Actualists hold that contrary-to-duty scenarios give rise to deontic dilemmas and provide counterexamples to the transmission principle, according to which we ought to take the necessary means to actions we ought to perform. In an earlier article, I have argued, contrary to actualism, that the notion of ‘ought’ that figures in conclusions of practical deliberation does not allow for deontic dilemmas and validates the transmission principle. Here I defend these claims, together with my possibilist account of contrary-to-duty (...) scenarios, against Stephen White’s recent criticism. (shrink)

People often sincerely assert or judge one thing (for example, that all the races are intellectually equal) while at the same time being disposed to act in a way evidently quite contrary to the espoused attitude (for example, in a way that seems to suggest an implicit assumption of the intellectual superiority of their own race). Such cases should be regarded as ‘in-between’ cases of believing, in which it's neither quite right to ascribe the belief in question nor quite (...) right to say that the person lacks the belief. (shrink)

The volume editors have organized the volume as a set of ten couplets and triplets.

We investigate under what conditions contrary-to-duty (CTD) structures lacking temporal and action elements can be given a coherent reading. We argue, contrary to some recent proposals, that CTD is not an instance of defeasible reasoning, and that methods of nonmonotonic logics are inadequate since they are unable to distinguish between defeasibility and violation of primary obligations. We propose a semantic framework based on the idea that primary and CTD obligations are obligations of different kinds: a CTD obligation pertains (...) to, or pre-supposes, a certain context in which a primary obligation is already violated. This framework is presented initially as an extension of Standard Deontic Logic (SDL), a normal modal logic of type KD, and is illustrated by application to a series of examples. The concluding section is concerned with some resemblances between CTD and defeasible reasoning. We show first that the SDL-based framework contains a flaw and must be adjusted. A discussion of possible adjustments, including an alternative treatment in terms of a preference-based semantics, reveals difficulties that are reminiscent of problems in defeasible reasoning and intensional accounts of defeasible conditionals. (shrink)

This work of intellectual and cultural history seeks to understand the recurring connection of teaching with contradiction in some major texts of the European Middle Ages. It moves comfortably between patristic and monastic exegesis, the Paris schools of the twelfth and thirteenth centuries, and late medieval Spain; between Latin and vernacular, between religious and secular. It assimilates the methodologies of religious and erotic texts, thereby displaying the investment of each in the sensuality and analytical power of language. The book begins (...) by exploring Christian exegesis, in which biblical contradiction is the textual incarnation of a Truth that is at once and paradoxically singular and multiple. Exegesis teaches us of the possibility of maintaining the truth in one biblical proposition and, equally and simultaneously, in its apparent opposite. Under the aegis of dialectic and the Aristotelian rule of non-contradiction, however, we are next taught to read either/or, and to resolve contradiction not through suspension and multiplicity, as in exegesis, but rather through a judgment that favors either one proposition or the other. The writers studied here are John of Salisbury, whose Metalogicon is an ostensibly moderating critique of the intellectual extremism of the School of Paris logicians, and Peter Abelard, in whose life and writing the forces of contradiction work with maiming and illuminating violence. The book then considers the teaching-textuality of two great secular works of the Middle Ages, formed under the double instruction of the master disciplines of monastic exegesis and dialectic and under the tutelage of Ovid. Calling simultaneously on the both-and of exegesis and the either/or of dialectic, the teaching of these two texts is both biblical and worldly—impossibly, both at once, always in motion. The De Amore of Andreas Capellanus teaches two opposite propositions and commands that either one or the other must be chosen, yet in practice shows each proposition to be deeply embedded in the other. The concluding chapter turns from the Latin to the vernacular tradition to study one of the lesser-known examples of contradictory teaching, the fourteenth-century Libro de Buen Amor of Juan Ruiz, whose titular "good love" conflates the contrary things of spiritual and carnal love, while reminding readers that the difference between the two is urgently consequential. (shrink)

We consider conditionals of the form A ⇒ B where A depends on the future and B on the present and past. We examine models for such conditional arising in Talmudic legal cases. We call such conditionals contrary to time conditionals.Three main aspects will be investigated: Inverse causality from future to past, where a future condition can influence a legal event in the past (this is a man made causality).Comparison with similar features in modern law.New types of temporal logics (...) arising from modelling the Talmudic examples. We shall see that we need a new temporal logic,which we call Talmudic temporal logic with linear open advancing future and parallel changing past, based on two parameters for time. (shrink)

A focused review of the literature on reasoning suggests that mechanisms based upon contraries are of fundamental importance in various abilities. At the same time, the importance of contraries in the human perceptual experience of space has been recently demonstrated in experimental studies. Solving geometry problems represents an interesting case as both reasoning abilities and the manipulation of perceptual–figural aspects are involved.In this study we focus on perceptual changes in geometrical problem solving processes in order to understand whether a mental (...) manipulation in terms of opposites might help. Four conditions were studied, two of which concerned the search for contraries as an implicit or explicit strategy.Results demonstrated that contraries, when used explicitly in solution processes, constitute an effective heuristic: The number of correct solutions increased, less time was needed to find a solution and participants were oriented towards the use of perception-based solutions—not only wer.. (shrink)

A contrary-to-duty obligation is an obligation telling us what ought to be the case if something that is wrong is true. For example: ‘If you have done something bad, you should make amends’. Doing something bad is wrong, but if it is true that you did do something bad, it ought to be the case that you make amends. Here are some other examples: ‘If he is guilty, he should confess’, ‘If you have hurt your friend, you should apologise (...) to her’, ‘If she will not keep her promise to him, she ought to call him’, ‘If the books are not returned by the due date, you must pay a fine’. Alternatively, we might say that a contrary-to-duty obligation is a conditional obligation where the condition (in the obligation) is forbidden, or where the condition is fulfilled only if a primary obligation is violated. In the first example, he should not be guilty; but if he is, he should confess. You should not have hurt your friend; but if you have, you should apologise. She should keep her promise to him; but if she will not, she ought to call him. The books ought to be returned by the due date; but if they are not, you must pay a fine. -/- Contrary-to-duty obligations are important in our moral and legal thinking. They turn up in discussions concerning guilt, blame, confession, restoration, reparation, punishment, repentance, retributive justice, compensation, apologies, damage control, and so forth. The rationale of a contrary-to-duty obligation is the fact that most of us do neglect our primary duties from time to time and yet it is reasonable to believe that we should make the best of a bad situation, or at least that it matters what we do when this is the case. -/- We want to find an adequate symbolisation of such obligations in some logical system. However, it has turned out to be difficult to do that. This is shown by the so-called contrary-to-duty (obligation) paradox, sometimes called the contrary-to-duty imperative paradox. The contrary-to-duty paradox arises when we try to formalise certain intuitively consistent sets of ordinary language sentences, sets that include at least one contrary-to-duty obligation sentence, by means of ordinary counterparts available in various monadic deontic logics, such as the so-called Standard Deontic Logic and similar systems. In many of these systems the resulting sets are inconsistent in the sense that it is possible to deduce contradictions from them, or else they violate some other intuitively plausible condition, for example that the members of the sets should be independent of each other. This article discusses this paradox and some solutions that have been suggested in the literature. -/- (Submitted: 2017-10-23; Published in 2022). (shrink)

If two statements are contraries if and only if they cannot both be true, but can both be false, then some corresponding A and E categorical statements are not contraries, even on the presupposition that something exists which satisfies the subject term. For some such statements are necessarily true and thus cannot be false. There is a similar problem with subcontraries.

Conversation analysis (CA) of children-adult—interaction in various contexts has become an established field of research. However,child therapyhas received limited attention in CA. In child therapy, the general psychotherapeutic practice of achieving empathy faces particular challenges. In relation to this, our contribution sets out three issues for investigation and analysis: the first one is that practices of achieving empathy must be preceded by efforts aiming to establish which kind of individualized conversation works with this child (Midgley,2006). Psychotherapy process researchers in adult (...) therapy (Stiles et al.,2015) have found that therapists “invent” a new therapy for each patient (Norcross and Wampold,2018). The second issue is that it can be difficult for adults to understand the ways in which children express their conflicts and issues. In particular, play activities in therapy, e.g., with dolls, can open up additional scenarios of interaction. The play scenario can be used to disclose unformulated problems masked in everyday and family interactions. The third issue is how to respect the child's higher degree of vulnerability, compared with adult patients. How is it communicated and dealt with in therapy? We present an interaction analysis of a single case study of the first 20 min of a child therapy session with an adopted girl aged 4 years brought to treatment because of “unexplainable rage.” The session was videotaped; parents granted permission. We analyze this session using an applied version of CA. In our analysis, we describe “doing contrariness,” as a conversational practice producing epistemic and affiliative disruptions, while “avoiding doing contrariness” and “remedying contrariness” are strategies for preserving or restoring the affiliative dimension of a relationship (in child therapy). We show how these practices operate in various modes and how they are used by both parties in our case study to variously aid and impedethe achievement of empathy and understanding. (shrink)

A contrary-to-duty obligation is an obligation that tells us what ought to be the case if something that is wrong or forbidden is true. Alternatively, we might say that a contrary-to-duty obligation is a conditional obligation where the condition is fulfilled only if a primary obligation is violated. Consider this example: “If you have hurt her feelings, you should make amends.” Since contrary-to-duty obligations play an important role in our moral and legal thinking, we want to find (...) a good analysis of this concept. However, it has turned out to be difficult to formalize various contrary-to-duty obligations. This is illustrated by the so-called contrary-to-duty paradox. This paradox is generated when we try to symbolize various scenarios that include at least one contrary-to-duty obligation in many formal deontic systems, such as Standard Deontic Logic. Such symbolizations are often inconsistent or entail some other problematic consequences. This entry is a brief introduction to this problem. (shrink)

The extent to which EU countries take on their ‘fair share’ of asylum seekers is a contentious issue. Luc Bovens and Jane von Rabenau write on concern within Germany that the country is taking on a higher burden than other EU states. They argue that when compared on a per capita basis with similar EU countries, Germany performs relatively poorly in terms of acceptances for new refugees. Where Germany performs better is with respect to the size of the existing refugee (...) population within the country, however this may be a reflection of the difficulty refugees experience in gaining German citizenship. (shrink)

This paper provides an analysis of contrary-to-duty reasoning from the proof-theoretical perspective of category theory. While Chisholm’s paradox hints at the need of dyadic deontic logic by showing that monadic deontic logics are not able to adequately model conditional obligations and contrary-to-duties, other arguments can be objected to dyadic approaches in favor of non-monotonic foundations. We show that all these objections can be answered at one fell swoop by modeling conditional obligations within a deductive system defined as an (...) instance of a symmetric monoidal closed category. Using category theory as a foundational framework for logic, we show that it is possible to model conditional normative reasoning and conflicting obligations within a monadic approach without adding further operators or considering deontic conditionals as primitive. (shrink)

Hume’s account of contrariety in Book I of the Treatise poses several interpretive puzzles. I consider each in turn and offer a novel interpretation of contrariety based on Hume’s discussion of the passions. That Book II and Book I form a complete chain of reasoning suggests that the way in which passions are related is analogous to the way in which ideas are related in the understanding. I argue that Hume identifies three species of empirical contrariety in Book II: contraries, (...) oppositions, and contradictions. All three species help clarify Hume’s remarks concerning contrariety in Book I. I further identify a second genus I call logical contrariety by drawing on Hume’s discussion of fictitious duration and distance. (shrink)

Daya Krishna was easily the most creative and original Indian philosopher of the second half of the 20th century. His thought and philosophical energy dominated academic Indian philosophy and determined the nature of the engagement of Indian philosophy with Western philosophy during that period. He passed away recently, leaving behind an enormous corpus of published work on a wide range of philosophical topics, as well as a great deal of incomplete, nearly-complete and complete-but-as-yet-unpublished work. Daya Krishna's thought and publications address (...) a broad range of philosophical issues, including issues of global philosophical importance that transcend considerations of particular traditions; issues particular to Indian philosophy; and issues at the intersection of Indian and Western philosophy, especially questions about the philosophy of language and ontology that emerge in the context of his Samvada project that brought together Western philosophers and Nyaya pandits to discuss questions in the philosophy of language and metaphysics. The volume editors have organized the volume as a set of ten couplets and triplets. Each draws together papers from different periods in Daya Krishna's life: some take different approaches to the same problem or text; in some cases, the second paper references and takes issue with arguments developed in the first; in still others, Daya Krishna addresses very different topics, but using the same distinctive philosophical methodology. Each set is introduced by one of the editors. These couplets are framed by two of Daya Krishna's finest metaphilosophical essays, one that introduces his approach, and one that draws some of his grand morals about the discipline. Daya Krishna's daughter, Professor Shail Mayaram of the Center for the Study of Developing Societies contributes a preface, and Professor Arindam Chakrabarti, a longtime colleague of Daya Krisha and a collaborator on some of his most important philosophical ventures has written the introduction. (shrink)

The best developed formulation of closed system quantum theory that handles multiple-time statements, is the consistent (or decoherent) histories approach. The most important weaknesses of the approach is that it gives rise to many different consistent sets, and it has been argued that a complete interpretation should be accompanied with a natural mechanism leading to a (possibly) unique preferred consistent set. The existence of multiple consistent sets becomes more problematic because it allows the existence of contrary inferences [1]. We (...) analyse the conceptual difficulties that arise from the existence of multiple consistent sets and provide a suggestion for a natural set selection criterion. This criterion does not lead to a unique physical consistent set, however it evades the existence of consistent sets with contrary inferences. The criterion is based on the concept of preclusion and the requirement that probability one propositions and their inferences should be non-contextual. The allowed consistent sets turn-out to be compatible with coevents which are the ontology of an alternative, histories based, formulation [2–4]. (shrink)

In this paper, I will discuss some examples of the so-called contrary-to-duty paradox, a well-known puzzle in deontic logic. A contrary-to-duty obligation is an obligation telling us what ought to be the case if something forbidden is true, for example: ‘If she is guilty, she should confess’. Contrary-to-duty obligations are important in our moral and legal thinking. Therefore, we want to be able to find an adequate symbolisation of such obligations in some logical system, a task that (...) has turned out to be difficult. This is shown by the so-called contrary-to-duty paradox. I will investigate and evaluate one kind of solution to this problem that has been suggested in the literature, which I will call the ‘counterfactual solution’. I will use some recent systems that combine not only counterfactual logic and deontic logic, but also temporal logic, in my analysis of the paradox. I will argue that the counterfactual solution has many attractive features and that it can give a fairly satisfactory answer to some examples of the contrary-to-duty paradox, but that it nevertheless has some serious problems. The conclusion is that, notwithstanding the many attractive features of the solution, there seem to be other approaches to the paradox that are more promising. (shrink)

ONE OF HUME’S ARGUMENTS IN "OF MIRACLES" CONCLUDES (A) THAT MIRACLES IN DIFFERENT RELIGIONS ARE CONTRARY FACTS, AND (B) THAT ANY MIRACLE IN FAVOR OF ONE RELIGION IS EVIDENCE AGAINST ALL OTHERS. I ARGUE THAT WHILE (A) IS ABSURD, (B) IS APPLICABLE TO CHRISTIANITY IN VIRTUE OF ITS EXCLUSIVIST CLAIMS. IT WAS ACCEPTED BY THE EARLY FATHERS AND STILL HAS TO BE ASSUMED BY ALL BUT THE MOST DIFFIDENT CHRISTIANS.

In the “Contrary Miracles Argument,” Hume argues that the occurrence of miracle stories in rival religions should undermine our belief in the trustworthiness of these reports. In order for this argument to have any merit, it has to be understood in its historical, religious context. Miracle stories are used in support of religions, and it's part of religion as we find it to reject miracle stories from rival traditions. A defender of miracle stories could avoid the argument by breaking (...) the connection between miracles and religious doctrine, but then miracles won't justify revealed religion. (shrink)

This paper defends an interpretation of Plato, Soph. 259c7–d7, which describes a distinction between genuine and pretender forms of ‘examination’ or ‘refutation’ (ἔλεγχος). The passage speaks to a need, throughout the dialogue, to differentiate the truly philosophical method from the merely eristic method. But its contribution has been obscured by the appearance of a textual problem at 259c7–8. As a result, scholars have largely not recognized that the Eleatic Stranger recommends accepting contrary predication as a condition of genuine refutation. (...) After reviewing various proposals to change the text, the paper defends this reading. Finally, the paper turns to the methodological significance of accepting contrary predication. The dialogue depicts contrary predication as an instance of a class of statements that compel the soul's disbelief. Soph. 259c7–d7 suggests that these kinds of statements are a crossroad: one can either reject them and turn to eristic discourse or accept them and practise genuine refutation. The paper reflects on what this indicates about Plato's meditations on contradiction and philosophy. (shrink)

What is the contrary of pleasure? “Pain” is one common answer. This paper argues that pleasure instead has two natural contraries: unpleasure and hedonic indifference. This view is defended by drawing attention to two often-neglected concepts: the formal relation of polar opposition and the psychological state of hedonic indifference. The existence of mixed feelings, it is argued, does not threaten the contrariety of pleasure and unpleasure.

It is widely accepted that knowledge is incompatible with the presence of non-neutralized defeaters. A common way of addressing this issue is to introduce a condition to the effect that there are no non-neutralized defeaters for the belief that _p_ (i.e. a “no-defeaters condition”). I argue that meeting this condition leaves open a possibility for defeaters to squander our knowledge. The no-defeaters condition can be fortuitously met, and as a result it can be met luckily. I shall argue that this (...) kind of luck is inconsistent with knowledge. In order to prevent this pernicious form of luck I introduce a “defeaters-responsiveness” condition, according to which subjects ought to be disposed to adequately address defeaters if they were to arise (even if they in fact do not arise). (shrink)

This collection was prepared in the belief that the most useful and revealing of anyone's writings are often those shorter essays penned in conflict with...

Solving expressivism’s Frege-Geach problem requires specifying the attitudes expressed by arbitrarily complex moral sentences. Nicholas Unwin emphasizes the problems that arise in doing so for even the relatively simple case of negated atomic sentences. Terry Horgan and Mark Timmons believe that contrary-forming predicate negation offers a solution to this negation problem. I argue that their solution is incomplete.

The article is a criticism of john watling's argument about contrary-To-Fact conditionals. The author states: "a conditional which is contrary-To-Fact does not enable us in any way to decide which statements... Are empirical and which are analytic." (staff).

Peter Elbow's widely acclaimed and original theories on the writing process, set forth in Writing without Teachers and Writing with Power, have earned him a reputation as a leading educational innovator. For this book Elbow has drawn together twelve of his essays on the nature of learning and teaching to suggest a comprehensive philosophy of education.

In the year 1841, the sixty-six year old philosopher, Schelling, was installed in the chair of philosophy at Berlin. Because he wanted someone with sufficient authority to combat the influence of Hegel, the new king of Prussia supported his appointment. As Crown Prince he had been concerned about the liberal and subversive elements in Hegel’s political philosophy. In power, he chose an associate of Hegel’s youth to lead the attack, a man who had disappeared from the intellectual scene just as (...) Hegel’s star was beginning to rise. Although Schelling and Hegel were collaborators in the years that led up to the Phenomenology of Spirit, Schelling had not been converted to dialectical philosophy. Indeed, in lectures on the history of philosophy given in Munich during the years after Hegel’s death, he challenged its rationality. The move from the logic of pure thought to a philosophy of nature was unjustified. For Schelling there could be no logical bridge between transcendental idealism and the theory which expressed the inherent structures of the natural order. They are two quite different disciplines, of quite a different order. When Hegel moved from one to the other, then, he was violating a fundamental logical principle, first enunciated by Aristotle. He was passing over into another genus—from thought to reality. The image that sprang to Schelling’s mind was one vividly expressed by Lessing for an analogous problem. Between the two—thought and reality—lay a “nasty broad ditch.”. (shrink)

This work examines thoughtlessness and seeks to illuminate the necessity and extent that reflection is involved in becoming practically wise within an Aristotelian virtue ethical framework. Derived from an Arendtian reading of Kantian aesthetic judgment, an account of thinking and judging is offered to supplement traditional accounts of practical wisdom.

Dealing with conflicts seems to be a great challenge in society today. But not only in society. Higher education displays an air of resoluteness with certainty and security that disguises the conflicts and the fear of conflicts in a substantial number of subjects. If not in a state of denial, higher education avoids taking up conflicts over issues, for learning. The detailed investigation of Tagore’s pedagogical writings, with a focus on the importance of conflicts in education, reveals a genuine embrace (...) of conflicts for education. Conflicts are natural and necessary for the development and change of both the individual and society and the start of a ‘creative imagination’ to solve the problems we face in life. Contradictions in conflicts are not incompatible incongruities that are irreconcilable and mutually exclusive, but to the contrary, in need of each other. Contradictions do not represent different worlds but are substantial parts of one world: together they form a unity. Conflicting forces are necessary to create harmony. Creativity, imagination, love, art, and critical encounters are key elements in Tagore’s practical education aimed at finding similarities among people instead of emphasizing differences. Relations between people over the Identity of people. In other words, we need conflicts to become creative and imaginative human beings. The paper continues discussing conceptual and practical issues that seem necessary to get the teaching of conflicts in education off the ground. On the conceptual level, in particular our dealing with uncertainty and fear, the valuation of conflict and the need for uncertainty-researching education. On a practical level, I propose a certain teaching model, a supportive curriculum, a way of choosing genuine conflicts for education and finally, I argue for specific support and education of teachers, acknowledging the vital role teachers play in delivering the education that we need. (shrink)