Author: Russell, Cal

Semantic Singularities: Paradoxes of Reference, Predication, and Truth

Keith Simmons, Author

This book aims to provide a solution to the semantic paradoxes. It argues for a unified solution to the paradoxes generated by our concepts of denotation, predicate extension, and truth. The solution makes two main claims. The first is that our semantic expressions 'denotes', 'extension' and 'true' are context-sensitive. The second, inspired by a brief, tantalizing remark of Godel's, is that these expressions are significant everywhere except for certain singularities, in analogy with division by zero. A formal theory of singularities is presented and applied to a wide variety of versions of the definability paradoxes, Russell's paradox, and the Liar paradox. Keith Simmons argues that the singularity theory satisfies the following desiderata: it recognizes that the proper setting of the semantic paradoxes is natural language, not regimented formal languages; it minimizes any revision to our semantic concepts; it respects as far as possible Tarski's intuition that natural languages are universal; it responds adequately to the threat of revenge paradoxes; and it preserves classical logic and semantics. Simmons draws out the consequences of the singularity theory for deflationary views of our semantic concepts, and concludes that if we accept the singularity theory, we must reject deflationism.

The Return of Work in Critical Theory

Nicholas H. Smith, Author

From John Maynard Keynes’s prediction of a fifteen-hour workweek to present-day speculation about automation, we have not stopped forecasting the end of work. Critical theory and political philosophy have turned their attention away from the workplace to focus on other realms of domination and emancipation. But far from coming to an end, work continues to occupy a central place in our lives. This is not only because of the amount of time people spend on the job. Many of our deepest hopes and fears are bound up in our labor—what jobs we perform, how we relate to others, how we might flourish.

The Return of Work in Critical Theory presents a bold new account of the human significance of work and the human costs of contemporary forms of work organization. A collaboration among experts in philosophy, social theory, and clinical psychology, it brings together empirical research with incisive analysis of the political stakes of contemporary work. The Return of Work in Critical Theory begins by looking in detail at the ways in which work today fails to meet our expectations. It then sketches a phenomenological description of work and examines the normative premises that underlie the experience of work. Finally, it puts forward a novel conception of work that can renew critical theory’s engagement with work and point toward possibilities for transformation. Inspired by Max Horkheimer’s vision of critical theory as empirically informed reflection on the sources of social suffering with emancipatory intent, The Return of Work in Critical Theory is a lucid diagnosis of the malaise and pathologies of contemporary work that proposes powerful remedies.

Philosophy Summer Workshop

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Summer Institute in Philosophy for High School Teachers: Intellectual Humility in Secondary Education

Background:

Are you a high school teacher looking to incorporate Philosophy into your curriculum? The UConn Summer Institute in Philosophy is here to provide tools to help you develop either a semester- or year-long course in Philosophy, or build philosophical discussion into one you already teach. Including philosophy in literature, science, history, or social science classes will help your students confront perennial questions of truth, morality, justice, knowledge, reason, the self, and the like, with humility, as well as helping them to appreciate their controversial and complex nature. This will in turn encourage students to engage in constructive dialogue with those whose opinions differ from their own.

 

Institute Director:

Mitchell Green, Professor of Philosophy at the University of Connecticut

Professor Green has three decades of experience teaching Philosophy (at the University of Pittsburgh, the University of Virginia, and the
University of Connecticut). He has directed two Summer Institutes in Philosophy for High School Teachers supported by the National Endowment for the Humanities. He is also founding director of Project High-Phi, which since 2010 has supported philosophical education in America’s high schools.

 

Workshop Format:

Morning sessions will be lecture and discussion, with focus on an historical text or a contemporary philosophical topic. Afternoon sessions generally be will be breakout, enabling curricular development in consultation with visiting specialists. Participants will produce a new, or revise an extant syllabus by the end of the Workshop. Throughout our time together, we will aim to build a community of teacher-scholars who will continue to collaborate with one another well beyond the summer. Our time together will culminate in a field trip to a nearby location of philosophical interest.

 

Program Information:

Date: July 24-28, 2017

Location: The Homer Babbidge Library on the Campus of the University of Connecticut in Storrs, CT

Eligibility: Applicants must be employed full-time at an accredited high school in the U.S. or one of its territories. The school in question may be public or private, and may be religiously affiliated.

Support: Participants will receive stipends of up to $1,000 to defray travel, accommodation, and meals. Accommodation: Participants will be housed for the week of the Institute at the Nathan Hale Inn on the campus of the University of Connecticut.

Application Information: To apply, download and fill out the ProjectHigh-PhiSummerInstitute application. Once complete, email to Emma Bjorngard at emma.bjorngard@uconn.edu. All applications are due by February 28th, 2017.

Questions: Contact Emma Bjorngard (emma.bjorngard@uconn.edu)

 

The UConn Summer Philosophy Institute is made possible by Project High-Phi, and by generous funding from the UConn Humanities Institute, the Project on Humility and Conviction in Public Life, and the Templeton Foundation.

Vagueness in Context

Stewart Shapiro, Author

This book develops both a philosophical and a formal, model-theoretic account of the meaning, function, and logic of vague terms in an idealized version of a natural language like English. Extensions of vague terms vary with such contextual factors as the comparison class and paradigm cases: a person can be tall with respect to male accountants and not tall (even short) with respect to professional basketball players. The main feature of the author's account is that the extensions (and anti-extensions) of vague terms also vary in the course of a conversation, even after the external contextual features, such as the comparison class, are fixed. A central thesis is that in some cases, a competent speaker of the language can go either way in the borderline area of a vague predicate without sinning against the meaning of the words and the non-linguistic facts. Shapiro calls thisopen texture, borrowing the term from Friedrich Waismann. The formal model theory has a similar structure to the supervaluationist approach, employing the notion of a sharpening of a base interpretation. In line with the philosophical account, however, the notion of super-truth does not play a central role in the development of validity. The ultimate goal of the technical aspects of the work is to delimit a plausible notion of logical consequence, and to explore what happens with the sorites paradox. Later chapters deal with what passes for higher-order vagueness — vagueness in the notions of ‘determinacy’ and ‘borderline’ — and with vague singular terms, or objects. In each case, the philosophical picture is developed by extending and modifying the original account. This is followed with modifications to the model theory and the central meta-theorems. In this book, vagueness is seen as a linguistic phenomenon, due to the kinds of languages that humans speak. But vagueness is also due to the world we find ourselves in, as we try to communicate features of it to each other. Vagueness is also due to the kinds of beings we are.