B. Bailie Peterson

An exploration of the details of counterpart theory, and some applications of the view. In Chapter 1, I set out the view and clarify the most important features: that the counterpart relation is a context dependent similarity relation, and that individuals are world-bound entities. I then set out what I take to be the most promising methods of filling in important details. Chapter 2 is a discussion of an alternative view, lump theory. I attempt to distinguish lump theory from counterpart theory, and argue that several attempt to do so fail. Chapter 3 is an attempt to apply counterpart theory for individuals to properties. I attempt to stay as close to the standard view as possible, but find it necessary to modify the world-bound condition. I suggest a version of property counterpart theory that overcomes the obstacles I have identified. The final chapter is a discussion of a recent attempt to apply counterpart theory to the comparativist view of quantitative properties. I argue that an attempt to rely on counterpart theory to overcome an objection is unsuccessful.

In this article, we present the results of an original study identifying the perceptions of beginning philosophy students at the start of their first introductory course. We surveyed over 1,100 students representing over 40 universities and colleges in the United States regarding their initial perceptions of gender bias, inclusivity, value, understanding, similarities, and enjoyment of philosophy. We analyzed the results based on gender, first-generation status, and student of color status. This work represents the perspectives of a more diverse range of students, reflecting far more first-generation college students (40 percent) and students who identify as people of color (43 percent) than in previous work. Additionally, this study provides novel data as we were able to collect data on the first day of classes, in most cases before students were exposed to syllabi or content that could inform their views about philosophy. Understanding what beginning students think about philosophy before formal exposure to the field might help us to identify concerns, misconceptions, and areas for improvement. Many results are striking, and our project offers insight into the initial perspectives of philosophy students.

While summer break presents educational and recreational opportunities for some students, students from depressed socioeconomic groups may face significant obstacles in the summer, including learning loss. In general, these students also lack access to a wide range of intrinsic and instrumental benefits attached to the study of philosophy. While there are currently existing philosophy programs, this contribution highlights the connections between summer experiences and the overall achievement gap, while identifying specific practices shown to yield successful summer programs. Philosophy provides an impressive set of benefits, including academic skills and opportunities for personal growth and development. Incorporating best practices while focusing on the methods and content of philosophy should, therefore, yield particularly rewarding programs. Due to these benefits, summer philosophy programs should be researched, developed, and expanded.