I’ve formulated and not written several blog posts about life in the time of Covid-19.
Last week was Spring Break, which meant that events didn’t quite register the way they would have done any other week. Being at home and not seeing students would have happened anyway. Now classes have resumed, such as they are.
Continue reading “Remote feelings”Last time I taught a seminar on pragmatism, I began to doubt that it made sense to see “pragmatism” as a movement and blogged about the fundamental differences between Peirce’s and James’ positions. I’m teaching pragmatism again, and the differences are even more salient this time.
What follows is a somewhat rambling discussion of differences between Peirce and James on method, on truth, and in their general outlook.
Continue reading “Irreconcilable differences”The Introductory Philosophy Quiz has been on my website pretty much since the beginning, and it was a transcription of a quiz that Ryan and I had on the office wall. The following question occurred to me while I was proctoring an exam today, and I couldn’t resist adding it.
Select the best answer.
I’m teaching a seminar on pragmatism again this semester, so I’ve updated some of the texts in my pragmatism and American philosophy repository. My habits for using git are terrible, so lots of small changes got swept together in one giant update.
The big addition is LaTeX and PDF files for William Clifford’s “The Ethics of Belief.” Although it’s in the public domain, I was unable to find an unabridged version anywhere on the net.1 So I spent some time today making one.2 Starting from OCR on a scan of the 19th-century original, I fixed the formatting, cleaned up the transcription, and whatnot. There may still be some errors, but it’s better than anything else I could find.
The update also adds the third lecture to James’ Pragmatism.
The last meeting of my Scientific Revolutions course was Monday. Following my usual last-day schtick, I put them in groups to reflect on what the course had been about. To give some context, here’s the blurb for the course:
Thomas Kuhn introduced the notion of a “paradigm shift,” something that has become part of our general vocabulary, and his 1962 book The Structure of Scientific Revolutions marked a shift in the way that people think about science. This course begins with the state of science studies before Kuhn: the way that historians, sociologists, and philosophers thought about science. Then it takes a close look at Kuhn’s landmark book. Finally, it explores some of the reactions and consequences that Kuhn’s work had for science studies.1
Their discussions start out with long, careful sentences. After enough of that, just for fun, I ask them to distill it down to a slogan or bumpersticker. Suggestions included “Elaborate yet absurd philosophical ideas” and “Philosophers; they have ideas about science”.
Continue reading “The end of revolutions”Continue reading “The mysterious island”Deep within these grooves of Academe,
Edith Eliot1
In quiet cubicles, white and bare,
Hunched homunculi strain and labor
(Like monks of old in cloistered cells
Balancing angels on needles’ points)
At tasks bizarre with tools outrageous
Through days and nights of anguish unrelenting.
Anything we say will be facile, so I think we can admit the inadequacies and go with what we have.
I just turned in grades for my Theory of Knowledge course. It’s only the second time I’ve taught the course, and it’s been more than a decade since the first time. I didn’t do any of the same readings, so it might as well have been a new prep.
From my point of view, the course was a grab bag of issues about knowledge. I didn’t have a narrative arch that held it all together. However, one of my standard last-day discussion exercises is to have students break into groups and try to describe what the course was about. One stage of this is to have them state the essentials in one sentence.
Here was one answer: “We looked at what knowledge is and how that knowledge can be applicable to everyday life, including skepticism about knowledge, whether context matters when understanding knowledge, and the relationship between ethics and knowledge.”
Here is another: “The course is about if we can know some things, how we might come to know those things, and when we are justified in believing said things (including the testimony of others).”
And a third: “Theory of knowledge addresses the skeptical challenge of explaining how humans can know anything by offering accounts of how knowledge claims can be justified.”
As they were working out their sentence, I overheard a member of the third group comment, “Anything we say will be facile, so I think we can admit the inadequacies and go with what we have.” This struck me as being a fair summary of the course.
I structured the course around recent rather than historical literature. We read parts of Miranda Fricker’s Epistemic Injustice, and it was a big hit with students.
I feel like it would have helped to have an article that actually advocated for scepticism, but I’m not sure what the candidate would be. Without such a reading, it’s too easy to treat scepticism as a rhetorical bugbear. We can’t accept that (an author writes) because it would be tantamount to scepticism— but so what?
There were no topics or readings which students really hated. That’s good in one sense, but it doesn’t provide any guidance about what to drop. And I feel like it would make sense to swap some of the topics next time.
I’ve been teaching epistemology this semester, and we’ve recently been talking about permissivism. The setup is this: Let E be the total evidence, and let P be some claim. One might believe P, believe not-P, or suspend judgement; call these doxastic attitudes towards P.
With that formalism in place, we can define Uniqueness: Given E, there is exactly one doxastic attitude that one may rationally adopt toward P.
In the article I’d assigned for class, Permissivism is defined as the negation of Uniqueness. The idea is that there are at least some situations in which, given E, one might rationally adopt different doxastic attitudes.1 For example, it might be rational to find the evidence convincing (and believe P) but also rational to be unconvinced (and suspend judgement).
Students found the readings less than clear, and I was trying to concisely formulate the opposition on the whiteboard. I stopped mid-sentence when I realized that I couldn’t just define Permissivism as the negation of Uniqueness. There’s a third possibility!
Call this Nihilism: Given E, there is no rationally permitted doxastic attitude that one may adopt.
I don’t know of an epistemologist who explicitly formulates Nihilism, nonetheless one who advocates it. I have a perverse impulse to write something arguing for it, just because it is a logically possible position, but that way lies madness.2
Ruth Boeker’s syllabus for teaching early modern philosophy is featured today at the Blog of the APA.
Ruth was a visiting assistant professor here in Albany several years ago, and her current practice reflects things she did here. Our campus teaching center has been a big promoter of Team-Based Learning for many years. She first encoutnered it here and recommends, as further reading on TBL for anyone interested, a pair of articles written by our local experts. (One of whom is Philosophy PhD alum Kimberly Van Orman.)
So, yay! Cheers to all.
I’m teaching Introduction to Logic for the first time in several years. The course text is my own forall x. It’s always been an open textbook, even back before I had good vocabulary for explaining what that means. But now it’s available from SUNY OER Services, and they’ve partnered with SUNY Press so that my students are able to buy a hardcopy from the campus bookstore for just $8.50.
Working through it this time, I’ve hit a couple of things which I am considering changing.
Continue reading “Revising details in forall x”
