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In an early article, “Realism and A few of its Critics’, Anderson outlined the logic he believed that his general metaphysical system followed. A further implication of this view for Anderson is that the qualities of both the subject or object can’t be constituted by the relations that it has. In other words, a proposition expresses the incidence of a predicate attributed to a subject in a particular state of affairs positioned in Space-Time. Briefly acknowledged, this is the view that any occurrence or state of affairs is an identical any proposition asserted about it. Anderson had rejected the view that the ‘proposition’ may very well be a tertium quid, (a representational view that a proposition is one thing which mediates our description about an precise incidence), which dedicated him to the view that there must be, in some sense, an identity between propositions and conditions. Anderson’s Realist epistemology was the view that in any relationship of information, there are three distinct components: a topic of data or ‘knower’ (the -er); an object of data or ‘known’ (the -ed); and the relation of understanding itself, the knowing (the -ing).

Anderson’s objectivism is the view that any topic must also be an object. During the twentieth century, Realism was primarily understood as an epistemological time period that refers to the ‘real’ or ‘objective’ existence of the item of data. Twentieth century Realism as first articulated by Moore, Russell, and others referred to either an epistemology of direct or oblique (representational) data. Anderson had already been exposed to the Realist writings of the early Moore and Russell, and the work of William James and the American New Realists before he attended Alexander’s Gifford lectures at Glasgow University between 1915 and 1917. These lectures, later revealed as Space, Time and Deity, were to exercise such a decisive affect on Anderson that he was nonetheless lecturing on them thirty years later. Pete Rathburn is a copy editor and fact-checker with experience in economics and personal finance and over twenty years of experience in the classroom. The systematic nature of this philosophy can then be contrasted with the more episodic writings of the last twenty years of his life to assess whether or not any pronounced adjustments occurred in his understanding of philosophy.

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