•  23
    The Content/Object Equivocation
    Dialogue and Universalism 32 (1): 233-248. 2022.
    John Searle roundly rejects what he calls the Bad Argument: a long-standing equivocation in philosophy over the contents and the objects of perception. But, as Josh Armstrong points out, this insight is not unique to Searle. By the late 19th Century the equivocation had been observed by Franz Brentano and students of his, such as Alexius Meinong and Kazimierz Twardowski, and was highlighted too in the 20th century by G. E. M. Anscombe. What Armstrong does take to be a novel to Searle is his use …Read more
  •  29
    In this dissertation I provide a novel logic of the ordinary-language conditional. First, however, I endeavor to make clearer and more precise just what the objects of the study of the conditional are, as a lack of clarity as to what counts as an instance of a given category of conditional has resulted in deep and significant confusions in subsequent analysis. I motivate for a factual/counterfactual distinction, though not at the level of particular instances of the conditional. Instead, I argue…Read more
  •  47
    A logic for the natural language conditional
    South African Journal of Philosophy 37 (3): 261-283. 2018.
    Ordinary speakers intuitively assign truth-values to conditional utterances in everyday conversation, but, despite the general ease with which this occurs, it is notoriously difficult to give an account of the implicit logic that is followed in making these truth-value assignments. I propose a twofold logic of the conditional – a relatively simple “factual” logic for conditionals interpreted with regard to what is actually the case, largely following the logic of the material conditional; combin…Read more
  •  632
    One of the significant problems for philosophy’s development into a more diverse discipline is the familiar sharp reduction in the proportion of women and students of color after initial, introductory-level courses. This contributes to a lack in the breadth of perspective and experience that both upper-level students and faculty bring to philosophy, which in turn undermines the strength of the discipline as a whole. Much of the transformation of philosophy must necessarily happen at the departme…Read more
  •  6
    Includes bibliographical references (leaves 78-79)