• This paper re-examines John Searle’s notion of status function and argues that his theory underestimates the role of dynamicity and deliberation within social institutions. While Searle’s deontological model of collective intentionality rests upon rule-governed recognition of functions, this paper highlights a crucial limitation, namely, his assumption of stability within institutional structures. Drawing upon Aristotle’s concept of ergon (function) and aretē (virtue), the study argues that soci…Read more
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    John Searle argues for a notion of ‘collective intentionality’ that produces social actions with the attributed deontic status function on an external reason, simultaneously recognized by all the members. Social actions depend on the acceptance of a propositional attitude in the light of a constitutive rule and the ‘we intention’ of each member. However, Searle’s intentional theory of actions argues that human beings are rational in nature and freely choose to act as per a desire independent of …Read more
  •  58
    The Criterion of Legitimacy in a Government: Analysing Ian Shapiro’s Concept of Representative Democracy
    Journal of the Indian Council of Philosophical Research 41 (1): 103-116. 2024.
    Ian Shapiro proposes a representative government that bases its understanding of truth on mature enlightenment philosophy. He examines various enlightenment and anti-enlightenment theories to substantiate his arguments in favour of verifiability as the criterion for defining truth. Contending such a concept of truth he specifies that it is possible only within a representative democracy as it can systematically undermine socially built readymade systems. To examine Shapiro’s fallibilist approach…Read more
  •  45
    The use of the titrating delayed matching-to-sample procedure for analyzing drug effects
    with L. J. Woodward, J. E. Watson, and N. M. Blampied
    Bulletin of the Psychonomic Society 24 (5): 388-390. 1986.
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    Self-Injurious Behavior - Analysis, Assessment, and Treatment
    with J. K. Luiselli and J. L. Matson
    British Journal of Educational Studies 40 (4): 422-424. 1992.