Mark Sainsbury

Logic ought to guide our thinking. It is better, more rational, more intelligent to think logically than to think illogically. Illogical thought leads to bad judgment and error. In any case, if logic had no role to play as a guide to thought, why should we bother with it?The somewhat naïve opinions of the previous paragraph are subject to attack from many sides. It may be objected that an activity does not count as thinking at all unless it is at least minimally logical, so logic is constitutive of thought rather than a guide to it. Or it may be objected that whereas logic describes a system of timeless relations between propositions, thinking is a dynamic process involving revisions, and so could not use a merely static guide. Or again the objection may be that there is no such thing as logic, only a whole variety of different logics, not all of which could possibly be good guides.

People use words and concepts to refer to things. There are agents who refer, there are acts of referring, and there are tools to refer with: words and concepts. Reference is a relation between people and things, and also between words or concepts and things, and perhaps it involves all three things at once. It is not just any relation between an action or word and a thing; the list of things which can refer, people, words and concepts, is probably not complete ; and a complete account would need to speak of cases in which the reference relation seems to involve three terms in a different way from the one already mentioned. In the philosophy of language, it has been customary to think of reference as a two-place relation, with some object as the second term and a word or phrase as the first.

Bertrand Russell , born in Trelleck, Wales, was the grandson of the first Earl Russell, who introduced the Reform Bill of 1832 and served as prime minister under Queen Victoria. He studied mathematics and philosophy at Trinity College, Cambridge, 1890–1894, was a Fellow of Trinity College, 1895–1901, a Fellow of the Royal Society in 1908, and was a lecturer in philosophy, 1910–1916. Among his publications in philosophy in this period were An Essay on the Foundations of Geometry , A Critical Exposition of the Philosophy of Leibniz , The Principles of Mathematics , Principia Mathematica , The Problems of Philosophy and Our Knowledge of the External World

I argue against a standard conception of classification, according to which concepts classify by drawing boundaries. This conception cannot properly account for "higher-order vagueness." I discuss in detail claims by Crispin Wright about "definitely," and its connection with higher-order vagueness. Contrary to Wright, I argue that the line between definite cases of red and borderline ones is not sharp. I suggest a new conception of classification: many concepts classify without drawing boundaries; they are boundaryless. Within this picture, there are no orders of vagueness, though the phenomena which suggest the description "higher-order vagueness" are real enough

Understanding has often been regarded as a kind of knowledge. This paper argues that this view is very implausible for understanding words. Instead, a proper account will be of the “analytic-genetic” variety: it will describe immersion in the practice of using a word in such a way that even those not previously equipped with the concepts the word expresses can become immersed. Meeting this condition requires attention to findings in developmental psychology. If you understand a declarative utterance, you thereby know what the speaker said in uttering the words she did. The converse is close to true: if you come to know what a speaker of a declarative utterance has said, then normally you understand the utterance. An example of an abnormal situation would be one in which the speaker’s utterance is in a language you do not understand, but you are authoritatively informed, and so know, what the speaker said. The connection between understanding a whole utterance and knowing something can be preserved by alluding to the basis of the knowledge: it should arise from understanding the words in the utterance, and how they are put together. This leads to a fairly uncontroversial conditional equivalence: (1) If an utterer of an utterance, U, thereby says that p then: (X knows this, on the basis of understanding the words in U and how they are put together) iff (X understands U). The relevant knowledge has no mysteries: it is propositional, typically fully explicit, and is invoked in memory and in reports of speech. The question to be addressed in this paper is whether we can apply this kind of connection between understanding and knowledge to explain what is taken for granted in the equivalence 2 above, namely, the understanding of words. I will suggest that we cannot. Under some idealizations, one can formulate necessarily true equivalences between understanding a word and knowing something, but these equivalences are unilluminating. The knowledge is not of the straightforward kind invoked in connection with whole utterances, and it is mysterious how one might come to possess it. An account of understanding words requires an “analytic-genetic” story, an analysis which offers some philosophical illumination while being consistent with what is known about the genesis of participation in linguistic practices.

There is no straightforward inference from there being fictional characters to any interesting form of realism. One reason is that “fictional” may be an intensional operator with wide scope, depriving the quantifier of its usual force. Another is that not all uses of “there are” are ontologically committing. A realist needs to show that neither of these phenomena are present in “There are fictional characters”. Other roads to realism run into difficulties when negotiating the role that presupposition plays when we make intuitive evaluations of the truth or falsehood of sentences involving fiction, for we may presuppose things we do not believe. This means that a judgment of truth, implicitly relative to a presupposition we do not believe, can be sincerely made by someone who, from a more austere perspective, would regard the judgment as false.

Are fictional characters such as Sherlock Holmes real? What can fiction tell us about the nature of truth and reality? In this excellent introduction to the problem of fictionalism R. M. Sainsbury covers the following key topics: what is fiction? realism about fictional objects, including the arguments that fictional objects are real but non-existent; real but non-factual; real but non-concrete the relationship between fictional characters and non-actual worlds fictional entities as abstract artefacts fiction and intentionality and the problem of irrealism fictionalism about possible worlds moral fictionalism. R. M. Sainsbury makes extensive use of examples from fiction, such as Sherlock Holmes, Anna Karenina and Madame Bovary and examines the work of philosophers who have made significant contributions to the topic, including Meinong, David Lewis, and Bas Van Fraassen. Additional features include chapter summaries, annotated further reading and a glossary of technical terms, making _Fiction and Fictionalism_ ideal for those coming to the issue for the first time.

Rational dialetheism is the view that for some contradictions, it is rational to believe that they are true. The view, associated with the work of among others, Graham Priest, looks as if it must lead to absurd consequences, and the present paper is an unsuccessful attempt to find them. In particular, I suggest that there is no non-question-begging account of acceptance, denial and negation which can be brought to bear against the rational dialetheist. Finally, I consider the prospect of attacking the position without trying to "refute" it, but even these approaches seem unpromising in the present case. If the drift of the paper is correct, the only strategy is to examine the paradoxes one by one, and show in each case that the best account is non-dialetheic.