In this paper, I consider the objection, raised by Radu Bogdan, that a teleological theory of content is unable to ascribe content to a general-purpose, doxastic system. I begin by giving some attention to the notion of general-purpose representation, and suggest that this notion can best be understood as what I term "interest-independent" representation. I then outline Bogdan's objection in what I take to be its simplest form. I attempt to counter the objection by explaining how a teleologist might ascribe (...) content in a particular case - the case of a perceptual judgement whose content is learned. I reject the idea that the teleologist can appeal to the way in which the subject has used the judgement, or its constituent concepts, in the past, on the grounds that it is possible for the subject to produce judgements and concepts that never help her to satisfy any of her interests. Instead, my account depends on the idea that the process of learning is regulated by a mechanism whose function is to produce a harmony between the information carried by perceptual judgements and the way in which they are used in inference. (shrink)

The commentators do not contest the target article's claim that there is no compelling evidence of theory of mind in primates, and recent empirical studies further support this view. If primates lack theory of mind, they may still have other behavior control mechanisms that are adaptive in complex social environments. The Somatic Marker Mechanism (SMM) is a candidate, but the SMM hypothesis postulates a much weaker effect of natural selection on social cognition than the theory of mind hypothesis (on inputs (...) to cognitive mechanisms, not on the mechanisms themselves), and there is currently no evidence that it is specific to social stimuli or to primates. “Two Guesser” training would make the goggles test too chauvinistic, and in its current form the goggles problem could not be solved by physical matching because, while wearing goggles, an individual cannot see itself seeing. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

Eliminativism assumes that commonsense psychology describes and explains the mind in terms of the internal design and operation of the mind. If this assumption is invalidated, so is eliminativism. The same conditional is true of intentional realism. Elsewhere (Bogdan 1991) I have argued against this 'folk- theory-theory' assumption by showing that commonsense psychology is not an empirical prototheory of the mind but a biosocially motivated practice of coding, utilizing, and sharing information from and about conspecifics. Here, without presupposing a specific (...) analysis of commonsense psychology, I want to challenge a key implication of the 'folk-theory-theory' assumption to the effect that commonsense psychology is committed to a definite architecture of the mind. (shrink)

In the biological realm, a complete explanation of a trait seems to include an explanation in terms of function. It is natural to ask of some trait, "What is its function?" or "What purpose in the organism does the particular trait serve?" or "What is the goal of its activity?" There are several views concerning the appropriate definition of function for biological matters. Two popular views of function with respect to living things are Cummins' organizational account and the Griffiths/Godfrey-Smith modern (...) history account. Whereas Cummins argues that a trait functions so as to contribute to the general organization of some organism's present structure, Griffiths, and Godfrey-Smith argue that a trait functions because of its fitness with respect to the organism's recent evolutionary history. In this paper, I show how these accounts can be made compatible and compliment one another. Given that structure, organization, operational flexibility, function, and evolutionary history are all factors to be considered in an organism's makeup, we should expect that the traits of an organism function the way they do because such traits presently contribute to the overall organization of the organism (Cummins) as well as were selected for in the organism's species' recent ancestry (Griffiths/Godfrey-Smith). (shrink)

p style="text-indent: 0cm; line-height: normal" class="MsoBodyTextIndent3"span style="font-size: 11pt"In this paper, I argue that starting with the organelles that constitute a cellmdash;and continuing up the hierarchy of components in processes and subsystems of an organismmdash;there exist clear instances of emergent biological phenomena that can be considered ldquo;livingrdquo; entities.spannbsp; /spanThese components and their attending processes are living emergent phenomena because of the way in which the components are organized to maintain homeostasis of the organism at the various levels in the hierarchy.spannbsp; /spanI (...) call this view the emhomeostatic organization view/em of biological phenomena, and, as is shown, it comports well with the standard philosophical accounts of nomological emergence and representational emergence.spannbsp; /spanTo proffer HOV, I describe properties of biological entities that include internal-hierarchical data exchange, data selectivity, informational integration, and environmental-organismic information exchange.spannbsp; /spanFurther, a distinction is drawn between particularized homeostasis and generalized homeostasis, and I argue that because the various processes and subsystems of an organism are functioning properly in their internal environments, the organism is able to exist as a hierarchically-organized entity in some environment external to it.spannbsp; /spanStated simply: that components of biological phenomena are organized to perform some function resulting in homeostasis marks them out to be living emergent entities distinguishable, in description and in reality, from the very physico-chemical processes of which they are composed./span/p p style="text-indent: 0cm; line-height: normal" class="MsoBodyTextIndent3"span style="font-size: 11pt"nbsp;/span/p. (shrink)

A number of areas of biology raise questions about what is of value in the natural environment and how we ought to behave towards it: conservation biology, environmental science, and ecology, to name a few. Based on my experience teaching students from these and similar majors, I argue that the field of environmental ethics has much to teach these students. They come to me with pent-up questions and a feeling that more is needed to fully engage in their subjects, and (...) I believe some exposure to environmental ethics can help focus their interests and goals. I identify three primary areas in which environmental ethics can con- tribute to their education. The first is an examination of who (or what) should be considered to be part of our moral community (i.e., the community to whom we owe direct duties). Is it humans only? Or does it include all sentient life? Or all life? Or ecosystems considered holistically? Often, readings implicitly assume one or more of these answers; the goal is to make the student more sensitive to these implicit claims and to get them to think about the different reasons that support them. The second area, related to the first, is the application of the different answers concerning the extent of the ethical community to real environmental issues and problems. Students need to be aware of how the different answers concerning the moral community can imply conflicting answers for how we should act in certain cases and to think about ways to move toward conflict resolution. The third area in which environmental ethics can contribute is a more conceptual one, focusing on central concepts such as biodiversity, sustainability, species, and ecosystems. Exploring and evaluating various meanings of these terms will make students more reflective and thoughtful citizens and biologists, sensitive to the implications that different conceptual choices make. (shrink)