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Record W2526569890 · doi:10.1353/hms.2014.0015

Skepticism about Garrett’s Hume: Faculties, Concepts, and Imposed Coherence

2014· article· en· W2526569890 on OpenAlexvenueno aff
Peter Millican

Bibliographic record

VenueHume studies · 2014
Typearticle
Languageen
FieldArts and Humanities
TopicPhilosophical Ethics and Theory
Canadian institutionsnot available
Fundersnot available
KeywordsSkepticismEpistemologyPhilosophyCoherence (philosophical gambling strategy)Interpretation (philosophy)Variety (cybernetics)Computer science

Abstract

fetched live from OpenAlex

Skepticism about Garrett’s Hume: Faculties, Concepts, and Imposed Coherence Peter Millican (bio) Hume, Don Garrett’s new book—long anticipated and well worth the wait—is a tour de force. Garrett’s impressive ability to weave a coherent philosophical account of Hume’s ideas, even when they seem most muddled or contradictory, is here fully displayed, linking together Hume’s thought as a whole and finding systematic themes within it whose potential richness has escaped other commentators. As a great admirer of Garrett’s work, from which I have learned so much over the years, I found it fascinating to see how his overall interpretation of Hume pulls together a variety of strands that are by now very familiar to me, but whose potential close interconnections I had not fully appreciated. Although the book aims to be “accessible to readers who have no specialized training in philosophy and little prior knowledge of Hume”—and mostly achieves this—it will undoubtedly prove to be, as Garrett hopes, “of substantial interest to historians of philosophy and to other philosophers grappling with questions like those that animated Hume” (Hume, xix). Indeed I would judge it to be one of those relatively few secondary works that ought to be read by all serious scholars of Hume, given the sweep of its discussions and insights and the way in which it can help us understand familiar passages in new ways, not least by highlighting some of those general themes and connections that Garrett sees as unifying Hume’s philosophy. Even scholars who disagree with these unifying analyses will learn a great deal through critical engagement with Garrett’s thought-provoking and often ingenious arguments. [End Page 205] 1. Teaching and Tone Garrett’s book will also provide a valuable resource for teaching, providing coverage of all the main areas of Hume’s philosophy (including aesthetics, morals, and religion) and nicely framing the principal discussions between a first chapter that presents an excellent potted history of Hume’s life and works and an interesting final chapter that discusses Hume’s legacy. In the main body of the book, however, Garrett’s enthusiastic commitment to his distinctive and highly systematic understanding of Hume’s philosophy as a whole—which makes his work so interesting and challenging for other scholars—also brings some corresponding drawbacks for its use as a teaching resource. For in the process of presenting this vision, Garrett makes many general claims about Hume’s usage of terms and how his philosophy is to be understood, but most of these are not backed up in detail here, so they must be taken on trust. Garrett’s general avoidance of detailed scholarly debate is deliberate (see Hume, xx), and for many students this approach might indeed be very suitable, giving them one clear, overall picture of Hume’s thought, without having to worry too much about either scholarly disagreements or inconvenient exceptions, changes of mind, ambiguities, and apparent confusions in Hume’s own texts. But for those who need to get seriously engaged in the scholarly literature and grapple with interpretative debates, it is a shame to see so little distinction drawn between claims that are uncontroversial or very widely accepted and those that are Garrett’s own. He knows the texts very well and weaves a plausible narrative, so most of his controversial claims are hard to assess in a brief discussion. But some prove to be straightforwardly false. For example, Garrett claims that “[Hume] employs the term ‘justified’ only for persons, never for beliefs, and he applies the term ‘just’ only to reasonings and the drawing of conclusions” (Hume, 170). This claim—from which Garrett draws further interpretative conclusions—can easily be tested using electronic resources such as Hume Texts at www.davidhume.org, where a search for “justified” pulls up eight paragraphs, of which the first, in Letter to a Gentleman, applies it to a proposition (31), the fourth to a “verdict” (“Standard of Taste,” 235), the fifth to an assertion (“Original Contract,” 471), the sixth to disputes (“Coalition of Parties,” 494), the seventh to actions (EPM 1.5; SBN 171),1 and the eighth to a comparison (DNR 12.5).2...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.684
Threshold uncertainty score0.779

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.002
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.091
GPT teacher head0.328
Teacher spread0.236 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations5
Published2014
Admission routes1
Has abstractyes

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