Concept Possession

This paper focuses on a discussion in Abu Nasr al-Farabi’s Book of Letters (Kitāb al-Ḥurūf), which has to do with the importation of philosophical (including scientific) discourse from one language or nation (ummah) to another. The question of importing philosophical discourse from one language or nation to another touches on Farabi’s views on a number of important philosophical questions. It reveals something about his views on the nature of philosophical and scientific concepts and their relation to concepts in non-philosophical or (...) ‘popular’ discourse, as well as the means of grasping previously unencountered concepts. In this article, I will discuss these issues both to ascertain Farabi’s views as well as to shed some light on them in their own right. I will argue that Farabi thinks that the understanding of some novel philosophical or scientific concepts sometimes depends on the grasp of related concepts from ordinary discourse, and that experts rely on these everyday concepts in acquiring the more specialized concepts. If the same linguistic terms are used to denote both concepts, they will be ambiguous, but this can be considered a case of ‘productive ambiguity,’ since it aids in the acquisition of novel concepts. (shrink)

David Lewis—famously—never tasted vegemite. Did he have any knowledge of what it's like to taste vegemite? Most say 'no'; I say 'yes'. I argue that knowledge of what it’s like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it’s like to undergo their target experiences. This degreed picture contrasts with the standard all-or-nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. (...) I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, and (2) the semantics of ‘knows what it’s like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts. (shrink)

Fodor argued that learning a concept by hypothesis testing would involve an impossible circularity. I show that Fodor's argument implicitly relies on the assumption that actually φ-ing entails an ability to φ. But this assumption is false in cases of φ-ing by luck, and just such luck is involved in testing hypotheses with the kinds of generative random sampling methods that many cognitive scientists take our minds to use. Concepts thus can be learned by hypothesis testing without circularity, and it (...) is plausible that this is how humans in fact acquire at least some of their concepts. (shrink)

Philosophers have wanted to work with conceptions of word-competence, or concept-possession, on which being a competent practitioner with a word amounts to being a competent judge of its uses by others. I argue that our implicit conception of competence with a word does not have this presupposition built into it. One implication of this is what I call "modesty" in interpretation: we allow for others, uses of words that we would not allow for ourselves. I develop this point by looking (...) at Saul Kripke's discussion of some famous examples given by Benson Mates, concerning beliefs about beliefs. I defend Mates's point against Kripke's claim that an interpreter who is modest in my sense must be "conceptually confused." . (shrink)

As AI systems become increasingly competent language users, it is an apt moment to consider what it would take for machines to understand human languages. This paper considers whether either language models such as GPT-3 or chatbots might be able to understand language, focusing on the question of whether they could possess the relevant concepts. A significant obstacle is that systems of both kinds interact with the world only through text, and thus seem ill-suited to understanding utterances concerning the concrete (...) objects and properties which human language often describes. Language models cannot understand human languages because they perform only linguistic tasks, and therefore cannot represent such objects and properties. However, chatbots may perform tasks concerning the non-linguistic world, so they are better candidates for understanding. Chatbots can also possess the concepts necessary to understand human languages, despite their lack of perceptual contact with the world, due to the language-mediated concept-sharing described by social externalism about mental content. (shrink)

In a series of intriguing and far-reaching papers, Hannah Ginsborg introduced the notion of “primitive normativity” as the cornerstone of a novel account of the normativity of concepts, thought, and meaning. Her account is supposed to steer a middle course between what she regards as the two horns of a dilemma first laid out by Saul Kripke in his seminal reading of Wittgenstein’s discussion of rule-following. I propose to investigate Ginsborg’s conception. I begin by establishing the conceptual relations between the (...) notions of having concepts and of following rules, between concepts and normativity, in Section 7.1. I outline the Kripkean dilemma in Section 7.2 and derive from it, in Section 7.3, a criterion of adequacy for any philosophical account purporting to explain what it is to have concepts in terms of normativity. I go on to explain Ginsborg’s notion of primitive normativity and how it is supposed to meet the criterion of adequacy. In Sections 7.4 and 7.5, I introduce and evaluate two core claims of her position and argue that each of them leads her account to founder on its own criterion of adequacy. Thus I conclude that the notion of primitive normativity offers no viable escape from the Kripkean dilemma. (shrink)

Concepts stand at the centre of human cognition. We use concepts in categorizing objects and events in the world, in reasoning and action, and in social interaction. It is therefore not surprising that the study of concepts constitutes a central area of research in philosophy and psychology, yet only recently have the two disciplines developed greater interaction. Recent experiments in psychology that test the role of concepts in categorizing and reasoning have found a great deal of variation, across individuals and (...) cultures, in categorization behaviour. Meanwhile, philosophers of language and mind have investigated the semantic properties of concepts, and how concepts are related to linguistic meaning and linguistic communication. A key motivation behind this was the idea that concepts must be shared across individuals and cultures. With the dawn of experimental philosophy, the proposal that the experimental data from psychology lacks relevance to semantics is increasingly difficult to defend. -/- This volume brings together leading psychologists and philosophers to advance the interdisciplinary debate on the role of concepts in categorizing and reasoning, the relationship between concepts and linguistic meaning and communication, the challenges conceptual variation poses to communication, and the social and political effects of conceptual change. (shrink)

Philosophical Issues, Volume 30, Issue 1, Page 273-292, October 2020.

Agents can think using concepts they do not fully understand. This paper investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I lay out a gauntlet of problems and desiderata with which any theory of concept mastery must cope. I use these considerations to argue against three views of concept mastery, according to which mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. None (...) of these attitudes is either necessary or sufficient for mastery. I propose and respond to objections to my own recognition view of the conditions under which a thinker has mastery of a concept. (shrink)

How do we know about other minds on the basis of perception? The two most common answers to this question are that we literally perceive others’ mental states, or that we infer their mental states on the basis of perceiving something else. In this paper, I argue for a different answer. On my view, we don’t perceive mental states, and yet perceptual experiences often immediately justify mental state attributions. In a slogan: other minds are neither seen nor inferred. I argue (...) that this view offers the best explanation of our deeply equivocal intuitions about perception-based mental state attributions, and also holds substantial interest for the epistemology of perception more generally. (shrink)

While there has been significant philosophical debate on whether nonlinguistic animals can possess conceptual capabilities, less time has been devoted to considering 'talking' animals, such as parrots. When they are discussed, their capabilities are often downplayed as mere mimicry. The most explicit philosophical example of this can be seen in Brandom's frequent comparisons of parrots and thermostats. Brandom argues that because parrots (like thermostats) cannot grasp the implicit inferential connections between concepts, their vocal articulations do not actually have any conceptual (...) content. In contrast, I argue that Pepperberg's work with Alex (and other African grey parrots) provides evidence that the vocal articulations of at least some parrots have conceptual content. Using Frege's insight that numbers assert something about a concept, I argue that Alex's ability to answer the question "How many?" depended upon a prior grasp of conceptual content. Developing this claim, I argue that Alex's arithmetical abilities show that he was capable of using numbers as both concepts and objects. Frege's theoretical insight and Pepperberg's empirical work provide reason to reconsider the capabilities of parrots, as well as what sorts of tasks provide evidence for conceptual content. (shrink)

In the literature seeking to explain concepts in terms of their point, talk of ‘the point’ of concepts remains under-theorised. I propose a typology of points which distinguishes practical, evaluative, animating, and inferential points. This allows us to resolve tensions such as that between the ambition of explanations in terms of the points of concepts to be informative and the claim that mastering concepts requires grasping their point; and it allows us to exploit connections between types of points to understand (...) why they come apart, and whether they do so for problematic ideological reasons or for benignly functional reasons. (shrink)

This paper defends a version of the old empiricist claim that to think about unobservable physical properties a subject must be able to think perception-based thoughts about observable properties. The central argument builds upon foundations laid down by G. E. M. Anscombe and P. F. Strawson. It bridges the gap separating these foundations and the target claim by exploiting a neglected connection between thought about properties and our grasp of causation. This way of bridging the gap promises to introduce substantive (...) constraints on right accounts of perception and perception-based thought. (shrink)

This note discusses Onofri's recent argument that no theory of concepts can jointly satisfy the publicity constraint and Frege's constraint, because these constraints are inconsistent. I show that this argument relies on the publicity constraint having an implication that it does not have.

Aquinas’s process of abstraction of the particular thing into a universal concept is of pivotal importance for grounding his philosophy and theology in a natural framework. Much has been said and written regarding Aquinas’s doctrine of abstraction, yet recent studies still consider it to be ‘nothing more than a kind of magic.’ This problematic claim is not without foundation, for in trying to understand exactly how this process works, we are constantly faced with an unbridgeable abyss and the repeated vague (...) explanations made by Aquinas. The plain truth is that Aquinas explains what abstraction ought to do and yet, most of the time, he does not explain how it is to be done. This paper intends to show that although Aquinas does not present us with a mechanism for the theory of abstraction, we are nevertheless able to construct a viable mechanism which accords with Aquinas’s guidelines. The aim of constructing a working mechanism that corresponds to what Aquinas demands of the process of abstraction is twofold: First, it attempts to extricate Aquinas’s doctrine of abstraction from the claims of being a quasi-natural doctrine. Second, a viable process of abstraction which is derived from Aquinian-Aristotelian sources can approach contemporary cognitive problems from a fresh point of view. (shrink)

Saul Kripke's influential ‘sceptical paradox’ of semantic rule-following alleges that speakers cannot have any justification for using a word one way rather than another. If it is correct, there can be no such thing as meaning anything by a word. I argue that the paradox fails to undermine meaning. Kripke never adequately motivates its excessively strict standard for the justified use of words. The paradox lacks the resources to show that its standard is truly mandatory or that speakers do not (...) frequently satisfy the well-motivated competitor I offer. So the paradox fails. (shrink)

Conceptual role semanticists argue that concepts are individuated in terms of their roles in cognition. Some prominent conceptual role semanticists argue for the further claim that concepts are individuated in terms of their rational roles in cognition. This further claim places substantive normative constraints on concept-constitutive roles. I argue that conceptual role semanticists can and should resist the claim that conceptual roles must be specified in inherently normative terms.

Is understanding epistemic in nature? Does a correct account of what constitutes understanding of a concept mention epistemological notions such as knowledge, justification or epistemic rationality? We defend the view that understanding is epistemic in nature – we defend epistemological conceptions of understanding. We focus our discussion with a critical evaluation of Tim Williamson's challenges to epistemological conceptions of understanding in The Philosophy of Philosophy. Against Williamson, we distinguish three kinds of epistemological conceptions and argue that Williamson's arguments succeed against (...) only the most heavily committed kind, and leave the less heavily committed kinds untouched. Further, we argue that Williamson's elaboration of lessons from his arguments point in a direction opposite of his own conclusions and give vivid articulation and support to epistemological conceptions. We suggest also that skepticism about Williamson's larger metaphilosophical conclusions – according to which understanding plays no special role in the epistemology of philosophy – may be in order. (shrink)

One of the greatest challenges facing materialist theories of the human mind is the problem of intentionality. As many non-materialists of various stripes have pointed out, it is very difficult to say, if the human mind is a purely material thing, how this material thing can be about or represent another thing wholly distinct from itself. However, for their part, these same non-materialists have relied heavily or exclusively on this intuition that one material thing cannot be about another. In this (...) paper, that hole in the intentionality objection to materialist theories of mind is filled by way of providing the germ of a new theory of the metaphysics of intentionality. On this view, intentionality just is partial identity. Partial identity is a concept introduced by David Armstrong and used by Donald Baxter to give a metaphysics of instantiation. The aboutness exhibited by our mental activity is simply a partial identity relation between the mind and the object of thought. This thesis, I contend, is a faithful interpretation of Brentano’s “intentional inexistence,” which the objects of thought have in the mind and which he held to be characteristic exclusively of mental phenomena. Some interesting and fortuitous consequences, including an elucidation of precisely why one material thing can never be about something distinct from itself, are then examined, and finally a defense against some objections is given. (shrink)

This article discusses the thesis that a subject can have a concept, think thoughts containing it, that she incompletely understands. The central question concerns how to construe the distinction between having a concept and understanding it. Two important versions of the thesis are distinguished: a metasemantic version and an epistemic version. According to the first, the subject may have concept C without being a fully competent user, in virtue of deference to other speakers or to the world. According to the (...) second, the subject may have a concept without being able to provide a proper explication of it. It is argued that whereas the epistemic version is plausible, the metasemantic version faces some challenges. First, it needs to be explained precisely how deference enables a speaker to have C. Second, metasemantic incomplete understanding is in tension with the idea that concepts serve to capture the subject’s cognitive perspective. (shrink)

Many philosophers have used premises about concepts and rationality to argue that the protagonists in the various Twin Earth thought experiments do not have the concepts that content externalists say they have. This essay argues that this popular internalist argument is flawed in many different ways, and more importantly it cannot be repaired in order to cast doubt on externalism.

Two general principles have played a crucial role in the recent debate on concepts. On the one hand, we want to allow different subjects to have the same concepts, thus accounting for concept publicity: concepts are ‘the sort of thing that people can, and do, share’. On the other hand, a subject who finds herself in a so-called ‘Frege case’ appears to have different concepts for the same object: for instance, Lois Lane has two distinct concepts SUPERMAN and CLARK KENT (...) which refer to the same person. Several theories have tried to meet both of these constraints at the same time. But should we really try to satisfy both principles? This paper will argue that the traditional project of fulfilling these two constraints has been a misguided one. Through a variation on classic identity mistake cases, I will show that our two desiderata are inconsistent: it would thus be impossible to incorporate both of them in our best theory of concepts. (shrink)

In this paper I defend the view that positing analytic, constitutive connections among concepts best explains certain semantic-cum-conceptual intuitions. Jerry Fodor and Eric Margolis and Stephen Laurence offer alternative explanations according to which such intuitions can be explained without positing analyticities. I argue that these alternative explanations fail. As a partial diagnosis of their failure, I suggest that critics have failed to recognize the extent to which a psychologized notion of analyticity must depart from the traditional notion of ‘truth in (...) virtue of meaning alone’. (shrink)

Several authors have argued that, assuming we have apriori knowledge of our own thought-contents, semantic externalism implies that we can know apriori contingent facts about the empirical world. After presenting the argument, I shall respond by resisting the premise that an externalist can know apriori: If s/he has the concept water, then water exists. In particular, Boghossian's Dry Earth example suggests that such thought-experiments do not provide such apriori knowledge. Boghossian himself rejects the Dry Earth experiment, however, since it would (...) imply that externalism is true of empty concepts as well as non-empty concepts. Yet in this paper I respond by defending empty-concept externalism, from criticisms suggested by Boghossian and Brown, and recently developed further by Besson. My contention is that an externalist can give a non-ad hoc descriptivist account of empty concepts. Accordingly, apriori self-knowledge does not enable an externalist to know contingent features of the external world. (shrink)

Wittgenstein has shown that that life, in the sense that applies in the first place to human beings, is inherently linguistic. In this paper, I ask what is involved in language, given that it is thus essential to life, answering that language – or concepts – must be both alive and the ground for life. This is explicated by a Wittgensteinian series of entailments of features. According to the first feature, concepts are not intentional engagements. The second feature brings life (...) back to concepts by describing them as inflectible: Attitudes, actions, conversations and other engagements inflect concepts, i.e., concepts take their particular characters in our actual engagements. However, inflections themselves would be reified together with the life they ground unless they could preserve the openness of concepts: hence the third feature of re-inflectibility. Finally, the openness of language must be revealed in actual life. This entails the possibility of conceptual ambivalence. (shrink)

In this chapter, I discuss arguments for the claim that a subject can both have an experience with a certain content and not be in possession of all the concepts needed to specify this content. If she does not possess all the relevant concepts, then she cannot exercise them. So, she can undergo such an experience without being required to exercise all the concepts needed to specify its content. The argument from memory experience goes back to Martin (Philos Rev 101:745763, (...) 1992). Since we can extract new information from memories of previous experiences when we acquire new concepts, the content of these previous experiences cannot have been fully conceptual. The argument from animal and infant perception presupposes that some subjects who lack concepts of any kind nonetheless have perceptual experiences with the same kind of content as human perception. So, the content of human perception must be nonconceptual just like the perceptual contents of these subjects. The third argument, the argument from concept acquisition (Roskies, Philos Phenomenol Res 76:633659, 2008; Noûs 44:112134, 2010), shows that we cannot explain how subjects acquire some of their first concepts, particularly perceptual-demonstrative concepts, unless we assume that experience content is nonconceptual. The question of whether a subject can have a conscious perceptual experience only if she is able to cognitively appreciate its content is a recurrent theme in the chapter; it is answered in the negative by Modest Nonconceptualism. (shrink)

In this chapter, I clarify the notions of mental content and of concept. I present competing views on these notions and indicate my own position. I introduce content in terms of correctness conditions and distinguish several kinds of propositions, as well as non-propositional scenario content, with which perceptual content might be identified. I relate this discussion to a wide-spread commitment in philosophy of perception to respect the subject’s perceptual perspective in ascriptions of perceptual content. Then I compare views of concepts (...) as Fregean senses, as mental representations, and as cognitive abilities and investigate how they relate to the central idea that concepts are possessed by subjects. I suggest that our talk of concept possession and exercise is anchored in subjects’ abilities for re-identification and for general thought and in their inferential abilities. I clarify how possession and exercise of these three conceptual abilities relate. (shrink)

The author defends nonconceptualism, the claim that perceptual experience is nonconceptual and has nonconceptual content. Continuing the heated and complex debate surrounding this topic over the past two decades, she offers a sustained defense of a novel version of the view, Modest Nonconceptualism, and provides a systematic overview of some of the central controversies in the debate. -/- An explication of the notion of nonconceptual content and a distinction between nonconceptualist views of different strengths starts off the volume, then the (...) author goes on to defend participants in the debate over nonconceptual content against the allegation that their failure to distinguish between a state view and a content view of (non)conceptualism leads to fatal problems for their views. Next, she makes a case for nonconceptualism by refining some of the central arguments for the view, such as the arguments from fineness of grain, from contradictory contents, from animal and infant perception, and from concept acquisition. Then, two central objections against nonconceptualism are rebutted in a novel way: the epistemological objection and the objection from objectivity. -/- Modest Nonconceptualism allows for perceptual experiences to involve some conceptual elements. It emphasizes the relevance of concept employment for an understanding of conceptual and nonconceptual mental states and identifies the nonconceptual content of experience with scenario content. It insists on the possibility of genuine content-bearing perceptual experience without concept possession and is thus in line with the Autonomy Thesis. Finally, it includes an account of perceptual justification that relies on the external contents of experience and belief, yet is compatible with epistemological internalism. -/- . (shrink)

In the light of partial understanding, we examine the thesis that concepts are individuated in terms of possession conditions and show that adherents face a fatal dilemma: Either concept-individuating possession conditions include cases of partially understood concepts or not. If yes, possession conditions do not individuate concepts. If no, the thesis is too restricted and lacks a minimally satisfactory level of generalization.

I defend the claim that physicalism is not committed to the view that non-phenomenal macrophysical truths are a priori entailed by the conjunction of microphysical truths , basic indexical facts , and a 'that's all' claim . I do so by showing that Chalmers and Jackson's most popular and influential argument in support of the claim that PIT ⊃ M is a priori, where 'M' stands for any ordinary, non-phenomenal, macroscopic truth, falls short of establishing its conclusion. My objection to (...) Chalmers and Jackson's argument takes the form of a nested dilemma. Let 'Conceptual Competence Principle ' stand for the following claim: for any complete microphysical description D of a world w, a subject who is in possession of and competent with a macrophysical concept C is capable of determining a priori the extension of C. Either Jackson and Chalmers accept CCP or not. If the latter, then they cannot demonstrate that the conditional PIT ⊃ M is a priori. If the former, then they have a choice: they can either cite reasons that support the principle or argue that the principle should be taken for granted since it is entailed by the very notion of conceptual competence. But both alternatives are problematic. In regard to the first horn of this latter dilemma, I show not only that there are no good reasons to support the principle, but that there are also reasons to reject it. In regard to the second horn, I show that it cannot be the case that CCP is part of the very notion of conceptual competence. The conceptual capacity expressed by CCP requires that certain bridge principles or conditionals, which link the microphysical level to the macroscopic level, are either implicitly or explicitly given to the subject. But, as I argue, Chalmers and Jackson have no way of accounting for these bridge principles or conditionals in a manner that does not trivialize their position. (shrink)

La distinción entre contenidos conceptuales y no-conceptuales tiene claras repercusiones en el modo en que el hombre configura su mundo, así como en la posibilidad de atribuir pensamiento, en sentido estricto, a sistemas y organismos no humanos. Con el fin de clarificar dicha distinción, en el presente trabajo se plantea una noción básica de estado mental y, especialmente, una definición clara de lo que es un concepto y las características esenciales de los estados en que estos aparecen. Lo que se (...) sostiene al final es que hay buenas y suficientes razones para hablar de contenidos conceptuales y contenidos no-conceptuales, en lugar de hacerlo de contenidos más o menos conceptuales. En otras palabras, que hay una distinción de tipo, y no de grado, entre unos y otros contenidos. (shrink)

Drawing on various resources and requirements (as expressed by Dewey, Wittgenstein, Sellars, and Brandom), this paper proposes an externalist view of conceptual mental episodes that does not equate them, even partially, with vehicles of any sort, whether the vehicles be located in the environment or in the head. The social and pragmatic nature of the use of concepts and conceptual content makes it unnecessary and indeed impossible to locate the entities that realize conceptual mental episodes in non-personal or subpersonal contentful (...) entities (vehicles). Persons, who engage in social practices of deontic scorekeeping (Brandom), and who are thus able to produce appropriate inferential behaviour, enact conceptual mental episodes and the basis of their supervenience. (shrink)

Uno de los argumentos en favor de la dependencia entre lenguaje y conceptos descansa en la premisa de que la posesión de conceptos involucra pensamientos de segundo orden y éstos, a su vez, requieren lenguaje. Este trabajo se centra en una variante de este argumento formulada por José Luis Bermúdez. Sostendré que aun cuando el pensamiento de segundo orden suponga competencia lingüística, no es necesario aceptar esa premisa. Propondré, en cambio, dos condiciones alternativas para la posesión de conceptos, la identificación (...) y la generalidad. Si bien ninguna de ellas conlleva el pensamiento de segundo orden, en forma conjunta reflejan importantes aspectos del pensamiento conceptual. (shrink)

Torin Alter (2013) attempts to rescue phenomenal concepts and the knowledge argument from the critique of Ball 2009 by appealing to conceptual mastery. I show that Alter’s appeal fails, and describe general features of conceptual mastery that suggest that no such appeal could succeed.

David Chalmers and Frank Jackson have promoted a strong program of conceptual analysis, which accords a significant philosophical role to the a priori analysis of concepts. They found this methodological program on an account of concepts using two-dimensional semantics. This paper argues that Chalmers and Jackson’s account of concepts, and the related approach by David Braddon-Mitchell, is inadequate for natural kind concepts as found in biology. Two-dimensional semantics is metaphysically faulty as an account of the nature of concepts and concept (...) possession. It is also methodologically flawed as a guideline for how to study scientific concepts. Proponents of two-dimensional semantics are criticized for not taking seriously semantic variation between persons and for failing to adequately account for the rationality of semantic change. I suggest a more pragmatic approach to natural kind term meaning, arguing that the epistemic goal pursued by a term’s use is an additional semantic property. (shrink)

According to the most popular non-skeptical views about intuition, intuitions justify beliefs because they are based on understanding. More precisely: if intuiting that p justifies you in believing that p it does so because your intuition is based on your understanding of the proposition that p. The aim of this paper is to raise some challenges for accounts of intuitive justification along these lines. I pursue this project from a non-skeptical perspective. I argue that there are cases in which intuiting (...) that p justifies you in believing that p, but such that there is no compelling reason to think this is because your intuition is based on your understanding of the proposition that p. (shrink)

This dissertation contains four independent essays addressing a cluster of related topics in the philosophy of mind. Chapter 1: “Fundamentality Physicalism” argues that physicalism can usefully be conceived of as a thesis about fundamentality. The chapter explores a variety of other potential formulations of physicalism (particularly modal formulations), contrasts fundamentality physicalism with these theses, and offers reasons to prefer fundamentality physicalism over these rivals. Chapter 2:“Modal Rationalism and the Demonstrative Reply to the Master Argument Against Physicalism” introduces the Master Argument (...) Against Physicalism and investigates its crucial premise: the inference from an a priori gap between the physical and consciousness to a lack of necessitation between the two. I argue against the strong form of modal rationalism that underwrites the master argument and offer a more moderate rationalist view. I offer a novel demonstrative reply to the master argument, according to which a connection between conscious experience and demonstratives, not dualism, is the source of the epistemic gap between consciousness and the physical. Chapter 3: “Conceptual Mastery and the Knowledge Argument” argues that Frank Jackson’s famous anti-physicalist knowledge argument featuring Mary, a brilliant neuroscientist raised in a black and white room, founders on a dilemma. Either (i) Mary cannot know the relevant experiential truths because of trivial obstacles that have no bearing on the truth of physicalism or (ii) once the obstacles have been removed, Mary can know the relevant truths. Chapter 4: “Toward a Theory of Conceptual Mastery” investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I argue against three views of conceptual mastery, according to which conceptual mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. I propose and respond to objections to my own “meaning postulate view” of the conditions under which a thinker has mastery of a concept. (shrink)

This paper surveys and evaluates the answers that philosophers and animal researchers have given to two questions. Do animals have thoughts? If so, are their thoughts conceptual? Along the way, special attention is paid to distinguish debates of substance from mere battles over terminology, and to isolate fruitful areas for future research.

Philosophers have often claimed that general ideas or representations have their origin in abstraction, but it remains unclear exactly what abstraction as a psychological process consists in. We argue that the Lockean aspiration of using abstraction to explain the origins of all general representations cannot work and that at least some general representations have to be innate. We then offer an explicit framework for understanding abstraction, one that treats abstraction as a computational process that operates over an innate quality space (...) of fine-grained general representations. We argue that this framework has important philosophical implications for the nativism-empiricism dispute, for questions about the acquisition of unstructured representations, and for questions about the relation between human and animal minds. (shrink)

This chapter provides a critical overview of ten central arguments that philosophers have given in support of a distinction between the conceptual and the nonconceptual. We use these arguments to examine the question of whether (and in what sense) perceptual states might be deemed nonconceptual and also whether (and in what sense) animals and infants might be deemed to lack concepts. We argue that philosophers have implicitly relied on a wide variety of different ways to draw the conceptual/nonconceptual distinction and (...) that all ten of the arguments we discuss face considerable difficulties. (shrink)

My thesis tackles two related problems that have taken center stage in the recent literature on concepts: • What are the individuation conditions of concepts? Under what conditions is a concept C₁ the same concept as a concept C₂? • What are the possession conditions of concepts? What conditions must be satisfied for a thinker to have a concept C? I will develop a pluralist and contextualist theory of concept individuation and possession: different concepts have different individuation and possession conditions, (...) and contextual factors play a crucial role in determining what concepts we attribute to other subjects when we ascribe propositional attitudes to them. In chapters 1-3, I defend a contextualist, non-Millian theory of propositional attitude ascriptions. Then, I suggest contextualist theories of ascriptions can be applied to the problem of concept individuation/possession. In particular, I use contextualism to provide a new, more effective argument for Fodor’s “publicity principle”, according to which concepts must be shared in order for interpersonally applicable psychological generalizations to be possible. Publicity has important implications: in particular, it is inconsistent with existing versions of holism, on which concepts cannot be shared by ordinary thinkers. Nonetheless, in chapters 4-5 I show how holism can still play an important role in our best theory of concepts. More specifically, I argue that the tradition of appealing to modes of presentation in order to give an account of “Frege cases” is in fact committed to holism. To develop a version of holism that will give a successful account of Frege cases without violating publicity, I suggest we should adopt my pluralist-contextualist picture: on that picture, the concepts involved in a Frege case will be holistically individuated and not public, while other concepts will be more coarsely individuated and widely shared. In chapter 6, I will develop this view further by contrasting it with other pluralist theories and with rival theories of concepts, such as the localist views defended by Peacocke, Rey and Jackson. (shrink)

Th is article explores a cognitivist approach to concepts. Such an approach steers a middle course between the Scylla of subjectivism and the Charybdis of objectivism. While concepts are not mental particulars, they have an ineliminable cognitive dimension. Th e article explores several versions of cognitivism, focusing in particular on Künne’s Neo-Fregean proposal that concepts are modes of presentation. It also tackles a challenge facing all cognitivist accounts, namely the ‘proposition problem’: how can the cognitive dimension of concepts be reconciled (...) with the idea that concepts are components of propositions. My moral is that this challenge can be met only by combining Neo-Fregean ideas with certain Wittgensteinian insights. (shrink)

The main focus of this paper is the question as to what it is for an individual to think of her environment in terms of a concept of causation, or causal concepts, in contrast to some more primitive ways in which an individual might pick out or register what are in fact causal phenomena. I show how versions of this question arise in the context of two strands of work on causation, represented by Elizabeth Anscombe and Christopher Hitchcock, respectively. I (...) then describe a central type of reasoning that, I suggest, a subject has to be able to engage in, if we are to credit her with causal concepts. I also point out that this type of reasoning turns on the idea of a physical connection between cause and effect, as articulated in recent singularist approaches of causation. (shrink)

In our critical review of Doing without Concepts, we argue that although the heterogeneity hypothesis (according to which exemplars, prototypes and theories are natural kinds that should replace ‘concept’) may end fruitless debates in the psychology of concepts, Edouard Machery did not anticipate one consequence of his suggestion: Definitions now acquire a new status as another one of the bodies of information replacing ‘concept’. In order to support our hypothesis, we invoke dual-process models to suggest that prototypes, exemplars and theories (...) are ‘Type 1’ concepts (automatic, implicit) and definitions ‘Type 2’ concepts (controlled, explicit). In the context of this argument, we suggest that one must better distinguish between Type 1 theories (e.g., Bayesian causal nets) and Type 2 theories (e.g., scientific) that explicitly control definitions. (shrink)

Imagism about Phenomenal Thought is (roughly) the view that there is some concept *Q* (for some sensory quality Q) that we can employ only while we experience the quality Q. I believe this view is theoretically significant, is or can be made intuitively appealing, and is explicitly or implicitly accepted by many contemporary philosophers However, there is no good reason to accept it. Or so I argue.

This article investigates whether the concept of a concept can be given a fairly uniform explanation through a 'cognitivist' account, one that accepts that concepts exist independently of individual subjects, yet nonetheless invokes mental achievements and capacities. I consider various variants of such an account, which identify a concept, respectively, with a certain kind of abilitiy, rule and way of thinking. All of them are confronted with what I call the 'proposition problem', namely that unlike these explananda concepts are standardly (...) regarded as components of propositions. The paper ends by suggesting that this problem can be resolved by recognizing the different ways in which concepts can be involved in judgements or propositions, and by undermining the building-block model of concepts as abstract parts of abstract wholes. (shrink)

Concepts are best understood as a particular kind of human ability: a person who has mastered the use of a word for F in some language possesses the concept of F. Abilities are individuated by their possessors and their exercises, though they are not to be identified with either. Typically abilities are associated with vehicles, that is to say underlying actualities which account for their exercises. The mind is the human ability to form concepts, and its principal vehicle is the (...) brain; but the mind should not be identified with the brain any more than it should be identified with the behaviour in which its concepts are expressed. (shrink)