Descartes and the Mind-Body Problem
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Ryle's Behaviorist View of the Mind
Ryle’s behaviorist view of the mind Jeff Speaks August 31, 2006 1 The dogma of the ghost in the machine . 1 1.1 The problem of mental causation . 1 1.2 The problem of other minds . 2 2 The Cartesian view as a category mistake . 2 3 Ryle’s positive view . 3 1 The dogma of the ghost in the machine Ryle calls the kind of dualist view that we found in Descartes ‘the official doctrine’, and summarizes it like this: “The official doctrine, which hails chiefly from Descartes, is something like this. With the doubtful exceptions of idiots and infants in arms every human being has both a body and a mind. His body and mind are ordinarily harnessed together, but after the death of his body his mind may continue to exist and function. Human bodies are in space and are subject to the mechanical laws which govern all other bodies in space . But minds are not in space, nor are their operations subject to mechanical laws. A person therefore lives through two collateral histories, one consisting of what happens in and to his body, the other consisting of what happens in and to his mind. The events in the first history are events in the physical world, those in the second are events in the mental world.” Now, it is clear that Ryle thinks that this view is not the right one; he says that he will refer to it, ‘with deliberate abusiveness’, as the dogma of the ghost in the machine. What we have to get clear on is why he thinks the Cartesian view is so clearly false. -
24.09 Minds and Machines an Inconsistent Tetrad Argument For
24.09 Minds and Machines an inconsistent tetrad spring 2006 1) if physicalism is true, a priori physicalism is true • more handouts 2) a priori physicalism is false shortly on website • Stoljar, contd. 3) if physicalism is false, epiphenomenalism is • evaluations, final true exam questions 4) epiphenomenalism is false 1 2 24.09 spring 06 24.09 spring 06 argument for (1) argument for (2) • out of type-A and type-B materialism, the • both the conceivability argument and the former is much more plausible than the knowledge argument show that latter “knowledge of every physical property a . see Chalmers against type-B materialism person has cannot by itself suffice to know • hence: if physicalism (materialism) is true, a which qualia, if any, his or her experiences priori physicalism (type-A materialism) is instantiate” true • hence a priori physicalism (type-A materialism) is false 3 4 24.09 spring 06 24.09 spring 06 argument for (3) argument for (4) • type-E dualism is much more plausible than • obviously qualia are causally efficacious with type-D dualism respect to physical events, otherwise we • hence if physicalism is false (and so dualism wouldn’t have any reason to think that is true), type-E dualism (and so there are any qualia epiphenomenalism) is true • hence epiphenomenalism is false 5 6 24.09 spring 06 24.09 spring 06 1 (1)-(4) are individually plausible, t-physicalism and o-physicalism but at least one must be false • P is a t-physical property iff P is (i) the sort of 1) if physicalism is true, a priori physicalism property that -
Mind Body Problem and Brandom's Analytic Pragmatism
The Mind-Body Problem and Brandom’s Analytic Pragmatism François-Igor Pris [email protected] Erfurt University (Nordhäuserstraße 63, 99089 Erfurt, Germany) Abstract. I propose to solve the hard problem in the philosophy of mind by means of Brandom‟s notion of the pragmatically mediated semantic relation. The explanatory gap between a phenomenal concept and the corresponding theoretical concept is a gap in the pragmatically mediated semantic relation between them. It is closed if we do not neglect the pragmatics. 1 Introduction In the second section, I will formulate the hard problem. In the third section, I will describe a pragmatic approach to the problem and propose to replace the classical non-normative physicalism/naturalism with a normative physicalism/naturalism of Wittgensteinian language games. In subsection 3.1, I will give a definition of a normative naturalism. In subsection 3.2, I will make some suggestions concerning an analytic interpretation of the second philosophy of Wittgenstein. In the fourth section, I will propose a solution to the hard problem within Brandom‟s analytic pragmatism by using the notion of the pragmatically mediated semantic relation. In the fifth section, I will make some suggestions about possible combinatorics related to pragmatically mediated semantic relations. In the sixth section, I will consider pragmatic and discursive versions of the mind-body identity M=B. In the last section, I will conclude that the explanatory gap is a gap in a pragmatically mediated semantic relation between B and M. It is closed if we do not neglect pragmatics. 2 The Hard Problem The hard problem in the philosophy of mind can be formulated as follows. -
Thinking About False Belief: It’S Not Just What Children Say, but How Long It Takes Them to Say It
Cognition 116 (2010) 297–301 Contents lists available at ScienceDirect Cognition journal homepage: www.elsevier.com/locate/COGNIT Brief article Thinking about false belief: It’s not just what children say, but how long it takes them to say it Cristina M. Atance a,*, Daniel M. Bernstein b,c, Andrew N. Meltzoff c a School of Psychology, University of Ottawa, 200 Lees Avenue, Room E228, Ottawa, Ontario, Canada K1N 6N5 b Kwantlen Polytechnic University, 12666, 72nd Avenue, Surrey, BC, Canada V3W 2MB c Institute for Learning and Brain Sciences, University of Washington, CHDD Building, Room 373, Box 357920, Seattle, WA 98195, USA article info abstract Article history: We examined 240 children’s (3.5-, 4.5-, and 5.5-year-olds) latency to respond to questions Received 29 January 2009 on a battery of false-belief tasks. Response latencies exhibited a significant cross-over Revised 22 March 2010 interaction as a function of age and response type (correct vs. incorrect). 3.5-year-olds’ Accepted 4 May 2010 incorrect latencies were faster than their correct latencies, whereas the opposite pattern emerged for 4.5- and 5.5-year-olds. Although these results are most consistent with con- ceptual change theories of false-belief reasoning, no extant theory fully accounts for our Keywords: data pattern. We argue that response latency data provide new information about under- Theory of mind lying cognitive processes in theory of mind reasoning, and can shed light on concept acqui- False-belief reasoning Conceptual development sition more broadly. Response latencies Ó 2010 Elsevier B.V. All rights reserved. -
Expressions of Mind/Body Dualism in Thinspiration
MIND OVER MATTER: EXPRESSIONS OF MIND/BODY DUALISM IN THINSPIRATION Annamarie O’Brien A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS August 2013 Committee: Dr. Marilyn Motz, Advisor Dr. Rebecca Kinney Dr. Jeremy Wallach © 2013 Annamarie O’Brien All Rights Reserved iii ABSTRACT Dr. Marilyn Motz, Advisor Thinspiration images, meant to inspire weight-loss, proliferate online through platforms that encourage the circulation of user-generated content. Despite numerous alarmist critiques in mass media about thinspiration and various academic studies investigating ‘pro-anorexia’ sites, surprisingly little attention has been given to the processes of creation and the symbolic potential of thinspiration. This thesis analyzes the formal hybridity of thinspiration, and its use as an expressive medium. The particularities of thinspiration (including its visual characteristics, creative processes, and exhibition) may be considered carefully constructed instances of self- representation, hinging on the expression of beliefs regarding the mind and body. While these beliefs are deeply entrenched in popular body management discourse, they also tend to rely on traditional dualist ideologies. Rather than simply emphasizing slenderness or reiterating standard assumptions about beauty, thinspiration often evokes pain and sadness, and employs truisms about the transcendence of flesh and rebellion against social constraints. By harnessing individualist discourse and the values of mind/body dualism, thinspiration becomes a space in which people struggling with disordered eating and body image issues may cast themselves as active agents—contrary to the image of eating disorders proffered by popular and medical discourse. iv ACKNOWLEDGMENTS First, I would like to thank my thesis committee chair, Dr. -
The Implications of Naturalism As an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.11, 2016 The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers Omar Khasawneh Ahmed Khaled Mohammad Al Momani Al Ain University of Science and Technology Al Ain, United Arab Emirates & Yarmouk University- Jordan Abstract The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. Keywords : Naturalism, Educational Philosophy, Childhood Education Teachers, Jordan. 1. Introduction Teachers’ educational philosophies and their value systems influence their teaching styles and the way they deal with their students. So, the impact of teachers’ beliefs and values on teaching and learning is evident in each classroom (Conti, 2007). -
Does Wine Have a Place in Kant's Theory of Taste?1
Does Wine Have a Place in Kant’s Theory of Taste?1 Rachel Cristy, Princeton University Kant’s own answer to my title question is “no.” One can make of a wine the merely subjective judgment that it is agreeable, never the universally valid judgment that it is beautiful. Here is Kant’s only remark on wine in the Critique of the Power of Judgment: With regard to the agreeable, everyone is content that his judgment, which he grounds on a private feeling, and in which he says of an object that it pleases him, be restricted merely to his own person. Hence he is perfectly happy if, when he says that sparkling wine from the Canaries is agreeable, someone else should improve his expression and remind him that he should say “It is agreeable to me”; and this is so not only in the case of the taste of the tongue, palate, and throat, but also in the case of that which may be agreeable to someone’s eyes and ears. (KU §7, 5: 212) Here is Kant’s explanation for why wine can’t be judged beautiful: “Aesthetic judgments can be divided into empirical and pure. The first are those which assert agreeableness or disagreeableness, the second those which assert beauty of an object… the former are judgments of sense (material aesthetic judgments), the latter (as formal) are alone proper judgments of taste” (§14, 5: 223). Not only flavors and aromas, but also “mere color, e.g., the green of a lawn” and “mere tone…say that of a violin” are relegated to judgments of agreeableness, because they “have as their ground merely the matter of the representations, namely mere sensation” (§14, 5: 224). -
PHI 110 Lecture 2 1 Welcome to Our Second Lecture on Personhood and Identity
PHI 110 Lecture 2 1 Welcome to our second lecture on personhood and identity. We’re going to begin today what will be two lectures on Rene Descartes’ thoughts on this subject. The position that is attributed to him is known as mind/body dualism. Sometimes it’s simply called the dualism for short. We need to be careful, however, because the word dualism covers a number of different philosophical positions, not always dualisms of mind and body. In other words, there are other forms of dualism that historically have been expressed. And so I will refer to his position as mind/body dualism or as Cartesian dualism as it’s sometimes also called. I said last time that Descartes is not going to talk primarily about persons. He’s going to talk about minds as opposed to bodies. But I think that as we start getting into his view, you will see where his notion of personhood arises. Clearly, Descartes is going to identify the person, the self, with the mind as opposed to with the body. This is something that I hoped you picked up in your reading and certainly that you will pick up once you read the material again after the lecture. Since I’ve already introduced Descartes’ position, let’s define it and then I’ll say a few things about Descartes himself to give you a little bit of a sense of the man and of his times. The position mind/body that’s known as mind/body dualism is defined as follows: It’s the view that the body is a physical substance — a machine, if you will — while the mind is a non-physical thinking entity which inhabits the body and is responsible for its voluntary movements. -
A Dual Mind Approach to Understanding the Conscious Self and Its Treatment
Article A Dual Mind Approach to Understanding the Conscious Self and Its Treatment Fredric Schiffer Developmental Biopsychiatry Research Program, Department of Psychiatry, McLean Hospital, Harvard Medical School, Belmont, MA 02478, USA; [email protected]; Tel.: +1-617-969-1188 Abstract: In this paper I will address questions about will, agency, choice, consciousness, relevant brain regions, impacts of disorders, and their therapeutics, and I will do this by referring to my theory, Dual-brain Psychology, which posits that within most of us there exist two mental agencies with different experiences, wills, choices, and behaviors. Each of these agencies is associated as a trait with one brain hemisphere (either left or right) and its composite regions. One of these agencies is more adversely affected by past traumas, and is more immature and more symptomatic, while the other is more mature and healthier. The theory has extensive experimental support through 17 peer-reviewed publications with clinical and non-clinical research. I will discuss how this theory relates to the questions about the nature of agency and I will also discuss my published theory on the physical nature of subjective experience and its relation to the brain, and how that theory interacts with Dual-Brain Psychology, leading to further insights into our human nature and its betterment. Keywords: consciousness; subjective experience; self; psychopathology; treatment; transcranial near infrared light; biophotomodulation Citation: Schiffer, F. A Dual Mind Approach to Understanding the 1. Introduction Conscious Self and Its Treatment. Dual-brain Psychology comes out of my early clinical experiences in which I observed NeuroSci 2021, 2, 224–234. -
Qualia, the Heart of the Mind-Body Problem and Epistemology's
Augsburg Honors Review Volume 12 Article 4 2019 Qualia, the Heart of the Mind-Body Problem and Epistemology’s Quagmire Allison Mangan Augsburg University Follow this and additional works at: https://idun.augsburg.edu/honors_review Part of the Epistemology Commons Recommended Citation Mangan, Allison (2019) "Qualia, the Heart of the Mind-Body Problem and Epistemology’s Quagmire," Augsburg Honors Review: Vol. 12 , Article 4. Available at: https://idun.augsburg.edu/honors_review/vol12/iss1/4 This Article is brought to you for free and open access by the Undergraduate at Idun. It has been accepted for inclusion in Augsburg Honors Review by an authorized editor of Idun. For more information, please contact [email protected]. Allison Mangan Qualia, the Heart of the Mind-Body Problem and Epistemology’s Quagmire Alio Maga, Augbug Univesty ualia are layered and complex, the basic philosophic understanding a labyrinth of a concept, of qualia today. We will see how Q rife with debate as to their consciousness is necessary for qualia, existence, state, and what they mean and why this makes defning qualia for our understanding of knowledge, a challenge. Next, we will go over the relationship with the world, and explanatory gap of qualia. From there, ourselves. Toughtful exploration into we will see how qualia relate to the mind- the complexities of what qualia are body problem, and the early exploration and how they relate to the mind-body of this problem through Descartes, problem will be wrestled with though Locke, and Berkeley. Additionally, we research applied within this paper. will go over the main schools of thought Qualia can be found in philosophical that surround the mind-body problem: debates surrounding epistemology materialism, idealism, and dualism. -
There Is More to Quality Than Continuous Improvement: Listening to Plato
Sower article 12/20/04 11:16 AM Page 8 There is More to Quality than Continuous Improvement: Listening to Plato VICTOR E. SOWER AND FRANK K. FAIR, SAM HOUSTON STATE UNIVERSITY © 2005, ASQ Quality programs that focus on continuous improve- ment are vital in providing incremental improvement INTRODUCTION of processes, products, and services in an existing tech- Quality is a more complicated term than it appears. nological paradigm. These programs view quality as Dictionary definitions are usually inadequate in helping being measurable in some quantitative way. Breakthrough improvement that leads to development of a quality professional understand the concept. It seems new paradigms requires thinking of quality in a differ- that every quality expert defines quality somewhat dif- ent way. The transcendent view of quality is necessary ferently, and there are a variety of perspectives that can for development of paradigm-shifting technologies. be taken in defining quality (for example, customer’s Plato’s divided line represents four stages of awareness. perspective, specification-based perspective). The understanding stage is necessary for effective con- The purpose of this article is to discuss the tran- tinuous improvement but inadequate for paradigm- shifting improvement. That requires Plato’s insight stage scendent approach to thinking about quality. The of awareness. Drawing from Plato’s divided line model, transcendent approach is the least understood and this article develops the approach to quality that is best least utilized of the five approaches identified by suited for developing radical innovations. Garvin (1984). At best, the transcendent approach is The authors believe that organizations operating at mentioned as being the realm of philosophers before Plato’s level of understanding that focus almost exclu- discussion is quickly shifted to more “practical” sively on continuous improvement may be blind to approaches. -
Consciousness and Theory of Mind: a Common Theory?
Consciousness and Theory of Mind: a Common Theory? Keywords: Consciousness, Higher-Order Theories, Theory of Mind, Mind-reading, Metacognition. 1 Introduction Many of our mental states are phenomenally conscious. It feels a certain way, or to borrow Nagel's expression, there is something it is like to be in these states. Examples of phenomenally conscious states are those one undergoes while looking at the ocean or at a red apple, drinking a glass of scotch or a tomato juice, smelling coee or the perfume of a lover, listening to the radio or a symphonic concert, or feeling pain or hunger. A theory of consciousness has to explain the distinctive properties that phe- nomenally conscious states have and other kind of states lack. Higher-Order Representational (HOR) theories1 attempt to provide such an explanation. Ac- coding to these theories, phenomenally conscious states are those that are the objects of some kind of higher-order process or representation. There is some- thing higher-order, a meta-state, in the case of phenomenal conscious mental states, which is lacking in the case of other kind of states. According to these theories, consciousness depends on our Theory of Mind. A Theory of Mind, henceforth ToM, is the ability of humans to identify their own mental states and attribute mental states dierent from their owns to others. Such an ability can, at least conceptually, be decomposed into another two: mindreading and metacognition. Human beings are able to entertain representations of other people men- tal states thanks to the mindreading ability. We attribute beliefs, perceptions, feelings or desires to other people and predict and explain their behaviour ac- cordingly.