The idea that our recognition of others’ mental states is beset, not only by contingent but constitutional uncertainty is one to which Wittgenstein returns throughout his later work. And yet it remains an underexplored component of that work. The primary aim of this paper is to better understand what Wittgenstein means when he describes the mental as constitutively uncertain, and his conception of the kind of knowledge of others' mental lives consistent with it. The secondary aim is to connect Wittgenstein’s (...) discussion of the constitutive uncertainty of the mental with two further components of his later thought—specifically, his remarks on aspect perception and on the pattern-like nature of the emotions. (shrink)

This paper, in opposition to the standard theories of social cognition found in psychology and cognitive science, defends the idea that direct perception plays an important role in social cognition. The two dominant theories, theory theory and simulation theory , both posit something more than a perceptual element as necessary for our ability to understand others, i.e., to “mindread” or “mentalize.” In contrast, certain phenomenological approaches depend heavily on the concept of perception and the idea that we have a direct (...) perceptual grasp of the other person’s intentions, feelings, etc. This paper explains precisely what the notion of direct perception means, offers evidence from developmental studies, and proposes a non-simulationist interpretation of the neuroscience of mirror systems. (shrink)

In this article, I outline a relational-developmental conception of emotion that situates emotional activity within a broader conception of persons as holistic, relational beings. In this model, emotions consist of felt forms of engagement with the world. As felt aspects of ongoing action, uninhibited emotional experiences are not private states that are inaccessible to other people; instead, they are revealed directly through their bodily expressions. As multicomponent processes, emotional experiences exhibit both continuity and dramatic change in development. Building on these (...) ideas, I describe an intersubjective methodology for studying developmental changes in the structure of emotional experience. I illustrate the approach with an analysis of developmental changes in the structure of anger from birth to adulthood. (shrink)

I draw upon the conceptual resources of the extended mind thesis to analyze empathy and interpersonal understanding. Against the dominant mentalistic paradigm, I argue that empathy is fundamentally an extended bodily activity and that much of our social understanding happens outside of the head. First, I look at how the two dominant models of interpersonal understanding, theory theory and simulation theory, portray the cognitive link between folk psychology and empathy. Next, I challenge their internalist orthodoxy and offer an alternative "extended" (...) characterization of empathy. In support of this characterization, I analyze some narratives of individuals with Moebius syndrome, a kind of expressive deficit resulting from bilateral facial paralysis. I conclude by discussing how a Zen Buddhist ethics of responsiveness is helpful for articulating the practical significance of an extended, body-based account of empathy. (shrink)

The extended mind thesis (EM) asserts that some cognitive processes are (partially) composed of actions consisting of the manipulation and exploitation of environmental structures. Might some processes at the root of social cognition have a similarly extended structure? In this paper, I argue that social cognition is fundamentally an interactive form of space management—the negotiation and management of ‘‘we-space”—and that some of the expressive actions involved in the negotiation and management of we-space (gesture, touch, facial and whole-body expressions) drive basic (...) processes of interpersonal understanding and thus do genuine social-cognitive work. Social interaction is a kind of extended social cognition, driven and at least partially constituted by environmental (non-neural) scaffolding. Challenging the Theory of Mind paradigm, I draw upon research from gesture studies, developmental psychology, and work on Moebius Syndrome to support this thesis. (shrink)

This paper examines the appeal, made by some philosophers, to Wittgenstein’s notion of aspect-blindness in order to better understand autistic perception and social cognition. I articulate and assess different ways of understanding what it means to say that autists are aspect-blind. While more attention to the perceptual dimensions of autism is a welcome development in philosophical explorations of the condition, I argue that there are significant problems with attributing aspect-blindness to autists. The empirical basis for the attribution of aspect-blindness to (...) autists is questionable, but, even if it turns out that future empirical work on autistic perception and social cognition decisively supports the attribution of some forms of aspect-blindness to autists, the descriptive and explanatory fruitfulness of the notion of aspect-blindness is limited in important ways. To better capture autistic experience, we should broaden our framework to include conceptualizing autists as engaging in forms of aspect-perception. (shrink)

Can we perceive others' mental states? Wittgenstein is often claimed to hold, like some phenomenologists, that we can. The view thus attributed to Wittgenstein is a view about the correct explanation of mindreading: He is taken to be answering a question about the kind of process mindreading involves. But although Wittgenstein claims we see others' emotions, he denies that he is thereby making any claim about that underlying process and, moreover, denies that any underlying process could have the significance it (...) is claimed to have for this debate. For Wittgenstein, the question is not “Is this perception?” but “What do we mean by ‘perception' here?” and that question is answered by investigating the grammar of the relevant concepts. That investigation, however, reveals similarities and differences between what we call “perception” here and elsewhere. Hence, Wittgenstein's answer to the question “Can we perceive others' mental states?” is yes and no: Both responses can be justified by appeal to different concepts of perception. Wittgenstein, then, has much to contribute to our understanding of mindreading, but what he has to contribute is nothing like the view typically attributed to him here. (shrink)

Alec Hyslop defends a (modified) version of the traditional analogical inference to other minds and rejects alternatives, but only after subjecting each of...

This article explores the development of the concept of Phenomenological Psychology in the work of the philosopher Edmund Husserl and, more specifically, in the work "Phenomenological Psychology" that corresponds to vol. IX of the complete works of the philosopher, denominated Husserliana. We present the husserlian through the formation of the concept of Phenomenological Psychology and how its understanding makes possible answers to questions about psychology scientificity, which has been present since its foundation as a modern science, at the end of (...) the XIX century. We conclude that it is necessary to construct an intermediate field between Phenomenology and scientific studies in Psychology, through the rediscovery of Husserl's theory over the possibility of a Scientific Psychology of eidetic-transcendental bases and the usage of the phenomenological method, as well as the intersubjective character of human psyque as the basis of this possibility. (shrink)