Joseph Ulatowski

The idea of an eternal and immortal life like the one we lead now seems quite appealing because (i) it will be sufficiently like our own earth-bound life and (ii) we will have the same kinds of desires we have now to want to live an eternal life. This paper will challenge the view that we have a conception of what the conscious experience of an immortal is like, regardless of whether we might want to live it. Given that for us to conceive of an immortal life we must project onto it our own view of what it is like to live our own life and given that an immortal life may not be anything like the life we live, we cannot conceive of what it is like to be immortal.

Alfred Tarski seems to endorse a partial conception of truth, the T-schema, which he believes might be clarified by the application of empirical methods, specifically citing the experimental results of Arne Næss (1938a). The aim of this paper is to argue that Næss’ empirical work confirmed Tarski’s semantic conception of truth, among others. In the first part, I lay out the case for believing that Tarski’s T-schema, while not the formal and generalizable Convention-T, provides a partial account of truth that may be buttressed by an examination of the ordinary person’s views of truth. Then, I address a concern raised by Tarski’s contemporaries who saw Næss’ results as refuting Tarski’s semantic conception. Following that, I summarize Næss’ results. Finally, I will contend with a few objections that suggest a strict interpretation of Næss’ results might recommend an overturning of Tarski’s theory.

The problem of act individuation is a debate about the identity conditions of human acts. The fundamental question about act individuation is: how do we distinguish between actions? Three views of act individuation have dominated the literature. First, Donald Davidson and G.E.M. Anscombe have argued that a number of different descriptions refer to a single act. Second, Alvin Goldman and Jaegwon Kim have argued that each description designates a distinct act. Finally, Irving Thalberg and Judith Jarvis Thomson have averred that some acts are sequences of causally related events, which include both a primitive bodily action and some of its effects. All of these accounts have assumed that a simple invariantist account of act individuation captures how ordinary people distinguish between acts. For my dissertation, I devised an experiment to test the action theorists' assumptions. My data show that people's intuitions seem to depend on the valence of the consequences of the action under consideration. So, an invariantist account is not possible. In light of the empirical results, I argue that if we seek a folk account of act individuation, then that account should be able to explain the variability that seems to be present in people's intuitions about different cases.

A typical guiding principle of an account of truth is: “truth is objective,” or, to be clear, judging whether an assertion is true or false depends upon how things are in the world rather than how someone or some community believes it to be. Accordingly, whenever a claim is objectively true, its truth conditions ought not depend upon the context in which it is uttered or the utterer making the claim. Part of our ongoing empirical studies surveying people’s responses to questions about truth involved prompts on objectivity. Our studies suggest the following: overall, individuals tend to endorse claims that are consistent with the objectivity of truth; not all conceptions of objectivity are equal, even people who endorse the objectivity of truth sometimes assent to one form of truth’s objectivity over other forms; philosophers and non-philosophers both endorse the objectivity of truth, but the apparent commitment of philosophers is stronger.

While the Enlightenment promoted thinking for oneself independent of religious authority, the ‘Endarkenment’ (Millgram 2015) concerns deference to a new authority: the specialist, a hyperspecializer. Non-specialists need to defer to such authorities as they are unable to understand their reasoning. Millgram describes how humans are capable of being serial hyperspecializers, able to move from one specialism to another. We support the basic thrust of Millgram’s position, and seek to articulate how the core idea is deployed in very different ways in relation to extremely different philosophical areas. We attend to the issue of the degree of isolation of different specialists and we urge greater emphasis on parallel hyperspecialization, which describes how different specialisms can be embodied in one person at one time.

The notion of an agent and the notion of a self are connected, for agency is one role played by the self. Millgram argues for a disunity thesis of agency on the basis of extreme incommensurability across some major life events. We propose a similar negative thesis about the self, that it is composed of relatively independent threads reflecting the different roles and different mind-sets of the person's life. Our understanding of those threads is based on theories of the narrative construction of the self. Our disunity thesis is that there need be no overarching narrative that unifies those narrative threads. To explain how the threads hang together to produce coherent action, we make these positive claims: control normally switches smoothly and unconsciously between threads as circumstances require, within one thread there is likely to be acknowledgment of other threads, some situations require a temporary blending of threads, and some plans and policies reach across different threads and contribute to some coordination among them. Our account of a self provides an account of agency that has merits in comparison to Millgram's. Our narrative approach allows explanations of actions beyond rational deliberation.

The theme of this special issue is minimalism about truth, a conception which has attracted extensive support since the landmark publication of Paul Horwich's Truth (1990). Many well-esteemed philosophers have challenged Horwich's alethic minimalism, an especially austere version of deflationary truth theory. In part, this is at least because his brand of minimalism about truth also intersects with several different literatures: paradox, implicit definition, bivalence, normativity, propositional attitudes, properties, explanatory power, meaning and use, and so forth. Deflationist sympathizers have introduced a few developments and emendations, while critics and other interlocutors have generated objections that have required further responses. Some of these works appeared in the first few years following the publication of the first edition of Truth. But others have appeared only in the last five or ten years, indicating that interest in the minimalist conception continues to bloom and be a highly fecund source for new ideas. Some of those new ideas are collected here, in a special issue celebrating collectively the 25th anniversary of Horwich's Truth in 2015 and the 20th anniversary of the revised edition in 2018. The intent of the issue is overwhelmingly prospective rather than retrospective; however, it presents original work and fresh perspectives, including a new contribution by Paul Horwich himself, that jointly offer au currant reflections on the current status and future promise of the minimal conception.

Yablo has argued for an alternative form of if-thenism that is more conducive with his figurative fictionalism. This commentary sets out to challenge whether the remainder, ρ, tends to be an inaccurate representation of the conditions that are supposed to complete the enthymeme from φ to Ψ. Whilst by some accounts the inaccuracies shouldn't set off any alarm bells, the truth of ρ is too inexact. The content of ρ, a partial truth, must display a sensitivity to the contextual background conditions for subtraction to work properly in Yablo's view. Using a toy example, I argue that Yablo's subtraction model tends to yield partial truths as remainders that fail to rule out inaccurate expressions that may prove to be problematic for it.

Some students who possess the same cognitive skill set as their counterparts but who neither speak nor write English fluently have to contend with an unnecessary barrier to academic success. While an administrative top-down approach has been in progress for many years to address this issue, enhancement of student performance begins in the classroom. Thus, we argue that instructors ought to implement a more organic bottom-up approach. If it is possible for instructors to make class content available in other languages, such as Spanish, without thereby compromising something of comparable pedagogical value, then they ought to do so. In fact, we provide here Anselm’s Ontological Argument rendered in Spanish to show how, when translated, it provides native Spanish speakers with greater accessibility to difficult material. Then, we consider the possible beneficial implications of doing so for university students.

While the nature of the virtues and their role in human action are controversial, we wish to explore the thesis that virtues play a causal role in the production of action. One fruitful, though controversial, approach to understanding the nature of the self is through the notion of a narrative and in particular a person’s self narrative or narratives. Similarly we wish to explore the thesis that self narratives play a causal role in action. We consider how virtues and self-narratives interrelate and, in particular, how they play a comparable role in the production of action. The basic ideas in the literature concerning reasons as causes of action provide us with a useful starting point even though the focus on reasons has tended to sideline potential causal roles for both virtues and self-narratives. Without attempting to develop a new theory of causation, we draw a picture of how virtues and self-narratives, in relation to each other, can be regarded as causally effective in producing action.

People commonly believe that any form of deception, no matter how innocuous it is and no matter whether the deceiving person intended it otherwise, is always morally wrong. In this paper, I will argue that deceiving in real-time is morally distinguishable from deceiving on-line because online actions aren’t as fine-grained as actions occurring in real-time. Our failure to detect the fine-grained characteristics of another avatar leads us to believe that that avatar intended to do a moral harm. Openly deceiving someone on Facebook or Twitter is not a way to build wholesome virtual friendships but to destroy them. This paper will show how the traditional understanding of the doing / allowing distinction fails to apply in cyberspace.

Glen Pettigrove addresses the proportionality principle in ethics, the principle that “our actions, attitudes, or emotions should be proportional to the degree of value present in the object or events to which they are responding” [p. 1]. He argues this is inconsistent with some familiar features of common-sense morality. In response, he brings virtuous character into the picture, a move we support but wish to modify. We show that certain helping actions should be guided by whether one has the virtue profile most suited to the situation from amongst a surrounding network of people.

Recent work by Joshua Knobe indicates that people’s intuition about whether an action was intentional depends on whether the outcome is good or bad. This paper argues that part of the explanation for this effect is that there are stable individual differences in how ‘intentional’ is interpreted. That is, in Knobe’s cases, different people interpret the term in different ways. This interpretive diversity of ‘intentional’ opens up a new avenue to help explain Knobe’s results. Furthermore, the paper argues that the use of intuitions in philosophy is complicated by fact that there are robust individual differences in intuitions about matters of philosophical concern.

Accounts of act individuation have attempted to capture peoples’ pre-theoretic intuitions. Donald Davidson has argued that a multitude of action descriptions designate only one act, while Alvin Goldman has averred that each action description refers to a distinct act. Following on recent empirical studies, I subject these accounts of act individuation to experimentation. The data indicate that people distinguish between actions differently depending upon the moral valence of the outcomes. Thus, the assumption that a single account of act individuation applies invariantly seems mistaken.

The aim of this paper is to show that a corollary of resolute readings of Wittgenstein’s conception of nonsense cannot be sustained. First, I describe the corollary. Next, I point out the relevance to it of Wittgenstein’s discussion of family resemblance concepts. Then, I survey some typical uses of nonsense to see what they bring to an ordinary language treatment of the word “nonsense” and its relatives. I will subsequently consider the objection, on behalf of a resolute reading, that “nonsense” is a term of philosophical criticism. Finally, I conclude that resolute readings have not sufficiently accounted for how nonsense behaves in our language; they have failed to heed Wittgenstein’s warning: “don’t think, but look!”

The time has come to consider whether experimental philosophy’s (“x-phi”) early arguments, debates, and conceptual frameworks, that may have worn well in its early days, fit with the diverse range of projects undertaken by experimental philosophers. Our aim is to propose a novel taxonomy for x-phi that identifies four paths from empirical findings to philosophical consequences, which we call the “fourfold route.” We show how this taxonomy can be fruitfully applied even at what one might have taken to be the furthest edges of possible applications of x-phi in metaphysics and formal philosophy. Ultimately, the fourfold route helps us understand a different kind of empirical fact: the development of x-phi itself.

We regularly teach for the Wyoming High School Institute (“HSI”), a three-week college experience for rising high school juniors. The purpose of HSI is to introduce pre-college students to subjects not regularly taught in the secondary school curriculum. In our course, we introduce moral philosophy through the use of feature films. More narrowly, we challenge the students to examine moral reasoning through analysis of the moral reasoning of characters in these films. Our pedagogical approach is based in the methods of Socrates and in the technique of “scaffolding.” We attempt to show how our approach can be incorporated into any pre-college philosophy classroom.

Philosophical theorizing about truth manifests a desire to conform to the ordinary or folk notion of truth. This practice often involves attempts to accommodate some form of correspondence. We discuss this accommodation project in light of two empirical projects intended to describe the content of the ordinary conception of truth. One, due to Arne Naess, claims that the ordinary conception of truth is not correspondence. Our more recent study is consistent with Naess’ result. Our findings suggest that contextual factors and respondent gender affect whether the folk accept that correspondence is sufficient for truth. These findings seem to show that the project of accommodating the ordinary notion of truth is more difficult than philosophers had anticipated because it is fragmentary

The liar paradox is widely conceived as a problem for logic and semantics. On the basis of empirical studies presented here, we suggest that there is an underappreciated psychological dimension to the liar paradox and related problems, conceived as a problem for human thinkers. Specific findings suggest that how one interprets the liar sentence and similar paradoxes can vary in relation to one’s capacity for logical and reflective thought, acceptance of certain logical principles, and degree of philosophical training, but also as a function of factors such as religious belief, gender, and whether the problem is treated as theoretical or practical. Though preliminary, these findings suggest that one reason the liar paradox resists a final resolution is that it engages both aspects described by so-called dual process accounts of human cognition.

Experimental philosophy (or “x-phi”) is a way of doing philosophy. It is “traditional” philosophy, but with a little something extra: In addition to the expected philosophical arguments and engagement, x-phi involves the use of empirical methods to test the empirical claims that arise. This extra bit strikes some as a new, perhaps radical, addition to philosophical practice. We don’t think so. As this chapter will show, empirical claims have been common across the history of Western philosophy, as have appeals to empirical observation in attempting to support or subvert these claims. While conceptions of philosophy have changed over time, across these changes we find philosophers employing empirical methods in pursuing their philosophical questions. Our primary aim in this chapter is to illustrate this fact. We begin by discussing the relevance of history to experimental philosophy (Section 2), then offer a necessarily condensed and highly selective history of empirical work in Western philosophy, ranging from the ancients (Section 3), to the early moderns (Section 4), to the late moderns (Section 5), and on to the present (Section 6).

New developments in cosmology make it unlikely that life on Earth is unique. The Cosmic Perspective Argument states that given these developments we should not be concerned with the Earth’s environmental degradation. In this paper, we argue that although scaling our analysis upwards into the cosmos provides the Cosmic Perspective with its strength, when we apply the Cosmic Perspective downwards, the view appears to be terribly flawed. After examining the Cosmic Perspective at an individual level the problems that arise intensify and seemingly not only break the argument at an individual level but also on a much larger scale as well. These problems show the need for a framework that takes into full account the complex and interconnected nature of the environment, thus one that only deep ecology may provide.

This paper argues that a well known passage from Plato’s Meno exemplifies how to employ scaffolded learning in the philosophy classroom. It explores scaffolded learning by fully defining it, explaining it, and gesturing at some ways in which scaffolding has been implemented. We then offer our own model of scaffolded learning in terms of four phases and eight stages, and explicate our model using a well known example from Plato’s Meno as an exemplar. We believe that any practical concerns one might have against the employment of scaffolded learning in the philosophy classroom ought not serve as an impediment to adopting our model.

Many of Tarski’s better known papers are either about or include lengthy discussions of how to properly define various concepts: truth, logical consequence, semantic concepts, or definability. In general, these papers identify two primary conditions for successful definitions: formal correctness and material adequacy. Material adequacy requires that the concept expressed by the formal definition capture the intuitive content of truth. Our primary interest in this paper is to better understand Tarski’s thinking about material adequacy, and whether components of his view developed over time. More precisely, we are concerned with how Tarski’s understanding of the content of the common-sense, every-day usage of truth may have developed over time. We distinguish this concern from the character of the extensional criterion of adequacy Tarski proposes: that a materially adequate definition must entail all instances of Convention T. We will develop our reading of Tarski as follows: first, we will review the “Polemical Remarks,” focusing primarily on §§14 and 17, and Tarski’s references to Naess’ empirical research. Next, we will provide a summary and discussion of Naess’ work, especially his findings with respect to Tarski’s definition of truth and his research that suggests there is no single common or everyday concept of truth. Third, we will consider several possible objections to our interpretation of the Tarski–Naess dialectic. We will conclude that Tarski’s conception of material adequacy developed over time, potentially because of what he had learned through his interactions with Naess.

Alfred Tarski’s refinement of an account of truth into a formal system that turns on the acceptance of Convention-T has had a lasting impact on philosophical logic, especially work concerning truth, meaning, and other semantic notions. In a series of studies completed from the 1930s to the 1960s, Arne Næss collected and analysed intuitive responses from non-philosophers to questions concerning truth, synonymy, certainty, and probability. Among the formulations of truth studied by Næss were practical variants of expressions of the form “p’ is true if and only if p’. This paper calls attention to a series of experimental results Næss overlooked in his original study. These data collectively suggest that acceptance of expressions of the form “p’ is true if and only if p’ varies according to what kind of statement p is.

While Euthyphro and Apology are widely taught, they do not offer a complete picture of the variety of ways in which Socrates interacts with his interlocutors in Plato’s dialogues. Perhaps the most important point we wish to bring home is that most, if not all, of Socrates’ discussions are carefully calibrated according to a certain social awareness. Through careful analysis of sections of the dialogues, we argue that aspects of discussions between Socrates and his interlocutors should serve as lessons for students and instructors. Students should see that learning to philosophize is a matter of skill development, Instructors should see that one ought to be cognizant of students’ abilities, as well as other relevant information. The upshot of paying attention to Socrates’ interactions is to augment instructors’ and students’ understanding, facilitating the cultivation and development of philosophical skills.

Ms. Dimitriou's motivist view has a simple upshot: for at least some cases, our moral assessment of an action should depend on the motives behind it (Dimitriou, passim). This may be contrasted with the antimotivist position, the view that argues motives should not figure into our moral assessment of an action. She presents two provocative cases where an agent’s motive “infects” the concomitant action. One example involves racist thinking and the other a form of sexual self-gratification. Given that we would never find the action that accompanies these motives morally acceptable once we know what the motives are, Ms. Dimitriou has argued that we ought to embrace motivism. In this brief commentary, I would like to present a few cases that seemingly show the motivist position is flawed. I want my comments to generate a discussion of how Ms. Dimitriou’s position can handle these weird cases, even though my presentation will likely come off as a direct assault of her view.