Abstract
Allgemeines zur Lehre von den Dispositionen
Highlights
Both ordinary language and scientific language are filled with dispositional terms and expressions, such as ‘soluble’, ‘elastic’, ‘conductive’, or ‘brave’
I discuss the case of the so-called “Normativity Argument” against semantic dispositionalism and argue that it is much stronger as an argument in the philosophy of mind than when it is construed as an argument in the metaphysics of language
What I am assuming is just that, as a matter of fact, I do not have such knowledge. This is all that needs to be assumed in order for the argument to go through, since its point is that semantic dispositionalism cannot make sense of the fact that I have non-inferential access to what I mean, in this world
Summary
Both ordinary language and scientific language are filled with dispositional terms and expressions, such as ‘soluble’, ‘elastic’, ‘conductive’, or ‘brave’. It is hardly surprising that the concept of disposition has played a central role in different areas of philosophy from ancient times to the more recent debates within the analytic tradition, ranging from metaphysics to semantics, epistemology and ethics. Instead of keeping the old prejudice, dispositions are better enquired from a multidisciplinary perspective, with more localised discussions This does mean that old issues must be addressed again, such us the metaphysical status of dispositional entities, and the semantics of disposition ascriptions, but that new issues must be addressed with respect to the connection of dispositions with other philosophical domains, such as philosophy of mind, philosophy of language, philosophy of action, ethics and even aesthetics. Meinong’s work is very important because it contains both a particular theory of dispositions and a reflection on the role that dispositions play in the philosophy of education. Meinong’s underlying assumptions are expounded and put in the right context
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