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Do you value topic-continuity? The moral foundations of Cappelen’s insistence on ‘topic-continuity’ and reasons for resisting them

Bibliographic Data

ID9951175
AuthorsYvonne Huetter‐Almerigi (0000-0003-1204-6228, University of Bologna, corresponding author), Yvonne Huetter-Almerigi (University of Bologna)
Year2022
Volume67
Issue3
Pages891-911
Publication date2022-12-12
Open AccessYes
TypeARTICLE
VenueInquiry (JOURNAL)
Journal identifiersISSN: 0020-174X • E-ISSN: 1502-3923
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0020174x.2022.2155237
OpenAlexW4311178391
LanguageEN
Citations received1
References cited43

The article reveals the pragmatic implications of Herman Cappelen's account of 'topics' in his contribution to the conceptual engineering literature. I show that Cappelen's introduction of the category of 'topics' serves the pragmatic goal of having a convenient handle to account for 'continuity in revision', and that his general insistence on 'continuity' is motivated morally and strategically. In asking what accounts for continuity, Cappelen's 'topics' are not defined by content or any other fixed set of rules or criteria. Topics are metaphysically lightweight and defined pragmatically and as we go: speakers talk about the same topic when we (and they) attribute that they do. But why should we do that? Why should we aim for continuity and why should we think it is possible in general? I contrast Cappelen's insistence on continuity with Rorty's appeal for discontinuity, and trace both of their positions back to their respective moral background assumptions and their assumptions about what communication is (and is for) and, in turn, what philosophy is (and is about). Further, I question the role the 'continuity' claim plays in the current redefinition of linguistic philosophy after the 'death of the linguistic turn

Philosophy of language · TRACE (psycholinguistics) · Value (mathematics · Epistemology, Ethics, and Metaphysics · Feminist Epistemology and Gender Studies · Pragmatism in Philosophy and Education

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Citations per year1
Citation span2025 - 2025 (1)
Highly citedNo

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