This paper will sketch a model of the human mind according to which the mind’s structure is massively, but by no means wholly, modular. Modularity views in general will be motivated, elucidated, and defended, before the thesis of moderately massive modularity is explained and elaborated.

According to orthodoxy, perceptual beliefs are caused by perceptual experiences. The paper argues that this view makes it impossible to explain how experiences can be epistemically significant. A rival account, on which experiences in the “good case” are ways of knowing, is set out and defended.

This chapter outlines Kant’s account of empirical concept formation and discusses two objections that have been advanced against it. Kant holds that we form empirical concepts, such as colour concepts, by comparing sensory representations of individuals, identifying shared features, and abstracting from the differences between them. According to the first objection, we cannot acquire colour concepts in this way because there is no feature that all and only the instances of a given colour share and the boundary between colours is (...) conventional. According to the second objection, assuming that all instances of a given colour share certain features, we can identify them only if we already possess a concept of that colour. None of the two objections is convincing as it stands. Kant can offer replies to both objections that are consistent with his views and with empirical evidence concerning the perception and representation of colours. (shrink)

Pedagogical situations require white lies: in teaching philosophy we make decisions about what to omit, what to emphasise, and what to distort. This article considers when it is permissible to distort the historical record, arguing for a tempered respect for the historical facts. It focuses on the rationalist/empiricist distinction, which still frames most undergraduate early modern courses despite failing to capture the intellectual history of that period. It draws an analogy with Michael Strevens's view on idealisation in causal explanation to (...) distinguish between myths and caricatures. Myths are distortions of the historical record that undermine students' understanding of the past, despite having other pedagogical benefits. Caricatures are distortions that either increase or are indifferent to understanding of the past. Mythmaking, the article argues, is unjustified. (shrink)

In recent years, many philosophers and scientists have argued or accepted that it is impossible to learn primitive sensory concepts like “blue” and “red”. This paper defends a more qualified picture. I try to show that some received characterisations of “learning” are nonequivalent and point towards different learning-nonlearning distinctions. And, on some ways of specifying such a distinction, it might be correct that we do not and cannot “learn” a concept of blue. But on other ways of specifying such a (...) distinction, we can and do sometimes “learn” a concept of blue from experiences of blue. The latter part of the argument connects with some traditional “abstractionist” views, and I defend the present claims in view of some widely circulated concerns about “abstracting” concepts from experience. I close with some reflections on how one might, in view of all this, think about “the learning-nonlearning distinction”. (shrink)

This article starts from the assumption that there are various innate contributions to our view of the world and explores the epistemological implications that follow from this. Specifically, it explores the idea that if certain components of our worldview have an evolutionary origin, this implies that these aspects accurately depict the world. The simple version of the argument for this conclusion is that if an aspect of mind is innate, it must be useful, and the most parsimonious explanation for its (...) usefulness is that it accurately depicts the world. There are a number of important criticisms of this argument. These include the idea that evolutionary justifications are circular, that evolved mental content and principles are not necessarily accurate, and that, if the argument is taken seriously, it has some highly dubious consequences. These criticisms necessitate various qualifications to the initial argument. Nonetheless, it is argued that, in some cases, important conclusions can be drawn about the world from an analysis of evolved contributions to our view of the world. An evolutionary approach cannot provide an ultimate justification for any belief; however, in certain circumstances, it supports the conclusion that a given belief is a reasonable first approximation. To the extent that innate content and principles pertain to topics in metaphysics, they can be viewed as a naturalistic source of metaphysical knowledge. (shrink)

(2003). The World as Representation: Schopenhauer's Arguments for Transcendental Idealism. British Journal for the History of Philosophy: Vol. 11, No. 1, pp. 57-87.

Bullot & Reber (B&R) put forth a design stance to fuse psychological and art historical accounts of visual thinking into a single theory. We argue that this aspect of their proposal needs further fine-tuning. Issues of transgression and coherence are necessary to provide stability to the design stance. We advocate looking to Art Education for such fundamentals of picture understanding.

I critically examine an evolutionary debunking argument against moral realism. The key premise of the argument is that there is no adequate explanation of our moral reliability. I search for the strongest version of the argument; this involves exploring how ‘adequate explanation’ could be understood such that the key premise comes out true. Finally, I give a reductio: in the sense in which there is no adequate explanation of our moral reliability, there is equally no adequate explanation of our inductive (...) reliability. Thus, the argument that would debunk our moral views would also, absurdly, debunk all inductive reasoning. (shrink)

How do we form concepts like those of three, bicycle and red? According to Kant, we form them by carrying out acts of comparison, reflection and abstraction on information provided by the senses. Kant's answer raised numerous objections from philosophers and psychologists alike. "Kant e la formazione dei concetti" argues that Kant is able to rebut those objections. The book shows that, for Kant, it is possible to perceive objects without employing concepts; it explains how, given those perceptions, we can (...) form categories and empirical concepts; and it argues that theories like Kant's - abstractionist theories of concept formation - are more plausible than is often assumed. (shrink)

Showcasing original arguments for well-defined positions, as well as clear and concise statements of sophisticated philosophical views, this volume is an ...

Conservatism’s core claim is that traditions play an important, if not essential, role in the acquisition of normative knowledge. However, that thesis has never been adequately defended. Three things are missing from conservative political thought: a traditionalist account of propositional normative knowledge, an explicit and sustained positive argument for traditions’ role in the acquisition of normative knowledge, and deference to relevant work in other areas of philosophy, especially epistemology. In this thesis, I provide an argument for conservatism which remedies each (...) of these defects. I call it the Social Knowledge Argument. According to the Social Knowledge Argument, some beliefs formed out of deference to the traditions of one’s society constitute normative knowledge, since deference to the traditions of one’s society is a reliable process for normative belief formation in some societies. Deference to the traditions of one’s society is reliable in some societies because traditions are the outputs of cultural evolution and the latter tends to produce traditions that capture the demands of normative domains such as morality. The Social Knowledge Argument constitutes a traditionalist account of propositional normative knowledge, is an explicit argument for traditions’ epistemic role, and utilises intellectual resources unavailable to previous generations of conservative writers. Specifically, the Social Knowledge Argument assumes a process reliabilist theory of knowledge, and these are of recent provenance, and while conservatives have always appealed to cultural evolution, I am able to draw on fully-fledged scientific accounts of cultural evolution which were unavailable to or neglected by previous conservative writers. (shrink)