Russell's Two Theories of Memory
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Between Mysticism and Philosophical Rationality
Comparative Philosophy Volume 12, No. 2 (2021): 32-57 Open Access / ISSN 2151-6014 / www.comparativephilosophy.org https://doi.org/10.31979/2151-6014(2021).120205 BETWEEN MYSITICISM AND PHILOSOPHICAL RATIONALITY: AL-GHAZĀLĪ ON THE REASONS OF THE HEART MARILIE COETSEE ABSTRACT: In his seminal Orientalism and Religion (1999), Richard King argues that Western scholars of religion have constructed a conceptual dichotomy between “mysticism” and “rationality” that has caused them to systematically distort the claims and arguments of Eastern thinkers. While King focuses primarily on Western scholarship on the Buddhist and Hindu traditions, this essay shows that his argument can also be extended to apply to Western scholarship on al-Ghazālī, whose sympathy for Sufism and apparent rejection of Greek philosophy has often earned him the reputation of being a champion of Islamic mysticism. I argue that al-Ghazālī transcends the dueling categories of ‘rationality’ and ‘mysticism’ that have been imposed on him by offering a conception of experiential knowledge that retains its roots in the ‘mystical’ Sufi tradition, even while also highlighting the rational merits of experientially-grounded modes of knowing. In particular, I argue that al-Ghazālī shows us how experiential knowledge is both important to providing motivation for rational action and also critical to underwriting persons’ genuine understanding of the evaluative properties of that which is known. Keywords: Al-Ghazālī, cognitive emotions, experiential knowledge, Ibn Sīnā, mysticism, Sufism In his seminal Orientalism and Religion (1999), Richard King argues that Western scholars of religion have constructed a conceptual dichotomy between “mysticism” and “rationality” that has been used, both within and without the academy, as a tool to manage and marginalize the Orient. -
Phenomenal Knowledge Without Experience
Phenomenal Knowledge Without Experience Torin Alter [email protected] [Forthcoming in The Case for Qualia, edited by E. Wright, MIT Press] Abstract: Phenomenal knowledge usually comes from experience. But it need not. For example, one could know what it’s like to see red without seeing red—indeed, without having any color experiences. Daniel Dennett (2007) and Pete Mandik (forthcoming) argue that this and related considerations undermine the knowledge argument against physicalism. If they are right, then this is not only a problem for anti‐physicalists. Their argument threatens to undermine any version of phenomenal realism— the view that there are phenomenal properties, or qualia, that are not conceptually reducible to physical or functional properties. I will argue that this threat is illusory. Explaining why will clarify what is and is not at issue in discussions of the knowledge argument and phenomenal realism. This will strengthen the case for physically and functionally irreducible qualia. 2 Phenomenal knowledge usually comes from experience. For example, I know what it’s like to see red because I have done so. Does knowing what it’s like to have an experience with phenomenal character X require having an experience with X? No. A famous counterexample is Hume’s missing shade of blue, in which one can extrapolate from phenomenally similar experiences (A Treatise of Human Nature, Bk. I, Pt. I, Sec. I).1 One might think that a weaker version of the no‐phenomenal‐knowledge‐without‐experience thesis remains tenable, e.g., that knowing what it’s like to see in color requires having or having had color experiences. -
Ways of Knowing: Realism, Non‐
Nursing Inquiry 2015; 22(2): 95–105 Feature Ways of knowing: realism, non-realism, nominalism and a typology revisited with a counter perspective for nursing science Bernard M Garretta and Roger L Cuttingb aUniversity of British Columbia, School of Nursing, Vancouver, BC, Canada, bInstitute of Education, Plymouth University, Plymouth, UK Accepted for publication 22 March 2014 DOI: 10.1111/nin.12070 GARRETT BM and CUTTING RL. Nursing Inquiry 2015; 22:95–105 Ways of knowing: realism, non-realism, nominalism and a typology revisited with a counter perspective for nursing science In this paper, we reconsider the context of Barbara Carper’s alternative ways of knowing, a prominent discourse in modern nurs- ing theory in North America. We explore this relative to the concepts of realism, non-realism and nominalism, and investigate the philosophical divisions behind the original typology, particularly in relationship to modern scientific enquiry. We examine forms of knowledge relative to realist and nominalist positions and make an argument ad absurdum against relativistic interpre- tations of knowledge using the example of Borge’s Chinese Emporium of Benevolent Knowledge. We propose a contentious postpositivist practical classification for nursing knowledge that demonstrates and supports the idea that knowledge has both individual and subjective components. This classification supports the practical application of nursing knowledge within the paradigm of realist postpositivist science. Key words: epistemology, nursing knowledge, nursing philosophy, nursing science, ontology, postpositivism, ways of knowing. THE RISE OF ALTERNATIVE EPISTEMOLOGIES and aesthetic.) was developed in this manner and is often used as an epistemological basis for nursing knowledge (Car- One of the more popular lines of thought that is frequently per 1978). -
The Epistemology of Qualia, and in Particular, Their Givenness
CDD: 126 THE MYTH OF THE MYTH OF THE GIVEN ANDREW BAILEY Department of Philosophy The University of Guelph Guelph, ONTARIO N1G 2W1 CANADA [email protected] Abstract: Qualia have historically been thought to stand in a very different epistemological relation to the knower than does the external furniture of the world. The ‘raw feels’ of thought were often said to be ‘given’, while what we might call the content of that thought – for example, claims about the external world – was thought only more or less doubtfully true; and this was often said to be because we are ‘directly’ or ‘non-inferentially’ confronted by qualia or experiences, whereas all other properties or objects are only mediately ‘connected’ to the perceiver. The modern turn in philosophy – spearheaded by Wittgen- stein, Sellars, Quine, Ryle and others – away from classical empiricism to today’s ‘post-postivistic’ philosophy, has apparently involved the rejection of this once familiar assumption. I argue a) that the rejection of a certain kind of epistemological foundationalism does not entail the rejection of phenomenal individuals tout court; and b) that qualia are in fact, in some epistemologically significant ways, given (pace Sellars et al.). Key-words: Givenness. Qualia. Consciousness. Sellars. Qualia have typically been thought to stand in a very different epistemological relation to the knower than does the external furniture of the world. The ‘raw feels’ of thought are often said to be ‘given’, while what we might call the content of that thought – for example, claims about the external world – is only more or less doubtfully true; and this is (or at least was) usually said to be because we are ‘directly’ or “non- Manuscrito – Rev. -
Lecture Notes on KNOWLEDGE Brian Weatherson
Lecture Notes on KNOWLEDGE Brian Weatherson 2015 Notes to Students These are the course notes for the first two-thirds of Philosophy 383: Knowledgeand Reality, in Winter 2015 at the University of Michigan - Ann Arbor. They are not meant to replace reading original sources. As the syllabus makesclear, there are other readings that you should be doing most weeks. You should do even more reading than that on the topics you are writing papers on. Contents 1 Introduction to Knowledge and Reality 3 1.1 Arguments for Scepticism ............................ 3 1.2 Analysis of Knowledge .............................. 5 1.3 Epistemology and the Social .......................... 8 I Scepticism 10 2 Pyrrhonian Scepticism 11 2.1 The Pyrrhonian Sceptical Challenge ...................... 11 2.2 Responses to the Pyrrhonian Challenge .................... 13 2.3 Foundationalism .................................. 14 3 Easy Knowledge 16 3.1 Cohen’s Challenge ................................. 16 3.2 The Easy Knowledge Argument ........................ 17 3.3 Responses to Cohen’s Argument ........................ 17 3.4 For Next Time ................................... 21 4 Demons and Disasters 22 4.1 Academic Scepticism ............................... 22 4.2 Varieties of Sceptical Argument ........................ 23 4.3 Why Care about Scepticism? .......................... 26 5 Scepticism and Intuitions 28 5.1 Scepticism and Closure ............................. 29 5.2 Scepticism and Sensitivity ............................ 30 6 Dialectic and Discrimination 33 6.1 Dialectic ....................................... 33 6.2 Discrimination ................................... 34 7 Evidence 38 7.1 Williamson on Evidence and Knowability . 38 7.2 Perceptual and Phenomenal Models of Evidence . 40 7.3 Evidence, Metaphysics and Methodology . 43 8 The Semantic Response to Scepticism 47 8.1 Semantic Externalism ............................... 47 8.2 Externalism and Scepticism ........................... 49 8.3 False Beliefs and Inconsistent Hypotheses . -
Knowing What It's Like and Mindreading a DISSERTATION
Knowing What It’s Like and Mindreading A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Anastasia Panagopoulos IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Peter Hanks December 2012 Copyright © 2012 Anastasia Panagopoulos All rights reserved Acknowledgements I would like to thank Peter Hanks (my advisor), my committee Jeanette Gundel, Alan Love, and Valerie Tiberius; the University of Minnesota, Twin Cities, Department of Philosophy; Minnesota State University, Mankato, Department of Philosophy; the management and staff at Grizzly’s in Mankato; my Mom and Dad; Piper and Josh. i Dedication For my family: Josh, Alda, Spiro, Dimitri, Frank, Deanna, Warren, Deb, and Piper. ~with love, always and forever, Ana~ ii Abstract I present a descriptive and normative account of mindreading with an epistemological foundation. I begin with the epistemology of knowing-what-it’s-like by developing two new concepts of knowledge: experiential-knowledge and shared experiential-knowledge . Experiential-knowledge, or “knowing-what-it-is-like,” is formulated from Frank Jackson’s (1986) notion of qualia and grounds shared experiential-knowledge, or “knowing-what-it-is-like-to-be-someone-else.” Shared experiential-knowledge is designed specifically for application in the mindreading debate of how we attribute mental states to other people, as it resolves outstanding issues regarding the cognitive processes used for reading the minds of other people. Next, I turn to the mindreading component and develop a unique independence theory of mindreading by showing how some instances of mindreading are achieved wholly by simulation and some wholly by theorizing. -
Theology's Role in Western Epistemology
W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 4-2019 The Theological Thesis: Theology's Role in Western Epistemology Thomas Rubino Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Rubino, Thomas, "The Theological Thesis: Theology's Role in Western Epistemology" (2019). Undergraduate Honors Theses. Paper 1377. https://scholarworks.wm.edu/honorstheses/1377 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. The Theological Thesis: Theology’s Role in Western Epistemology A thesis submitted in partial fulfillment of the requirement for the degree of Bachelor of Arts in Religious Studies from The College of William and Mary by Thomas J. Rubino Accepted for __________________________________ (Honors, High Honors, Highest Honors) ________________________________________ Kevin Vose, Director ________________________________________ Alexander Angelov ________________________________________ Jessica Stephens Williamsburg, VA May 3, 2019 1 INTRODUCTION The Theological Thesis explores faith and theology within, and tangential to, knowledge throughout the course of Western epistemological history. Chapter I studies qualifications for truth and knowledge in the pre-Enlightenment epistemologies of Saint Augustine of Hippo (354- 430), Saint Thomas Aquinas (c. 1224-1274) and William of Ockham (c. 1285-1345) to uncover how the understanding of faith’s relationship with knowledge changed throughout the Middle Ages. Chapter II does the same for the epistemologies of Enlightenment contemporaries David Hume (1711-1776) and Friedrich Schleiermacher (1768-1834), surveying epistemic modifications to the aforementioned relationship in the so-called Age of Reason.