Author Information: Chauncey Maher, Dickinson College, email@example.com
Maher, Chauncey. 2012. Reply to Reider. Social Epistemology Review and Reply Collective 1 (11): 16-23
In his review of my book The Pittsburgh School, Patrick Reider characterizes the philosophers of the Pittsburgh School — Sellars, McDowell, and Brandom — as aiming to inherit empiricism. As he puts it, they offer “modified versions of empiricism … to resolve various problems associated with knowledge.” 
While I agree that the Pittsburgh School can be seen as responding to empiricism, I think it is more helpful to see them as critics of foundationalism — or, in Sellars’s provocative words, as critics of “the entire framework of givenness.”  That is, they are critics not just of foundationalism in epistemology, but of foundationalist ideas in, for instance, philosophical thinking about meaning and action. In place of “static” conceptions of these things, they propose dynamic, diachronic conceptions of them.
In this short reply to Reider, I want to give a rough sketch of the Pittsburgh School’s opposition to foundationalism, starting from their critique of “the Given”. I will move over a lot of terrain very quickly in order to give a synoptic overview of the landscape. Continue Reading…