considering matters in this framework, the author finds inconclusive the arguments that Stanley and Williamson offer for seeing knowing how to as a special case (...) of knowing that. The paper then explores certain implications of the author’s position for the philosophy of mind and the grammatical analysis of constructions involving ‘know how to’. It ends with a neo-Rylean remark about Aristotelian nous. (shrink)

It is a widely held view that lying is defined in the traditional tripartite model as the conjunction of a statement, the false belief, and the intended deception. Much of the criticisms have been levelled at the third condition—intended deception—with contemporary counterexamples. My main criticism of the traditional and contemporary model of lying centres on that philosophers discard the social existence of the hearer. Schutz‘s phenomenological sociology gives a sheer inspiration to redefine the third condition by taking the hearer as (...) a consciously social being into account. Lying should be an intersubjective action for the Other from the perspective of the liar; it might be, thus, reasonable to assume that there should be commonsense awareness between the speaker and the hearer. This paper, by focusing on this commonsenseness and its typifications, introduces a new approach to the third condition: S must intend that H be induced to believe that p, where p is false. In this regard, once you lie, by being subjected to the taken-for-granted commonsenseness in our daily life, you must try as hard as possible to succeed in deceiving the hearer by stating that p. You, as a typical person, tell a typical lie in typical contexts for typical Others. The focus of attention, therefore, is on the hearer and it is the key to understanding that mere intent to deceive is too broad and unpragmatic for a social human being who always intends to flee the negative consequences of the context in which she has to lie. Making the extension narrower necessitates a new term, anti-social bullshit generally being replied rhetorically as "how can you expect me to believe that?" comprises the excluded cases. (shrink)

David Wiggins; XV*—Weakness of Will Commensurability, and the Objects of Deliberation and Desire, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1.

Modern environmentalism has come to realize that many of its key concerns "wilderness" and "nature" among them are contested territory, viewed differently by different people. Understanding nature requires science and ecology, to be sure, but it also requires a sensitivity tom, history, culture, and narrative. Thus, understanding nature is a fundamentally hermeneutic task.

This article reveals that the original owner of a first edition copy of John Calvin’s Commentarii in Isaiam Prophetam in the collection of the John Rylands Library was not the unknown David Forrest of Carluke, Lanarkshire as asserted and recorded by Alexander Gordon, Principal of the Unitarian Home Missionary College, Manchester, from whom the library acquired the book, but was the recognised Scottish Reformer and compatriot of John Knox, David Forrest of Haddington. An investigation into Forrest’s background, (...) gleaned mainly from contemporary documents, provides biographical details and an insight into the role this reformer played during the Scottish Reformation and demonstrates that Forrest’s ownership of the Calvin Commentary is historically noteworthy. A comparison of Forrest’s signature in the book with one made in a document during his position as General of the Scottish Mint proves his ownership beyond doubt. (shrink)

The best classes have a life of their own, powered by student-led conversations that explore texts, ideas, and essential questions. In these classes, the teacher’s role shifts from star player to observer and coach as the students ▪ Think critically, ▪ Work collaboratively, ▪ Participate fully, ▪ Behave ethically, ▪ Ask and answer high-level questions, ▪ Support their ideas with evidence, and ▪ Evaluate and assess their own work. The Spider Web Discussion is a simple technique that puts this kind (...) of class within every teacher’s reach. The name comes from the weblike diagram the observer makes to record interactions as students actively participate in the discussion, lead and support one another’s learning, and build community. It’s proven to work across all subject areas and with all ages, and you only need a little know-how, a rubric, and paper and pencil to get started. As students practice Spider Web Discussion, they become stronger communicators, more empathetic teammates, better problem solvers, and more independent learners—college and career ready skills that serve them well in the classroom and beyond. Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that’s both revolutionary and truly inspiring. (shrink)

This essay suggests that Continental Studies of Evil need a more global approach in thinking about political evils of today. Highlighting the need for a more comparative and global perspective, I explore two proposals: first, the in-between space of the geographical binaries of East/West and Global South/Global North cultivates many political evils. Second, taking issue with the conviction in Continental philosophy that the Holocaust caused a rupture in the thinking of evil, I argue for the continuity of evils and characterize (...) the insistence on the unprecedented character of the Holocaust as an example of Eurocentrism. (shrink)

David Wiggins; II*—Deliberation and Practical Reason, Proceedings of the Aristotelian Society, Volume 76, Issue 1, 1 June 1976, Pages 29–52, https://doi.org/10.

Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action--Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order.In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement (...) in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments.Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual. (shrink)

Needs, Values, Truth brings together of some of the most important and influential writings by a leading contemporary philosopher, drawn from twenty-five years of his work in the broad area of the philosophy of value. The author ranges between problems of ethics, meta-ethics, philosophy of mind, and philosophy of logic and language, looking at questions relating to meaning, truth and objectivity in judgements of value. For this third edition he has added a new essay on incommensurability, in addition to making (...) minor revisions to the existing text. The volume will stand as a definitive summation of his work in this area. (shrink)

If the theory advanced below is correct, then what is the difference (I know she [Philippa Foot]] will ask) between the moral must/must not and the must/must not of etiquette or the clubhouse? Looking forward to the conclusion I shall reach, let me reply, roughly and readily, that the difference will reside not in anything formal but in the depth, spread, and felt authority of the attachments to which the moral must/must not appeals-and categorically appeals.

Defining and identifying causal intervention effects for transmissible infectious disease outcomes is challenging because a treatment – such as a vaccine – given to one individual may affect the infection outcomes of others. Epidemiologists have proposed causal estimands to quantify effects of interventions under contagion using a two-person partnership model. These simple conceptual models have helped researchers develop causal estimands relevant to clinical evaluation of vaccine effects. However, many of these partnership models are formulated under structural assumptions that preclude realistic (...) infectious disease transmission dynamics, limiting their conceptual usefulness in defining and identifying causal treatment effects in empirical intervention trials. In this paper, we propose causal intervention effects in two-person partnerships under arbitrary infectious disease transmission dynamics, and give nonparametric identification results showing how effects can be estimated in empirical trials using time-to-infection or binary outcome data. The key insight is that contagion is a causal phenomenon that induces conditional independencies on infection outcomes that can be exploited for the identification of clinically meaningful causal estimands. These new estimands are compared to existing quantities, and results are illustrated using a realistic simulation of an HIV vaccine trial. (shrink)