Documents found
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83.More information
AbstractIn the first section of this article, my aim is to grasp the content of Quine's indeterminacy of translation thesis. I propose a review of Quine's formulations, and I try to identify what is constant and what varies in them. Guided by charity, I keep what is constant as the core of Quine's thesis, and I consider what varies as secondary. I thus achieve to read a single thesis throughout all the formulations. I must admit, however, that the variations are important enough to be confusing. In the second section, I identify Quine's arguments for indeterminacy of translation. I retrace the evolution of his argumentation, and I notice that there are variations there too. At first, Quine appeals mainly to physicalism, and, at the end, he appeals only to behaviorism. Although I think that this is not a radical change of mind, I conclude that the change is, once again, important enough to have confused some readers. Finally, in the third section, I show how my interpretation of Quine's indeterminacy of translation contributes to the debate over the asymmetry between this latter thesis and underdetermination of theory : my analysis of Quine's treatment of indeterminacy of translation leads me to conclude that, whereas the arguments are epistemological, the content of the thesis is ontological. Once this ontological content is well seen, it is easy to acknowledge, with Quine, the asymmetry with underdetermination, which is an epistemological claim.
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88.More information
Hilary Kornblith has criticised reasons-based approaches to epistemic justification on the basis of psychological research that shows that reflection is unreliable. Human beings, it seems, are not very good at identifying our own cognitive processes and the causes of our beliefs. In this article I defend a conception of reasons that takes those empirical findings into account and can avoid Kornblith's objections. Reasons, according to this account, are not to be identified with the causes of our beliefs and are useful first and foremost in argumentation instead of reflection.
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89.More information
AbstractThis article reports on a comparative study, developed in two directions, regarding elementary level students' competencies in argumentation. On the one hand, from the primary level to the elementary grade levels, the author notes that there is a change in interaction profiles which results in the development of argumentation discourse which takes into account others' positions, including to show one's agreement or opposition. On the other hand, the author notes that these competencies are present more frequently whatever the age, when students are placed in situations that require learning a subject matter as compared with other experimental designs that require simple opinion debates.
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90.More information
When Carl Wellman (1971) introduced the reasoning-type conduction, he endorsed a dialectical view on natural language argumentation. Contemporary scholarship, by contrast, treats conductive argument predominantly on a product view. Not only did Wellman’s reasons for a dialectical view thus fall into disregard; a product-treatment of conduction also flouts the standard semantics of ‘argument’. Attempting to resolve these difficulties, our paper traces Wellman’s preference for a dialectical view to the role of defeasible warrants. These act as stand-ins for (parts of) value hierarchies that arguers of normal suasory inclination find acceptable. We also improve on extant ways of diagramming conduction and distinguish two of its structural variants.