What is in a Definition? Understanding Frege’s Account

Joan Weiner (2007) has argued that Frege’s definitions of numbers are linguistic stipulations, with no content-preserving or ontological point: they don’t capture any determinate content of numerals, as they have none, and don’t present numbers as preexisting objects. I show that this view is based on exegetical and systematic errors. First, Idemonstrate that Weiner misrepresents the Fregean notions of ‘Foundations-content’, sense, reference, and truth. I then consider the role of definitions, demonstrating that they cannot be mere linguistic stipulations, since they have a content-preserving, ontological point, and a decompositional aspect; Frege’s project of logical analysis and systematisation makes no sense without definitions so understood. The pivotal ontological role of elucidations is also explained. Next, three aspects of definition are distinguished, the informal versus the formal aspect, and the aspect of definition achieved through the entire process of systematisation, which encompasses the previous two and is little discussed in the literature. It is suggested that these insights can contribute to resolving some of the puzzles concerning the tension between the epistemological aim of logicism and Frege’s presentation of definitions as arbitrary conventions. Finally, I stress the interdependence between the epistemological and ontological aspects of Frege’s project of defining number

What is a system?

A new definition and model of a system is presented utilizing graph theoretic concepts and introducing nested graphs. By a comprehensive search of the literature, this abstract formulation of a system is shown to incorporate extant theory. The approach of Emery and Trist using open and closed systems, the system-environment model of Cartwright and Harary, and the structural role system of Oeser and Harary are all subsumed as special cases. The value of such a theory is discussed in statistical terms by considering correlational problems and Simpson's paradox. A general problem-solving algorithm is presented, using this model of a system, suggested by a simultaneous generalization of the statistical procedures of cluster analysis and stagewise regression. An example is interpreted in the nested network framework, illustrating the applicability of the model to empirical situations.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/24489/1/0000765.pd

What is entailed by a student-centred approach to legal education?

This introductory chapter identifies the research question that this thesis investigates as: what is entailed by a student-centred approach to legal education? The question is explicated and an account of its genesis is given. Problems of method and methodology are discussed and my own approach, which involves a type of triangulation combined with methods derived from academic law, is explained at the beginning of the discussion of the first publication. Each of the prior publications that contribute to this thesis is described in a thematic summary, and its role in the investigating of the question is explored. The reception and significance of each publication is discussed, although this is done only once for my monograph from which three chapters are incorporated into this thesis as three separate publications. A section on each publication except the first publication discusses its connections with the earlier publications that comprise this thesis. A final section reflects on the publication’s relationship with the research question, and except for the fifth publication, its connections to later publications that comprise this thesis. This chapter ends with a concluding section that demonstrates how my earlier publications and this chapter cohere to form a single thesis and demonstrating rigour and making a novel contribution to human knowledge. It does this by both collecting in one place relevant features of the publications already identified in this chapter and by identifying new features of the publications including this chapter that can only be identified through a review of the whole thesis. The thesis concludes that a student-centred approach to legal education should be adopted

Identity and Explanation in the Euthyphro

According to many interpreters, Socrates in the Euthyphro thinks that an answer to ‘what is the holy?’ should pick out some feature that is prior to being holy. While this is a powerful way to think of answers to the ‘what is it?’ question, one that Aristotle develops, I argue that the Euthyphro provides an important alternative to this Aristotelian account. Instead, an answer to ‘what is the holy?’ should pick out precisely being holy, not some feature prior to it. I begin by showing how this interpretation allows for a straightforward reading of a key argument: Socrates’ refutation of Euthyphro’s proposal that the holy is the god-loved. Then I address considerations that seem to favor the Aristotelian account. I end by explaining how answers to ‘what is f-ness?’ questions are informative on this account, even though they do not identify anything other than f-ness

Masculine Foes, Feminist Woes: A Response to Down Girl

In her book, Down Girl, Manne proposes to uncover the “logic” of misogyny, bringing clarity to a notion that she describes as both “loaded” and simultaneously “politically marginal.” Manne is aware that full insight into the “logic” of misogyny will require not just a “what” but a “why.” Though Manne finds herself largely devoted to the former task, the latter is in the not-too-distant periphery. Manne proposes to understand misogyny, as a general framework, in terms of what it does to women. Misogyny, she writes, is a system that polices and enforces the patriarchal social order (33). That’s the “what.” As for the “why,” Manne suggests that misogyny is what women experience because they fail to live up to the moral standards set out for women by that social order. I find Manne’s analysis insightful, interesting, and well argued. And yet, I find her account incomplete. While I remain fully convinced by her analysis of what misogyny is, I am less persuaded by her analysis of why misogyny is. For a full analysis of the “logic” of misogyny, one needs to understand how the patriarchy manifests in men an interest in participating in its enforcement. Or so I hope to motivate here. I aim to draw a line from the patriarchy to toxic masculinity to misogyny so that we have a clearer picture as to why men are invested in this system. I thus hope to offer here an analysis that is underdeveloped in Manne’s book, but is equally worthy of attention if we want fully to understand the complex machinations underlying misogyny

What is the Justification For a Chair of Missions in This Situation?

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