One would have thought that Fodor's justly famous computational views about the mind and his covariation approaches to content owed a lot to the twentieth century that he now reviles. On the other hand, a number of lines he pursues in the target article make one wonder whether he hasn’t perhaps changed his mind about those famous views. Specifically, I argue that his own theory of content is open to the very same objections he raises against ‘sorting’ theories, and that (...) the supposed circularity in implicit definitions of logical particles can easily be avoided by the very functional/computational definitions that he fathered decades ago. Fodor's rejection here of sorting and implicit definition does make one worry that he is now opting for what seems the only atomistic alternative that would seem to be left, the first‐person meaning mysticism of the very Cartesian sort he now claims to favor, but from which I would have thought twentieth century role and discrimination views were a welcome relief. Despite all these worries, however, I concede that one could probably do worse than assume for the nonce that meaning is atomic, or, anyway, unanalyzed, and get on with investigating the mind on that basis—but keeping the options open. (shrink)

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)

CRS says that the meanings of expressions of a language or other symbol system or the contents of mental states are determined and explained by the way symbols are used in thinking. According to CRS one.

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)