Modern logicians have complained that Aristotelian logic lacks a distinction between predication and assertion, and that predication, according to the Aristotelians, implies assertion. The present paper addresses the question of whether this criticism can be levelled against Aristotle’s logic. Based on a careful study of the De interpretatione, the paper shows that even if Aristotle defines what he calls simple assertion in terms of predication, he does not confound predication and assertion. That is because, first, he does not understand compound (...) assertion in terms of predication, and secondly, he acknowledges non-assertive predicative thoughts that are truth-evaluable. Therefore, the implications of Aristotle’s ‘predication theory of assertion’ are not as devastating as the critics believe. (shrink)

Name der Zeitschrift: Archiv für Geschichte der Philosophie Jahrgang: 101 Heft: 3 Seiten: 317-344.

_ Source: _Volume 63, Issue 3, pp 257 - 292 It is commonly assumed that Aristotle defines a sense by reference to its ability to perceive the items that are proper to that sense, and that he explains perceptions of unities of these items, and discriminations between them, by reference to what is called the ‘common sense’. This paper argues in contrast that Aristotle defines a sense by reference, not only to its ability to perceive the proper items, but also (...) to its ability to discriminate between them, and thus aims to show that Aristotle’s theory of sense perception is basically a theory of perceptual discrimination. (shrink)

This paper reconsiders Aristotle’s arguments inNicomachean Ethics9.9 concerning the claim that a virtuous friend is naturally desirable. The paper demonstrates that a virtuous friend, according to Aristotle, is naturally desirable not only because he is good, but also because he is one’s own. Although the two are different ways of being desirable, the paper shows that Aristotle takes being one’s own to consist in a distinctive kind of being good. This enables him to extend the grounds of virtue-friendship beyond the (...) good character narrowly conceived, and thus explain why a friend is preferable to other virtuous people. (shrink)

aristotle assumes in many contexts that we are able to have singular thoughts such as “Cleon is white”.1 However, one might be puzzled about whether this is compatible with his theory of thought, which is commonly taken to explain thought about intelligible kinds rather than individuals.2 The question, then, is whether singular thoughts can be given an adequate account in Aristotle’s theoretical framework.3 There are basically three alternative ways to address this question. The first is to admit that Aristotle’s account (...) of thought is restricted to general thoughts, and that he failed to give a satisfactory account of singular thought. Although this approach arguably has some textual.. (shrink)

What is difficult in ethics teaching for general upper secondary students? Can they achieve as good results in metaethics as in normative ethics? These questions should not be addressed without consideration of the various traditions of ethics teaching. Finnish students complete their studies in general upper secondary school by taking the Matriculation Examination. In recent years, a growing number of students has chosen to take an exam in philosophy but there is no systematic study on how students perform in the (...) philosophy exam. This study is focused on those assignments within philosophy that concern ethics. How do students meet the key goals of ethics education defined in the Finnish National Core Curriculum 2015? The material of the study consists of the curriculum, ethics assignments, grading guidelines and the performance statistics in 2017–2021. The main observation is that the average performance is better in assignments in normative ethics than in metaethics, but in neither area of ethics does the average performance surpass half of the maximum points that is considered the threshold for a satisfactory performance. Implications for ethics teaching? We recommend that normative considerations be combined with metaethical considerations when necessary. However, we issue this recommendation having in mind the teaching of ethics in a philosophy classroom. The question for further research is whether the recommendation can also be reasonably applied to the teaching of ethics in other settings. (shrink)