PHI 110 Lecture 2 1 Welcome to Our Second Lecture on Personhood and Identity
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Intentionality in Kant and Wittgensetin
Journal of Undergraduate Research at Minnesota State University, Mankato Volume 6 Article 5 2006 Intentionality in Kant and Wittgensetin Ryan Feldbrugge Minnesota State University, Mankato Follow this and additional works at: https://cornerstone.lib.mnsu.edu/jur Part of the Philosophy Commons Recommended Citation Feldbrugge, Ryan (2006) "Intentionality in Kant and Wittgensetin," Journal of Undergraduate Research at Minnesota State University, Mankato: Vol. 6 , Article 5. Available at: https://cornerstone.lib.mnsu.edu/jur/vol6/iss1/5 This Article is brought to you for free and open access by the Undergraduate Research Center at Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. It has been accepted for inclusion in Journal of Undergraduate Research at Minnesota State University, Mankato by an authorized editor of Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. Feldbrugge: Intentionality in Kant and Wittgensetin INTENTIONALITY IN KANT AND WITTGENSTEIN Ryan Feldbrugge (Philosophy) Dr. Richard Liebendorfer, Faculty Mentor, Philosophy How is thought about and experience of a world possible? This has been the framing question of the present work and it is generally understood as the problem of intentionality. The more specific problem dealt with has been whether or not intentionality has an internal structure that can be made explicit through science, particularly cognitive science. In his Critique of Pure Reason, Immanuel Kant outlines an internal, mental structure that, when imposed on our sensory data, makes thought about and experience of a world possible, which can be viewed as highly anticipatory of modern cognitive science. On the other hand, there are a number of philosophers who have it that the structure of intentionality cannot be made explicit nor can it be understood within science, notably Ludwig Wittgenstein. -
David Lewis on Convention
David Lewis on Convention Ernie Lepore and Matthew Stone Center for Cognitive Science Rutgers University David Lewis’s landmark Convention starts its exploration of the notion of a convention with a brilliant insight: we need a distinctive social competence to solve coordination problems. Convention, for Lewis, is the canonical form that this social competence takes when it is grounded in agents’ knowledge and experience of one another’s self-consciously flexible behavior. Lewis meant for his theory to describe a wide range of cultural devices we use to act together effectively; but he was particularly concerned in applying this notion to make sense of our knowledge of meaning. In this chapter, we give an overview of Lewis’s theory of convention, and explore its implications for linguistic theory, and especially for problems at the interface of the semantics and pragmatics of natural language. In §1, we discuss Lewis’s understanding of coordination problems, emphasizing how coordination allows for a uniform characterization of practical activity and of signaling in communication. In §2, we introduce Lewis’s account of convention and show how he uses it to make sense of the idea that a linguistic expression can come to be associated with its meaning by a convention. Lewis’s account has come in for a lot of criticism, and we close in §3 by addressing some of the key difficulties in thinking of meaning as conventional in Lewis’s sense. The critical literature on Lewis’s account of convention is much wider than we can fully survey in this chapter, and so we recommend for a discussion of convention as a more general phenomenon Rescorla (2011). -
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. -
KNOWLEDGE ACCORDING to IDEALISM Idealism As a Philosophy
KNOWLEDGE ACCORDING TO IDEALISM Idealism as a philosophy had its greatest impact during the nineteenth century. It is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring and everlasting; the focus is on conscious reasoning in the mind. The main tenant of idealism is that ideas and knowledge are the truest reality. Many things in the world change, but ideas and knowledge are enduring. Idealism was often referred to as “idea-ism”. Idealists believe that ideas can change lives. The most important part of a person is the mind. It is to be nourished and developed. Etymologically Its origin is: from Greek idea “form, shape” from weid- also the origin of the “his” in his-tor “wise, learned” underlying English “history.” In Latin this root became videre “to see” and related words. It is the same root in Sanskrit veda “knowledge as in the Rig-Veda. The stem entered Germanic as witan “know,” seen in Modern German wissen “to know” and in English “wisdom” and “twit,” a shortened form of Middle English atwite derived from æt “at” +witen “reproach.” In short Idealism is a philosophical position which adheres to the view that nothing exists except as it is an idea in the mind of man or the mind of God. The idealist believes that the universe has intelligence and a will; that all material things are explainable in terms of a mind standing behind them. PHILOSOPHICAL RATIONALE OF IDEALISM a) The Universe (Ontology or Metaphysics) To the idealist, the nature of the universe is mind; it is an idea. -
A Cardinal Sin: the Infinite in Spinoza's Philosophy
Macalester College DigitalCommons@Macalester College Philosophy Honors Projects Philosophy Department Spring 2014 A Cardinal Sin: The nfinitI e in Spinoza's Philosophy Samuel H. Eklund Macalester College, [email protected] Follow this and additional works at: http://digitalcommons.macalester.edu/phil_honors Part of the Philosophy Commons Recommended Citation Eklund, Samuel H., "A Cardinal Sin: The nfinitI e in Spinoza's Philosophy" (2014). Philosophy Honors Projects. Paper 7. http://digitalcommons.macalester.edu/phil_honors/7 This Honors Project is brought to you for free and open access by the Philosophy Department at DigitalCommons@Macalester College. It has been accepted for inclusion in Philosophy Honors Projects by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. A Cardinal Sin: The Infinite in Spinoza’s Philosophy By: Samuel Eklund Macalester College Philosophy Department Honors Advisor: Geoffrey Gorham Acknowledgements This thesis would not have been possible without my advisor, Professor Geoffrey Gorham. Through a collaborative summer research grant, I was able to work with him in improving a vague idea about writing on Spinoza’s views on existence and time into a concrete analysis of Spinoza and infinity. Without his help during the summer and feedback during the past academic year, my views on Spinoza wouldn’t have been as developed as they currently are. Additionally, I would like to acknowledge the hard work done by the other two members of my honors committee: Professor Janet Folina and Professor Andrew Beveridge. Their questions during the oral defense and written feedback were incredibly helpful in producing the final draft of this project. -
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. -
Does Social Reality Widen the Intention-Behavior Gap?
When Intentions Go Public Does Social Reality Widen the Intention-Behavior Gap? Peter M. Gollwitzer,1,2 Paschal Sheeran,3 Verena Michalski,2 and Andrea E. Seifert2 1New York University, 2UniversitdJ Konstanz, and 3University of Sheffield ABSTRACT-Based on Lewiniangoal theory in general and countability-related features of the audience (e.g., competence, self-completion theory in particular, four experiments ex power) and the individual (e.g., identifiability, expectations of amined the implications of other people taking notice of having to explain oneself) affect the strength of public-com one~ identity-related behavioral intentions (e.g., the in mitment effects. tention to read law periodicals regularly to reach the Both of these lines of research focus on intentions in which the identity goal of becoming a lawyer). Identity-related be specified behavior is a desired outcome in and of itself. Lewin havioral intentions that had been noticed by other people (1926) and his colleagues (e.g., Mahler, 1935; Ovsiankina, were translated into action less intensively than those that 1928), however, argued that people often construe behavioral had been ignored (Studies 1-3). This effect was evident in intentions in more general terms, thus allowing substitution of the field (persistent striving over 1 week~time; Study 1) means for attainment. For instance, consider a student who has and in the laboratory (jumping on opportunities to act; started an assigned math task with the intention to successfully Studies 2 and 3), and it held among participants with solve the required addition problems. During the process, this strong but not weak commitment to the identity goal (Study student may construe the intention as being to demonstrate 3). -
Descartes' Influence in Shaping the Modern World-View
R ené Descartes (1596-1650) is generally regarded as the “father of modern philosophy.” He stands as one of the most important figures in Western intellectual history. His work in mathematics and his writings on science proved to be foundational for further development in these fields. Our understanding of “scientific method” can be traced back to the work of Francis Bacon and to Descartes’ Discourse on Method. His groundbreaking approach to philosophy in his Meditations on First Philosophy determine the course of subsequent philosophy. The very problems with which much of modern philosophy has been primarily concerned arise only as a consequence of Descartes’thought. Descartes’ philosophy must be understood in the context of his times. The Medieval world was in the process of disintegration. The authoritarianism that had dominated the Medieval period was called into question by the rise of the Protestant revolt and advances in the development of science. Martin Luther’s emphasis that salvation was a matter of “faith” and not “works” undermined papal authority in asserting that each individual has a channel to God. The Copernican revolution undermined the authority of the Catholic Church in directly contradicting the established church doctrine of a geocentric universe. The rise of the sciences directly challenged the Church and seemed to put science and religion in opposition. A mathematician and scientist as well as a devout Catholic, Descartes was concerned primarily with establishing certain foundations for science and philosophy, and yet also with bridging the gap between the “new science” and religion. Descartes’ Influence in Shaping the Modern World-View 1) Descartes’ disbelief in authoritarianism: Descartes’ belief that all individuals possess the “natural light of reason,” the belief that each individual has the capacity for the discovery of truth, undermined Roman Catholic authoritarianism. -
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. -
World, Senses, Human Spirit: Extrapolating the Direction from the Past Through the Present and Into the Future
International Tinnitus Journal, Vol.ll, No.2, 103-105 (2005) EDITORIAL World, Senses, Human Spirit: Extrapolating the Direction from the Past Through the Present and Into the Future or human life, time is a specific monodirectional The Roman philosopher Lucius Aenaeus Seneca F dimension forcing us into serial development (4 Be - AD 65) then defined the phrase nihil in intel and behavior. We are living in the now, but we [ectu, quod non erat ante in sensu (from Naturales know that we stem from yesterday and that we are fac Quaestiones; "nothing can enter into the intellect if it ing the future: our tomorrow. With respect to bodily ex does not first pass through the gates of the senses"). In istence, every human seemingly has only one life. The this, Seneca coined the essentials of humans' communi human life can be regarded as constructing a wheel : We cation with the world and fellow men within the world. can imagine that year by year we fit a new spoke into We can encode from our surrounding things, facts , pic that circular element, a wheel that we call life and that tures, smells, odors, and sounds only after they have rolls us in only one direction, the future. Through de been perceived by our senses. veloping the species for many generations of humans, This really was an important philosophical step in many of these virtual wheels have been linked serially, the description of how human spirit works. All our un one behind the other. On the basis of culture and civili derstanding within our "now" needs information that zation, many humans have formed swarms of such arrives through the senses. -
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).