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The aim of this paper is to examine the theoretical architecture of semantic atomism and its consequences with respect to natural language. In particular, it looks to explore the notion of possible concepts using the fundamental distinction between simple and complex concepts and expressions in Jerry Fodor’s atomism. The distinction is exploited to produce an unusual type of concept referred to as a correlate, which effectively mirrors complex concepts while maintaining a distinct underlying structure. Though harmless in and of themselves, their presence in the context of polymorphemic expressions suggests that atomism harbors a tacit and unintuitive form of polysemy that is problematic in its own right and that leads to other complications, some of which may be demonstrated on the example of communication. These issues are tied to the way atomism is structured, and although they seem to have gone largely unnoticed, they appear to bear negatively on the adequacy of atomism where natural language is concerned.

The phenomenal body is an intriguing concept, and Merleau-Ponty’s notion of habit, coupled with motor intentionality, provides a novel perspective on its inner workings. I contend that his portrayal of habit tacitly bears two faces – motoric habit and instrumental habit respectively. The former is an attunement to some bodily possibilities that are already at our disposal while the latter is an explicit relation to external objects and a process of incorporating those objects into our own bodies. These two notions play into each other, creating a mechanism that offers an intuitive illustration and simple productive definition for a dynamic picture of bodyhood. Furthermore, it carries an internal delimitation that marks the boundaries of its application. The result is a view that provides something new to current interpretations of Merleau-Ponty, as well as potential applications in areas that derived from his appeals to motor intentionality.

The paper examines the theoretical merit of “semantic molecules” in Natural Semantic Metalanguage (NSM). Although semantic molecules are said to trace semantic dependence and necessity, compress complexity, and to account for what I call its productivity, that doesn't appear to be the case. This can be illustrated on the basis of a comparison of two explications for the same complex meaning—one containing a molecule and the other its decomposed elements. Counterfactual considerations suggest that the latter is not semantically dependent on the lexicalized molecule and that it is, in turn, not necessary. The other side of the comparison cements the point. This leaves the issue of compression, complexity, and productivity—none of which are helped by semantic molecules, as they appear to do little more than conceal complexity. Meanwhile, they are not required to account for productivity. It seems that molecules may need to be rethought.

This short work presents a popular fringe theory as a source of case studies for use in teaching informal logic in an introductory course. It puts forward ancient astronaut theory as the candidate source, together with a characterization of why it fits the bill. The televised material associated with that theory is well suited to being used as case studies given that they are easy to follow, contain a surprising number of arguments and fallacies, and keep students reliably engaged. The paper includes an overview of the forms of argumentation and fallacies that these cases may be used to teach, along with a sketch of how to best implement them in the classroom., Ce court ouvrage présente une théorie marginale populaire comme source d'études de cas à utiliser dans l'enseignement d’un cours introductoire de la logique non formelle. Il suggère la discussion de la Théorie d’astronaute antique et décrit comment son utilisation répond à divers objectifs pédagogiques. Le matériel télévisé associé à cette théorie convient bien en tant que cas faciles à suivre et contient un nombre surprenant d'arguments et d'erreurs qui font participer les étudiants de manière fiable. Cet article comprend un aperçu des formes d'argumentation et des erreurs que ces cas peuvent illustrer dans l’enseignement de la logique non formelle, ainsi qu'une esquisse de la meilleure façon d’employer ce matériel en classe.