H. G. Callaway

Davidson approaches the notions of meaning and interpretation with the aim of characterizing semantic competence in the syntactically characterized natural language. The objective is to provide a truth-theory for a language, generating T-sentences expressed in the semantic metalanguage, so that each sentence of the object language receives an appropriate interpretation. Proceeding within the constraints of referential semantics, I will argue for the viability of reconstructing the notion of linguistic meaning within the Tarskian theory of reference. However, the view proposed here involves a revision of Davidson’s con-ception of the object of semantic investigation. Taking (idealized) language-theories as the proper object of semantic characterization, provides solutions to outstanding problems in Davidson’s views, better approximates the practice in standard model-theoretic semantics, and incorporates the elements of semantic competence sought for in tradi¬tional theories of lexical analysis. Sources of evidence beyond those emphasized by Davidson will be invoked in order to allow for the selection of interpre¬tive T-sentences. In the final section, possible Quinean objections will be considered.

This paper examines Santayana on imagination, and related themes, chiefly as these are expressed in his early work, Interpretations of Poetry and Religion (1900). My hypothesis is that Santayana under-estimates, in this book, the force and significance of the prevalent distinction between imagination and fancy, as this was originally put forward by Coleridge and later developed in Emerson’s late essays. I will focus on some of those aspects of Santayana’s book which appear to react to or to engage with Emerson’s views and aim to bring Santayana’s treatment of the theme of imagination into relation with Emerson. Understanding the differences in greater detail we stand a better chance of reasoned evaluation of alternative conceptions of imagination. I will argue that the Coleridge-Emersonian conception of the distinction between imagination and fancy is a crucial element of the background of Peircean abduction, and in this fashion, contributes to the continuity of Emerson’s writings with the pragmatist tradition.

The book contains twelve chapters, prefaced by acknowledg­ments, and followed by a short index. It derives from the author's doctoral dissertation in philosophy at Washington University in St. Louis, and thanks are offered to committee members Robert B. Barrett, Joseph Ullian and Roger Gibson. The reader who is not inclined to review the large related literature on Quine's view of cognitive meaning and translation may also be attracted to this book for concise summaries and treatment of the Quinean view from St. Louis.

Peirce claims in his Lectures on Pragmatism [CP 5.196] that “If you carefully consider the question of pragmatism you will see that it is nothing else than the question of the logic of abduction;” and further “no effect of pragmatism which is consequent upon its effect on abduction can go to show that pragmatism is anything more than a doctrine concerning the logic of abduction.” Plausibly, there is, at best, a quasi-logic of abduction, which properly issues in our best means for the methodological evaluation and ordering of (yet untested) hypotheses or theories. There is always a range of explanatory innovations that may be proposed, from more conservative to less conservative; and it is important, in light of what Peirce has to say on the relation of abduction to pragmatism, that in ruling out “wild guessing,” attention be initially directed to more conservative proposals. Still conservatism, which we might understand in terms of Peircean continuity, is sometimes justly sacrificed for greater comprehension or overall simplicity of approach. This paper explores the relationships among Peircean abduction and pragmatism, the “theoretical virtues” approach to the evaluation of hypotheses, and contextual constraint on the scientific imagination.

In a series of interesting and influential papers on semantics, Hilary Putnam has developed what he calls a “post-verificationist” theory of meaning. As part of this work, and not I think the most important part, Putnam defends a limited version of the analytic-synthetic distinction. In this paper I will survey and evaluate Putnam’s defense of analyticity and explore its relationship to broader concerns in semantics. Putnam’s defense of analyticity ultimately fails, and I want to show here exactly why it fails. However, I will also argue that this very failure helps open the prospect of a new optimism concerning the theory of meaning, a theory of meaning finally liberated from the dead weight of the notions of analyticity and necessary truth. Putnam’s work, in fact, makes valuable contributions to such a theory.

This paper explicates and defends a social-naturalist conception of internationality and intentions, where internationality of scientific expressions is fundamental. Meanings of expressions are a function of their place in language-systems and of the relations of systems to object-level evidence and associated community activities-including deliberation and experiment. Naturalizing internationality requires social-intellectual reconstruction exemplified by the scientific community at its best. This approach emphasizes normative elements of pragmatic conceptions of meaning and their function in orientation. It requires social conditions and intellectual practices making knowledge of intentions possible. Scientific ends, methods, and meanings, together, constitute culturally evolved instruments of adaptation to, and reconstruction of, physical and cultural environments. (Reprinted in Meaning without Analyticity.)

This book provides a concise overview, with excellent historical and systematic coverage, of the problems of the philosophy of language in the analytic tradition. Howard Callaway explains and explores the relation of language to the philosophy of mind and culture, to the theory of knowledge, and to ontology. He places the question of linguistic meaning at the center of his investigations. The teachings of authors who have become classics in the field, including Frege, Russell, Carnap, Quine, Davidson, and Putnam are critically analyzed. I share completely his conviction that contemporary Anglo-American philosophy follows the spirit of the enlightenment in insisting on intellectual sincerity, clarity, and the willingness to meet scientific doubts or objections openly. --Professor Henri Lauener, Editor of Dialectica.

This paper focuses on John Witherspoon (1723-1794) and the religious background of the American conception of religious liberty and church-state separation, as found in the First Amendment. Witherspoon was strongly influenced by debates and conflicts concerning liberty of conscience and the independence of the congregations in his native Scotland; and he brought to his work, as President of the (Presbyterian) College of New Jersey, a moderate Calvinism challenging the conception of “true virtue” found in Jonathan Edwards. Witherspoon was teacher to James Madison who would substantially write the First Amendment. Religious freedom, focused on freedom of conscience, and ‘Christian magnanimity’ stand in considerable tension with the prior orthodoxy of predetermination and the historical tradition of Calvinistic theocracy. Understanding Witherspoon, we better understand the reformation background of the American Enlightenment and how his conception of the freedom of conscience contributed to American conceptions of freedom generally.

This book is a translation of W.V. Quine's Kant Lectures, given as a series at Stanford University in 1980. It provide a short and useful summary of Quine's philosophy. There are four lectures altogether: I. Prolegomena: Mind and its Place in Nature; II. Endolegomena: From Ostension to Quantification; III. Endolegomena loipa: The forked animal; and IV. Epilegomena: What's It all About? The Kant Lectures have been published to date only in Italian and German translation. The present book is filled out with the translator's critical Introduction, "The esoteric Quine?" a bibliography based on Quine's sources, and an Index for the volume.

Reconciliation of semantic holism with interpretation of individual expressions is advanced here by means of a relativization of sentence meaning to object language theories viewed as idealizations of belief-systems. Fodor's view of the autonomy of the special sciences is emphasized and this is combined with detailed replies to his recent criticisms of meaning holism. The argument is that the need for empirical evidence requires a holistic approach to meaning. Thus, semantic realism requires semantic holism.

The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse and interest are not to be suppressed nor continually vented in unrestrained expression. In view of the plasticity of youth, there is little danger that allowing the role of student interest will lead away from important objectives of the curriculum. Education which respects the integrity of the student is a prerequisite of the kind of educated public suited for fuller participation in the democratic processes which properly direct and reconstruct our social life. The citizen appropriate for a democratic society is neither the dull conformist nor the superficial, gushing, non-conformist or sensualist. Individual impulse and initiative is neither to be damned up nor frivolously expressed. Meaningful participation and fuller social reconstruction require that we respect the social conditions for the possibility of knowledge and its growth, and this is more easily achieved, and more broadly appealing, when we speak of plans for the school environment. Respect for the cognitive and developmental needs of our own children and young people is fundamental to the self-respect of any viable society. Education could be philosophical praxis for a better world.

This is a expository and critical review of Arthur Schlesinger, Jr. 's last book, War and the American Presidency. The book collects and focuses recent writings of Arthur Schlesinger on the themes of its title. In its short Foreword and seven concise essays, the book aims to explore, in some contrast with the genre of “instant history,” the relationship between President George W. Bush’s Iraq adventure and the national past. This aim and the present work are deserving of wide attention, both because of the contemporary need to deal with the extended war in Iraq and because Americans, in particular, need to attend to their own history, if we are to avoid past mistakes and make the best use of our ongoing political traditions and institutions. In order to know better where we might go in the future, we need an adequate picture of where we have been in the past. Schlesinger invites us to debate the war, the Presidency, and their relation to the American past.

Tracing the background of Davidson’s work in the positivists’ philosophical emigration of the 30’s and in Quine, Evnine’s “Introduction” offers a “map of the terrain to be covered” which stresses the “rationalistic” character of Davidson’s views on holism and rationality. Thus, “his main philosophical concerns ... language, the mental and action...are the ingredients of a philosophical anthropology.” In spite of Quinean roots, the view is that “Davidson has now wholly removed himself, philosophically speaking, from the empiricist tradition.” The result: a “rationalism,...a genuine, non-empiricist philosophical vision.” Though appealing to those of a “rationalist” leaning, this theme seems to generalize Davidson’s criticisms of Quine’s behaviorism as a lapse from empiricism. Often, it arises from interpretive gloss just where the tough-minded reader seeks quotation.

Book Description Edmund Burke (1730-1797) was a friend and advocate of America during the political crisis of the 1760s and the 1770s, and he spoke out eloquently and forcefully in defense of the rights of the colonial subjects of the British empire—in America, Ireland and India alike. However, he is often best remembered for his extremely critical Reflections on the Revolution in France. The present volume is based on classic Burke, including his most famous writings and speeches on the American Crisis. Though his efforts at conciliation with the American colonies ultimately failed, Burke is widely remembered, studied and venerated by liberal and conservative thinkers alike, for his elucidation and criticism of the excesses of empire and political excesses generally. Irish-born, Burke made his career as a British Whig statesman and Member of Parliament, but he was also a powerful writer of philosophical works in high literary style. In the present volume, Burke’s ideas, ideals and arguments are explored and set in their original historical and political context. The volume places the reader in a position to understand the similarities and contrasts between the political philosophy of the Whig ascendancy in British politics and the republican political philosophy of the American founders. What comes to the fore is Burke’s twin emphasis on continuity and justice, the anti-rationalism of his opposition to directly applying abstract political theory to policy decisions, the pluralism of peoples and public mores within the empire, the crucial roles of political representation in good government, and the fundamental importance of the consent of the governed. Was Burke a friend of a foe of revolution? Was he a “liberal” or a “conservative”? To what degree did he accept the political ideals of the American founders? How could he both defend the American protests and reject the claims of the French Revolution? Thomas Jefferson’s “Summary View of the Rights of British America” is included in the volume for comparison and contrast. This book presents a deeper understanding of Burke’s political thought by exploring the similarities and contrasts with founding ideals of America’s republican tradition.

This new edition emphasizes Emerson's philosophy and thoughts on such issues as freedom and fate; creativity and established culture; faith, experience, and evidence; the individual, God, and the world; unity and dualism; moral law, grace, and compensation; and wealth and success. Emerson's text has been fully annotated to explain difficult words and to clarify his references. The Introduction, Notes, Bibliography, Index, and Chronology of Emerson's life help the reader understand his distinctive outlook, his contributions to philosophy, and his place in American culture and society.

This paper examines normative elements in Henri Lauener’s “open transcendentalism,” with an eye to evaluate distinctive theses. After setting out some of Lauener’s basic positions in this area, in comparison with related views in Quine’s work, I argue that the views surveyed converge on a normative and contextualist cognitivism in Lauener’s methodological and epistemological perspective. Though he resists similar conclusion in the name of anti-naturalism, I argue that his “open transcendentalism” is plausibly construed as a non reductive naturalism.

American philosopher William James (1842-1910) traveled to Oxford, England and Manchester College in 1908. Between 4 May and 28 May, he deliver the Hibbert Lectures, which were originally published in 1909 as A Pluralistic Universe. This was to be the last major book James published during his lifetime. Manchester College had been founded in the English city of Manchester in 1786 for the education of nonconformists, and moved to Oxford in 1888. Some considerable emphasis on religion in the Hibbert Lectures is expected. They are an annual series of “non-sectarian lectures on theological issues” sponsored by the Hibbert Trust, which was founded in 1847 by the Unitarian Robert Hibbert to “uphold the unfettered exercise of private judgment in matters of religion.” Though Manchester College is located in Oxford, it was not until recently (1996) that it became one of the colleges of Oxford University. At the time of James’ visit, it was outside the university and part of Great Britain’s accommodation to Christian non-conformists.

A chief aim of this paper is to provide common ground for discussion of outstanding issues between defenders of classical logic and contemporary advocates of intuitionistic logic. In this spirit, I draw upon (and reconstruct) here the relationship between dialogue and evidence as emphasized in German constructivist authors. My approach depends upon developments in the methodology of empirical linguistics. As a preliminary to saying how one might decide between these two versions of logic (this issue is most closely approached in Section V. discussing the constructivist approach), it is well worth the effort to look closely at how logic is (or might be) learned and at questions concerning logic in translation, i.e., the question of how we might detect the variety of logic actually employed in a given speech community.

Theories of linguistic meaning have been a major influence in twentieth century philosophy. This is due, in part, to the assumption that meaning is the crucial and interesting thing about language. To know the meaning of an expression is to understand it, and since understanding is central to philosophy in many different ways, it should be no surprise that the notion of meaning has often taken center stage. The aim of this paper is to briefly explore some influential views concerning linguistic meaning. The final objective will be to demonstrate some alternatives which are open to theory with respect to this notion,for there are those who have wanted to ban talk of meaning from serious scientific discourse. The point is that many of the disadvantages of traditional notions of meaning are avoidable¾in particular, they are avoidable along a path which starts from Frege and moves on via Tarski and Davidson.

This paper focuses on the preliminary evaluation of expressions of moral sentiment under conditions of cultural pluralism. The advance of science and technology puts ever new power over nature in human hands, and if this new power is to more fully serve human ends, then it must become the means or material of human virtue. This prospect poses the question of the relationship between power and virtue, and equally, the question of how scientific advances may be understood to enter into a pluralism of moral doctrines and deliberations. Taking a page from the philosophy of science, the present approach examines the relationship between scientific advances and moral evaluations of developing practices as mediated by contemporary accounts of the virtues of hypotheses. If we conceive of expressions of moral sentiment as hypotheses for the amendment or expansion of existing moral doctrines in the light of new possibilities for action, then this suggests that expressions of moral sentiment may be evaluated, in a preliminary way, by reference to standard lists of the virtues of hypotheses: refutability, conservatism, modesty or simplicity, precision, elegance, and generality. Expressions of moral sentiment are subject to preliminary evaluation, on cognitive grounds, by reference to their prospective integration and/or modification of on-going moral traditions.