Convergence to the truth is viewed with some ambivalence in philosophy of science. On the one hand, methods of inquiry that lead to the truth in the limit are prized as marks of scientific rationality. But an agent who, by using some method, expects to always converge to the truth seems to fail a minimum standard of epistemic modesty. This point was recently brought home by Gordon Belot in his critique of Bayesian epistemology. In this paper I will study convergence to the truth theorems within the framework of Edward Nelson’s radically elementary probability theory. This theory provides an enriched conceptual framework for investigating convergence and gives rise to an appropriately modest from of Bayesianism.
The seminar is concerned with applying formal methods to fundamental issues, with an emphasis on probabilistic reasoning, decision theory and games. In this context “logic” is broadly interpreted as covering applications that involve formal representations. The topics of interest have been researched within a very broad spectrum of different disciplines, including philosophy (logic and epistemology), statistics, economics, and computer science. The seminar is intended to bring together scholars from different fields of research so as to illuminate problems of common interest from different perspectives. Throughout each academic year, meetings are regularly presented by the members of the seminar and distinguished guest speakers.
details tba
02/08/2019 Faculty House, Columbia University
4:00 PM
03/22/2019 Faculty House, Columbia University
4:00 PM
04/19/2018 Faculty House, Columbia University
4:00 PM
Critique is an assertion of values pitted against a state of affairs. To say that things should not be the way they are–to respond to questions such as ‘Why do I think this political or economic arrangement is wrong (and why should I care?)?’ implies an ethical stance. Critique thus draws together fact and value, domains that a long tradition of moral thought has argued exist on distinct planes. For there are dimensions of political life that are incomprehensible without this conjunction between ethical motivations and social realities. But if they are to have political consequences, such questions cannot be confined to private introspection. Scale matters. This talk looks at the articulation between everyday interactions and social movements to show the interplay among the first, second, and third person stances that characterize ethical life. Drawing ethnographic examples from American feminism and Vietnamese Marxism, it considers some of the ways in which ethical intuitions emerge, consolidate, and change, and argues that objectifications and the reflexivity they facilitate help give ethical life a social history.
A number of puzzles concerning how truth-ascriptions are grounded have recently been discovered by several theorists, following Fine (2010). Most previous commentators on these puzzles have taken them to shed light on the theory of ground. In this paper, I argue that they also shed light on the theory of truth. In particular, I argue that the notion of ground can be deployed to clearly articulate one strand of deflationary thinking about truth, according to which truth is “metaphysically lightweight.” I will propose a ground-theoretic explication of the (entirely bearable) lightness of truth, and then show how this broadly deflationary view yields a novel solution to the puzzles concerning how truth is grounded. So, if the proposal I sketch is on target, the theory of truth and the theory of ground interact fruitfully: we can apply the notion of ground to offer a clear explication of the deflationist claim that truth is “metaphysically lightweight” that both captures the motivations for that claim and solves the puzzles.
Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds requires that we look at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society. Why are students from disadvantaged backgrounds disproportionately burdened with these costs? And how can institutions of higher education contend with them?
Brooklyn Public Philosophers is a forum for philosophers in the greater Brooklyn area to discuss their work with a general audience, hosted by the Brooklyn Public Library. Its goal is to raise awareness of the best work on philosophical questions of interest to Brooklynites, and to provide a civil space where Brooklynites can reason together about the philosophical questions that matter to them.
10/23 – Philosophy in the Library: Jennifer Morton on Education @ the Brooklyn Public Library’s Information Commons Lab // 7:30-9:00 PM
11/6 – Philosophy in the Library: Asia Ferrin on Mindfulness @ the Brooklyn Public Library’s Information Commons Lab // 7:30-9:00 PM
12/4 – Philosophy in the Library: Sebastian Purcell on Aztec Philosophy @ the Brooklyn Public Library’s Information Commons Lab // 7:30-9:00 PM
In public discourse, but also in political theory, the opinion prevails, that democracy is incompatible with aspirations of truth. Some assume, in the Hobbesian tradition, that civic peace requires that truth assertions be restricted to science and religion (normative positivism), whereas the political sphere is constituted by interests, bargaining and collective decisions based on interests, bargaining and rules of aggregation, be they implicit or explicit. In this perspective Collective Choice as preference aggregation is paradigmatic for the understanding of democracy. Postmodernist and neo-pragmatist thought dismisses truth, because it threatens solidarity and belonging. Libertarian political thought relies on market mechanisms reducing citizens to consumers and producers of material and immaterial goods like security and welfare. Accounts of deliberative democracy focus on reasoning in the public sphere but dismiss a realistic understanding of truth, because it is thought to threaten collective and individual self-determination.
In my talk I will argue that a realistic understanding of empirical and normative truth is compatible, even necessary, for an adequate understanding of democracy, that truth assertions do not threaten civic peace, that postmodernist relativity undermines democratic practice, that libertarian market-orientation is incompatible with the status of citizens in democracy and that even deliberative, but anti-realist, accounts of democracy do not allow for an adequate understanding of democracy. My argument is based on a Davidsonian, or pragmatist, understanding of truth, therefore one might say: it critizises normative positivism, postmodernism, libertarianism, and critical theory using pragmatist insights.
Julian Nida-Rümelin presently holds a chair for philosophy and political theory at Ludwig-Maximilians-Universität München, is a member of the European Academy of Sciences, was president of the German Philosophical Association (DGphil) and state-minister for culture and media in the first government of Gerhard Schröder. The topics of his books include Democracy as Cooperation (1999); Democracy and Truth (2006), translated in Chinese and Italian, Philosophy and the form of Life (2009), Realism (2018) and A Theory of Practical Reason (2020, forthcoming, de Gruyter and PUP).
Generous support provided by the New York Institute of Philosophy.
A Night of Philosophy & Ideas, at the main branch of the Brooklyn Public Library, is an all-night marathon of philosophical debate, performances, screenings, readings, music, and virtual reality experiences takes over the entirety of the iconic Central Library.
This year’s participants will consider humanity’s relationship to the world, to nature, to other living beings and species, and to technology. They will ask: What is the meaning of life? How do we live our lives from beginning to end, be it striving or barely surviving? How do we define that experience and how do we situate ourselves in this world?
French-American economist Esther Duflo, winner of the 2019 Nobel Prize in Economics, will kick off the evening with a keynote address. The lineup also features a French anthropologist, sociologist, and physician Didier Fassin, professor at the Institute for Advanced Studies and Director of Studies at the École des Hautes Études en Sciences Sociales; Catherine Malabou, Professor of Philosophy at Kingston University (UK) and UCI; Maïa Mazaurette, a Brooklyn-based French author, columnist, and illustrator whose work deals with contemporary sexuality and the body’s place in society; and Barbara Stiegler, professor of philosophy at the University of Bordeaux Montaigne and a member of the Institut Universitaire de France.
Performances will include Unnamed, from Jérôme Thomas, a French juggler whose work integrates contemporary dance and theatre, and Armenian-Syrian artist Hratch Arbach’s MAWTINI: lost homelands, in a site-specific installation. The event will also feature a late-night screening of Jacques Rivette’s landmark 1971 film Out 1, and an exhibition of work by New York-based visual artist Mary Mattingly, whose “sculptural ecosystems” in urban spaces include Swale and Pull, and who founded the Waterpod Project (2009), a barge-based public space and self-sufficient habitat that hosted over 200,000 visitors in New York.
We all find ourselves already subject to some educational program and routinely invited into learning and teaching relationships with one another. We are inviting papers that engage philosophy and education from a wide range of perspectives. We welcome both papers that focus on philosophies of education as well as projects which engage the practice of teaching philosophy. Our conference aims to bring together graduate students that work in different areas of philosophy in order to think together about teaching and learning in a warm and convivial environment.
Possible topics may include, but are in no way limited to:
o How views of education affect how we conceive of what philosophy is
o The relation between philosophical wonder and learning
o Normative questions of what role the teacher ought to play in the student’s education
o How to best approach teaching texts from in and outside the canon
o Innovative teaching ideas or activities you have used in the classroom
o Earnest convictions about why we should teach philosophy
Please send abstracts of no more than 300 words in a doc file with name and affiliation in the header to Fordhamgradconference@gmail.com no later than Monday, December 2, 2019. Authors of selected papers will be notified by Monday, December 30, 2019.
A recent spate of critical engagements with Giorgio Agamben’s construction of the zōē, /bios distinction calls for renewed evaluation of the political valence of zōē in Aristotle’s political theory. While there may be ways of responding to these criticisms from within Agamben’s work, I am more interested in proposing an alternative account of zōē, one that better accommodates the breadth of Aristotle’s thinking about living beings, the context of ancient Greek conceptions of life, and a genealogical task that could be of service to a variety of strands of contemporary critical theory. Taking Aristotle’s treatment of zōē as an object of desire as my point of origin, I locate this orientation toward life within a broader conception of power as generativity and an alienated approach to the material conditions of human birth. I then trace the model of politics, zōē-politics, that arises from this framework.
Bio:
Sara Brill is Professor and Chair of Philosophy at Fairfield University. She works on the psychology, politics, and zoology of Plato and Aristotle as well as contemporary feminist and political theory. She is the author of Plato on the Limits of Human Life (Indiana 2013), Aristotle on the Concept of Shared Life (forthcoming from Oxford University press in May 2020), co-editor of Antiquities beyond Humanism (Oxford 2019), and has published numerous articles on Plato, Aristotle, Greek tragedy, and the Hippocratic corpus.
The workshop is funded by the National Science Foundation (SES-1921688) and is aimed at bringing together academics who study the notion of mathematical explanation from philosophical and from educational/psychological perspectives. The idea is to bring together philosophers of mathematics, epistemologists, psychologists, and mathematics educators, to discuss how developments in their own fields could meaningfully contribute to the work on mathematical explanation where their fields intersect. In particular, we want to explore the ways in which mathematical explanation engenders understanding, by focusing on (1) the relationship between different types of philosophical accounts of mathematical explanation, (2) educational approaches to the characterization of effective explanations in the mathematics classroom, and (3) work at the intersection of these two perspectives.
All speakers:
Mark Colyvan
University of Sydney
Matthew Inglis
Loughborough University
Marc Lange
University of North Carolina, Chapel Hill
Tania Lombrozo
Princeton University
Alexander Renkl
University of Freiburg
Keith Weber
Rutgers University – New Brunswick
Orit Zaslavsky
New York University
Presented by Metro Area Philosophers of Science
Spring 2020 Schedule:
Anthony Aguirre (UCSC) – “Entropy in long-lived genuinely closed quantum systems”
6:30-8:30pm Tuesday Feb 4; NYU Philosophy Department (5 Washington Place), 3rd floor seminar room.
David Papineau (King’s College London & CUNY) – “The Nature of Representation”
4:30-6:30pm Tuesday March 3; CUNY Graduate Center (365 5th Ave, NYC), room 5307.
Jim Holt (Author of Why Does the World Exist?) – “Here, Now, Photon: Why Newton was closer to EM than Maudlin is”
4:30-6:30pm Tuesday April 7; CUNY Graduate Center (365 5th Ave, NYC), room 5307.
Deborah Mayo (Virginia Tech)
4:30-6:30pm Tuesday April 28; CUNY Graduate Center (365 5th Ave, NYC), room 5307.