According to Frank Jackson’s famous knowledge argument, Mary, a brilliant neuroscientist raised in a black and white room and bestowed with complete physical knowledge, cannot know certain truths about phenomenal experience. This claim about knowledge, in turn, implies that physicalism is false. I argue that the knowledge argument 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. If we give Mary the epistemological capabilities necessary to draw metaphysical conclusions about physicalism, she will, while trapped in the black and white room, be able to know every truth about phenomenal experience. (shrink)

I interpret the anti-idealist manoeuverings of the second half of Moore's 'The refutation of idealism', material as widely cited for its discussion of 'transparency' and 'diaphanousness' as it is deeply obscure. The centerpiece of these manoeuverings is a phenomenological argument for a relational view of perceptual phenomenal character, on which, roughly, 'that which makes the sensation of blue a mental fact' is a non-intentional relation of conscious awareness, a view close to the opposite of the most characteristic contemporary view going (...) under the transparency rubric. The discussion of transparency and diaphanousness is a sidelight, its principal purpose to shore up the main line of argumentation against criticism; in those passages all Moore argues is that the relation of conscious awareness is not transparent, while acknowledging that it can seem to be. (shrink)

Molyneux’s question, whether the newly sighted might immediately recognize tactilely familiar shapes by sight alone, has produced an array of answers over three centuries of debate and discussion. I propose the first pluralist response: many different answers, both yes and no, are individually sufficient as an answer to the question as a whole. I argue that this is possible if we take the question to be cluster concept of sub-problems. This response opposes traditional answers that isolate specific perceptual features as (...) uniquely applicable to Molyneux’s question and grant viability to only one reply. Answering Molyneux’s question as a cluster concept may also serve as a methodology for resolving other philosophical problems. (shrink)

It is often held to be definitive of consciousness that there is something it is like to be in a conscious state. A consensus has arisen that ‘is like’ in relevant ‘what it is like’ locutions does not mean ‘resembles’. This paper argues that the consensus is mistaken. It is argued that a recently proposed ‘affective’ analysis of these locutions fails, but that a purported rival of the resemblance analysis, the property account, is in fact compatible with it. Some of (...) the implications of this argument are briefly explored: it is suggested that the meaning of ‘what it’s like’ does not, in itself, have any special bearing on consciousness, and that the implications for the so-called ‘hard problem’ of consciousness are deflationary. (shrink)

Consciousness, Color, and Content is a significant contribution to our understanding of consciousness, among other things. I have learned a lot from it, as well as Tye’s other writings. What’s more, I actually agree with much of it – fortunately for this symposium, not all of it. The book continues the defense of the “PANIC” theory of phenomenal consciousness that Tye began in Ten Problems of Consciousness (1995). A fair chunk of it, though, is largely independent of this theory: the (...) discussion of the knowledge argument, the explanatory gap, and color. Tye says much of interest about these topics. But as most of my disagreement is with the PANIC theory, I shall concentrate on that. The PANIC theory is nothing short of ambitious. It is a reductive account of phenomenal consciousness in intentional/functional terms. Tye further gives, at least in outline, a broadly physicalistic account of intentionality (a “naturalized semantics”), in terms of causal covariation. Putting the PANIC theory and Tye’s naturalized semantics together, the result is a physicalistically acceptable theory of phenomenal consciousness. The two parts of this package are independent. A naturalized semantics can be combined with dualism about consciousness (a position close to this is in Chalmers, 1996). And a PANIC theorist is at liberty to endorse a rival physicalistic theory of intentionality, or indeed could take intentionality to be entirely irreducible. The plan is this. Section 1 briefly airs a concern about Tye’s naturalized semantics. The rest of the paper focuses on the PANIC theory, in particular the use it makes of “nonconceptual content”.1 Philosophical Studies 113: 261–274, 2003. © 2003 Kluwer Academic Publishers. Printed in the Netherlands. 262.. (shrink)

The paper addresses a prima facie tension between two popular views about concepts. The first is the doctrine that some concepts are constitutively perceptual/experiential, so that they can be possessed only by suitably experienced subjects. This is a classic empiricist theme, but its most conspicuous recent appearance is in literature on phenomenal concepts. The second view is anti-individualism: here, the view that concept possession depends not only on a thinker’s internal states and relations to the concepts’ referents, but also on (...) certain of her relations to sociolinguistic peers. In recent works, Derek Ball and Michael Tye have in effect argued that the doctrines are incompatible, and their conclusion is that no concepts depend on experience. In reply, Bénédicte Veillet endorses those authors’ incompatibilism, but argues that it is anti-individualism that we should reject. I develop an approach to reconciliation that is more promising than any considered by these theorists. Against Veillet, I defend a version of anti-individualism about phenomenal concepts, but against Ball and Tye, I argue that they can be possessed only by suitably experienced thinkers. (shrink)

A representationalist-friendly introduction to representationalism which covers a number of central problems and objections.

Qualia inversion thought experiments are ubiquitous in contemporary philosophy of mind. The most popular kind is one or another variant of Locke's hypothetical case of.

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)

What could you learn if you saw a colour after being confined from birth to a black-and-white room? It turns out that this is surprisingly hard to say. I suggest that reflection on this question teaches us that colour perception has a richer content than we might have thought.