A Jamesian Challenge to Explanatory Reductionism in Accounts of Religious Experience
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William James' Radical Empiricism with Jeffrey Mishlove
InPresence 0023: William James’ Radical Empiricism with Jeffrey Mishlove Video Transcript - New Thinking Allowed with Jeffrey Mishlove www.newthinkingallowed.org Recorded on March 13, 2018 Published to YouTube on March 24, 2018 Copyright © 2020, New Thinking Allowed Foundation (00:38) Hello, I’m Jeffrey Mishlove, and today I’d like to talk to you about William James’ concept of “radical empiricism”. And I’d like to encourage you, before watching this video, to make sure you also catch the earlier “In Presence” segment on William James. You’ll notice at the very beginning of this video, you had the opportunity to click directly to a list that would link you to every single segment thus far in the “In Presence” series. (01:13) Now, as I mentioned before, William James is really one of the great intellects of American consciousness, certainly one of my heroes, and someone with whom I seem to have something of a “synchronistic archetypal resonance” relationship. His theory of “radical empiricism” represents, I think, the culmination of his life work. In fact, he wrote five essays on the subject toward the end of his life. They were not even published until after his death. We have to appreciate that William James was a man of the 19th century, a period of rapid industrialization in the United States. A time of great progress in terms of mechanistic thinking. But, throughout his illustrious career, James largely stood against mechanistic thinking, and I think it’s fair to say he flirted with mysticism. That’s clear if you read his book Varieties of Religious Experience, for example. -
Defense of Reductionism About Testimonial Justification of Beliefs
Page 1 Forthcoming in Noûs A Defense of Reductionism about Testimonial Justification of Beliefs TOMOJI SHOGENJI Rhode Island College Abstract This paper defends reductionism about testimonial justification of beliefs against two influential arguments. One is the empirical argument to the effect that the reductionist justification of our trust in testimony is either circular since it relies on testimonial evidence or else there is scarce evidence in support of our trust in testimony. The other is the transcendental argument to the effect that trust in testimony is a prerequisite for the very existence of testimonial evidence since without the presumption of people’s truthfulness we cannot interpret their utterances as testimony with propositional contents. This paper contends that the epistemic subject can interpret utterances as testimony with propositional contents without presupposing the credibility of testimony, and that evidence available to the normal epistemic subject can justify her trust in testimony. I. Introduction There has recently been a considerable interest in anti-reductionism about testimonial justification of beliefs, according to which we cannot justify our trust in testimony by perceptual and memorial evidence.1 The reason for the interest is not the enticement of skepticism. Recent anti-reductionists hold that we are prima facie justified in trusting testimony simply because it is testimony. This means that there is a presumption in favor of testimony that it is credible unless contrary evidence is available. I will use the term “anti-reductionism” to refer to this non-skeptical version of anti-reductionism about testimonial justification. The more traditional position is reductionism, of which the most prominent advocate is David Hume. -
You Are Not Your Brain: Against Teaching to the Brain
You Are Not Your Brain: Against Teaching to the Brain Gregory M. Nixon Gregory Nixon is an Assistant Professor in the School of Education at the University of Northern British Columbia in Prince George. He took his doctorate with William F. Pinar at Louisiana State University and taught at various universities in the USA for 12 years before returning home to Canada. He publishes widely on learning theory and philosophy of mind. He is editor-at-large for the Journal of Consciousness Exploration & Research. Abstract Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community. [keywords: selfhood, neuroscience, cognitive science, brain-based learning, intersubjectivity, consciousness, philosophy of mind, explanatory gap, cultural construction, reductionism, scientism, education, learning theory, curriculum theory] Brain-Based Scientism 2 Introduction Human experience is a dance that unfolds in the world and with others. -
Bertrand Russell on Sensations and Images Abdul Latif Mondal Aligarh Muslim University SUMMARY INTRODUCTION
Bertrand Russell on Sensations and Images Abdul Latif Mondal Aligarh Muslim University SUMMARY In his Theory of Mind, Russell tries to explain the mind in positive terms of sensations and images. All the mental phenomena like imagination, belief, memory, emotion, desire, will, even consciousness etc. are attempted to be established as entities, subjects, or acts by Russell. In his works The Analysis of Mind and An Outline of Philosophy, Russell offers the explanations of each mental phenomena with reference to neutrality of sensations and images, Russell does not treat them as neutral in his book The Analysis of Mind. However, in his later work, he treats them to be neutral. Russell relates especially the images to ―mnemic‖ causation. Firstly, he declares them as concerned with action in time. Subsequently, he explains them as permanent modification of the structure of the brain. He also explains sensations and images as stuff of our brain. In his book The Analysis of Mind, Russell tries to explain various mental phenomena. Firstly, he contends that all types of mental phenomena is a mix up of sensations and images and does not imply a special entity designated as ‗consciousness.‘ Secondly, Russell considers how combinations of sensations and images do, in a sense, imply consciousness in the sense of awareness. For Russell, a single sensation and image cannot in itself be deemed to be cognitive. When we try to explain a conscious mental occurrence, we do analyse it into non-cognitive constituents. We also need to show what constitutes consciousness or awareness in it. In this paper, our contention is that Russell‘s explanation of mental phenomena is especially related to these two claims. -
What Scientific Theories Could Not Be Author(S): Hans Halvorson Reviewed Work(S): Source: Philosophy of Science, Vol
What Scientific Theories Could Not Be Author(s): Hans Halvorson Reviewed work(s): Source: Philosophy of Science, Vol. 79, No. 2 (April 2012), pp. 183-206 Published by: The University of Chicago Press on behalf of the Philosophy of Science Association Stable URL: http://www.jstor.org/stable/10.1086/664745 . Accessed: 03/12/2012 10:32 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and Philosophy of Science Association are collaborating with JSTOR to digitize, preserve and extend access to Philosophy of Science. http://www.jstor.org This content downloaded by the authorized user from 192.168.52.67 on Mon, 3 Dec 2012 10:32:52 AM All use subject to JSTOR Terms and Conditions What Scientific Theories Could Not Be* Hans Halvorson†‡ According to the semantic view of scientific theories, theories are classes of models. I show that this view—if taken literally—leads to absurdities. In particular, this view equates theories that are distinct, and it distinguishes theories that are equivalent. Furthermore, the semantic view lacks the resources to explicate interesting theoretical relations, such as embeddability of one theory into another. -
Value in Experience, Thoughts on Radical Empiricism; Reflections on Frankenberry and Stone1
Value In Experience, Thoughts on Radical Empiricism; Reflections on Frankenberry and Stone1 David W. Tarbell Modern philosophy, going back to Descartes and Locke, has given preferred status to the kind of judgments that we find within the mathematical sciences and has made it difficult to support judgments of value and meaning. In Chapter Four of his book, The Minimalist Vision of Transcendence, Jerome Stone describes what he calls a "Generous Empiricism." He is building on the tradition of radical empiricism, and presents a transactional understanding of experience that allows him to support empirically grounded value judgments. I argue that a critique from the perspective of Heidegger and others of the continental tradition may present problems to Stone's approach. I then propose a modification of Stone's notion that I think would answer such criticisms. This leads me to the notion that our value judgments have an aesthetic component, and that we can find pragmatic support for the belief that there is an aesthetic tendency in the world of which we are a part. There is something divine and possibly transcendent in that thought. I. The Value Problem: One of the factors affecting the moral, ethical, and political climate of our present culture is diversity of judgment on matters of value. Some have said that the presence of so much diversity argues against our ability to resolve questions of truth in these areas. Their positions vary among skepticism, denying that we can know moral truth, nihilism, questioning that there is such a thing as moral truth, or relativism, claiming that moral truth is conditional on social and/or cultural circumstances. -
Radical Empiricist Poetics in the New York School and Beyond
Radical Empiricist Poetics in the New York School and Beyond by Maude Chanson Emerson A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Charles Altieri, Chair Professor Eric Falci Professor John Campbell Spring 2017 ! Abstract Radical Empiricist Poetics in the New York School and Beyond by Maude Chanson Emerson Doctor of Philosophy in English University of California, Berkeley Professor Charles Altieri, Chair This dissertation contends that the first-generation New York School poets—especially John Ashbery, Frank O’Hara, and James Schuyler—develop the aesthetic possibilities of the philosophical stance that William James called “radical empiricism.” James followed the British empiricists in granting priority to parts, individuals, and unanalyzed sensations, but he radicalized the empiricist perspective by holding experiences of cohesion and relation to be as real as those of disjunction and discrete sensation. Schuyler, Ashbery, and O’Hara each practice an empiricist poetics: a poetics of the everyday, the felt, and the miscellaneous. At the same time, their poetries pose challenges to the conceptions of experience on which empiricism historically has been based, from the presumption of a unified experiencing subject to the relegation of sensation and abstraction to separate orders of reality. I argue that these challenges should not be seen as a denial of experience, as some postmodernist readings of New York School poetry allege, but as part of a careful and critical commitment to experience. As radical empiricists, these poets understand experience not as an inward phenomenon but as a field in which inner and outer are merely potential and constantly shifting divisions. -
Reductionism in Education R.T
Reductionism in Education R.T. Alien, Loughborough Leicestershire, England 1. Reductionism as a Metaphysical Issue In an earlier article, I demonstrated the necessary ingredients of metaphysics in education1• I propose now to show how Reductionism, some times called 'Reductivism', is a metaphysical issue, has serious consequences for human life, and can gravely affect educational practice and theory.2 Firstly, we need to distinguish Reductionism from the reduction of one set of laws to another within the same science, whereby the former set are shown to be special cases of the latter. Such reductions are legitimate simplifications. Reductionism, in contrast, is to be understood as the claim that one whole set of things is or can be wholly explained in terms of another set. It is, therefore, a reduction in the number of types of entity or the regions of the world. In particular, Reductionism today operates with a stratified conception of the universe--for example, mind, life, matter or energy--and claims to be able to eliminate the higher levels or to explain them completely in terms of the lower. Familiar examples are the claims that mind is observable behaviour and that people's beliefs and attitudes can be entirely explained in terms of their upbring ing or social class. Reductionism, therefore, is to be understood as the claim that a given set of things are either illusory or epiphenomenal: they have either no reality or no independent power. Three types of Reductionism have been distinguished3: a. Methodological--breaking down presently unintelligible wholes into their component parts, which can be managed, fmding their structures and func tions, and working thence back to an understanding of the whole. -
Socratic Reductionism in Ethics
Socratic Reductionism in Ethics Nicholas Smyth, Fordham University Genealogy is the study of the ways in which concepts, ideas, values and norms have emerged, persisted, and developed over time. Recently, philosophers have begun to argue that the method is of great importance for analytic philosophy, which has traditionally shown some resistance to historical inquiry.i Arguably, genealogy can be particularly fruitful in ethics, where there is notably wide cultural and historical variation across conceptual schemes. To understand where our ethical concepts come from is to gain insight into their social function(s), as well as to envision ways in which they might be improved, revised, or perhaps even eliminated. One of the more striking claims in the genre was made by Bernard Williams, and I shall take it as my point of departure in this paper. Williams argued that modern life in certain Western countries was characterized by the increasing prominence of certain forms of reflection, and that this reflectiveness has actually resulted in the declining influence of thick ethical concepts (such as courage and honesty), which, he claimed were de-prioritized in favor of the use of thin concepts (such as good and right). Williams suggested that the growing influence of reductionist moral theories was a sign that thinner concepts were acquiring more and more currency (Williams, 1986, p. 163). While these claims can certainly seem both puzzling and ambitious, in what follows, I’ll argue that Plato’s ‘Socratic’ dialogues actually contain a genealogical key to the nature and origin of the process Williams describes. In attempting to explain why we use the concepts we do, there is no more profitable figure than that of Socrates, who has exerted enormous influence over the methodological self-image of Western philosophers. -
"Reductionism in Ethics" In
1 Reductionism in Ethics Chris Heathwood What Is Reductionism in Ethics? Ethical reductionism is a doctrine in metaethics, the area of ethics in which we ask not what the facts are concerning our moral obligations, or concerning what things in life are worth pursuing, but, among other things, questions about the nature (or even the very existence) of such facts. One such question is whether moral facts are, to put it roughly, identical to facts of another kind. Reductionism in ethics is the view that they are. That is, reductionists hold that moral facts, or moral properties, are identical to facts or properties that can be expressed using nonmoral vocabulary. Moral reductionism (i) demystifies moral properties – it tells us what they are. It promises further advantages in (ii) explaining how we can come to know moral facts (see epistemology, moral), (iii) explaining why moral facts necessarily depend upon nonmoral facts (see supervenience, moral), and (iv) rebutting charges of the explanatory idleness of moral facts (see explanations, moral). Critics complain, however, that explaining the moral in other terms leaves out what is essential to and important about it: its evaluative or normative nature (see normativity). Two simple examples of reductionist views are the following: the property of being morally wrong just is the property of being generally disapproved of; and the fact that some life is a good life is the very same fact as the fact that that life is an enjoyable life. These theses are said to reduce a moral or evaluative property or fact to a nonmoral, nonevaluative property or fact, in the way that a reductive thesis in the philosophy of mind might reduce psychological facts to neurological facts. -
To Viv the Global Brain Becoming Material, Unfolding Experience Through Radical Empiricism and Process Philosophy
From Her (2013) to Viv the Global Brain Becoming Material, Unfolding Experience through Radical Empiricism and Process Philosophy Evelyn Wan Abstract This paper reflects upon the methodological questions entailed by what digital media materiality could be, and how one could analytically approach it via theories of experience such as radical empiricism and process philosophy. I argue that for digital media, becoming material means to ‘enter into experience’. However, this notion of ‘experience’ is not defined in relation to the phenom- enological, distinctly-human subject. I offer instead an expanded notion of experience that resides in non-human objects, networks and other physical entities like mobile phones and computers. Oper- ating system (OS) and intelligent assistants such as Samantha in Spike Jonze’s Her (2013) and the next-generation Siri in develop- ment, Viv the Global Brain, can be seen as representations of what such a non-human experience could be like, as digital objects com- municate with one another. William James, father of radical empir- icism, argues that the definition of matter as something that lies behind physical phenomena is merely a postulate of thought. In his philosophy, the world is made up of only one primal material – that of experience. While James could not have anticipated our era of digital technologies at the time of writing in 1890, radical empiri- cism offers an interesting angle in approaching what digital mate- riality could be. Mark Hansen’s latest monograph, Feed Forward: On the Future of Twenty-First-Century Media (2015), turns to Alfred North Whitehead in an attempt to understand how 21st-cen- tury media operations feature in a world of objects where humans are implicated in, but not central to digital networks. -
To Be a Reductionist in a Complex Universe
How (not) to be a reductionist in a complex universe Karola Stotz Department of Philosophy, University of Sydney, A14, Sydney NSW 2006, Australia. Email: [email protected] Word count: 3000 1. Introduction In the last 10 years the reductionism debate has shifted to the idea of reduction as a relation not between theories, but between explanations. A reductionist explains a system’s phenomenon by the properties and interactions of its components. Through this move Sahotra Sarkar attempted to shift attention from a discussion of the logical form of scientific theories to questions regarding the interpretation of scientific explanations (Sarkar 1998). During this time there has been a spate of publications on what has variously been termed 'causal', 'proximal', or 'experimental' biology, including Sahotra Sarkar’s Molecular Models of Life, Marcel Weber’s Philosophy of Experimental Biology, William Bechtel’s Discovering Cell Mechanisms and Alexander Rosenberg’s Darwinian Reductionism (Sarkar 2005; Weber 2005; Bechtel 2006; Rosenberg 2006). Among the emergent themes in the recent literature on proximal biology are: 1. Does proximal biology discover 'mechanisms' rather than laws or theories? 2. What is the relationship between physicalism and antireductionism? 3. How does proximal biology deal with levels of organization, complexity and non-trivial emergence? In the light of these and other themes this paper discusses to what extent should we expect biological phenomena to be reduced to the molecular level. While most philosophers of biology, and arguably biologists as well, subscribe to some kind of physicalism they also belief that biological phenomena in principle cannot be reduced to physical ones.