The book addresses the questions how literature can convey knowledge and how literary meaning can arise in the face of the fact that fictional texts waive the usual claim to truth. Based on the interdisciplinary cooperation of literary scholars and analytic philosophers, the present anthology attempts a) to analyze the possibility and conditions of gaining knowledge through literature, and b) to apply, in a fruitful way, philosophical theories of meaning and interpretation to the constitution of meaning within the (...) language of literature. The project is guided by the hypothesis that the cognitive function of literature cannot be understood without such fundamental modelings of the complex interaction of meaning, truth and knowledge. (shrink)

This new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology.

Sophocles’ Oedipus the King is an extended meditation on the limits of human intelligence, or more precisely, on how a man renowned for the power of his intellect could fail to know the most important truths. One could argue, however, that Sophocles intended for his audiences to take away a second, narrower lesson: namely that divinely inspired seers such as Tiresias have a surer claim on truth than do those who, like Oedipus, seek to gain knowledge through their own efforts. (...) Thus, the Oedipus can be seen as a defense of prophecy and a reaction against the complex of scientific and philosophical ideas known as “the 5th-century Enlightenment.” I offer some support for this reading of the Oedipus. I also argue that part of the cultural background of the Oedipus consisted of ideas about knowledge introduced into Greek thought by the outspoken critic of Greek popular religion, Xenophanes of Colophon. (shrink)

Since Kripke's attack on Nozick's Tracking Theory of knowledge, there has been strong suspicion that tracking theories are false. We think that neither Kripke's arguments and examples nor other recent attacks in the literature show that the tracking theories are false. We cannot address all of these concerns here, but we will show why some of the most discussed examples from Kripke do not demonstrate that the tracking theories are false.

Framed by the theory of evolution, this volume offers a new understanding of the mechanisms by which we transfer information from narrative make-believe to real life. Ranging across game theory and philosophy of science, as well as poetics and aesthetics, Peter Swirski explains how literary fictions perform as a systematic tool of enquiry, driven by thought experiments. Crucially, he argues for a continuum between the cognitive tools employed by scientists, philosophers, and scholars or writers of fiction."--Jacket.

_An Introduction to the Theory of Knowledge_ guides the reader through the key issues and debates in contemporary epistemology. Lucid, comprehensive and accessible, it is an ideal textbook for students who are new to the subject and for university undergraduates. The book is divided into five parts. Part I discusses the concept of knowledge and distinguishes between different types of knowledge. Part II surveys the sources of knowledge, considering both _a priori_ and _a posteriori_ knowledge. Parts III and IV (...) provide an in-depth discussion of justification and scepticism. The final part of the book examines our alleged knowledge of the past, other minds, morality and God. O'Brien uses engaging examples throughout the book, taking many from literature and the cinema. He explains complex issues, such as those concerning the private language argument, non-conceptual content, and the new riddle of induction, in a clear and accessible way. This textbook is an invaluable guide to contemporary epistemology. (shrink)

Abstract In the contemporary literature on self-knowledge discussion is framed by and large by two competing models of self-knowledge: the observational (or perceptual) model and the constitutive model. On the observational model self-knowledge is the result of ?cognitively viewing? one's mental states. Constitutive theories of self-knowledge, on the other hand, hold that self-knowledge is constitutive of intentional states. That is, self-ascription is a necessary condition for being in a particular mental state. Akeel Bilgrami is a defender of the constitutive (...) model. I argue that the constitutive model gives rise to a regress problem. This paper will focus on that problem as well as its application to Bilgrami's version of the constitutive model. (shrink)

Since Kripke's attack on Nozick's Tracking Theory of knowledge, there has been strong suspicion that tracking theories are false. We think that neither Kripke's arguments and examples nor other recent attacks in the literature show that the tracking theories are false. We cannot address all of these concerns here, but we will show why some of the most discussed examples from Kripke do not demonstrate that the tracking theories are false.

Whether any non-human animal can attribute mental states to others remains the subject of extensive debate. This despite the fact that several species have behaved as if they have a ‘theory of mind’ in various behavioral tasks. In this paper, we review the reasons of skeptics for their doubts: That existing experimental setups cannot distinguish between ‘mind readers’ and ‘behavior readers’, that results that seem to indicate ‘theory of mind’ may come from studies that are insufficiently controlled, and (...) that our own intuitive biases may lead us to interpret behavior more ‘cognitively’ than is necessary. The merits of each claim and suggested solution are weighed. The conclusion is that while it is true that existing setups cannot conclusively demonstrate ‘theory of mind’ in non-human animals, focusing on this fact is unlikely to be productive. Instead, the more interesting question is how sophisticated their social reasoning can be, whether it is about ‘unobservable inner experiences’ or not. Therefore, it is important to address concerns about the setup and interpretation of specific experiments. To alleviate the impact of intuitive biases, various strategies have been proposed in the literature. These include a deeper understanding of associative learning, a better knowledge of the limited ‘theory of mind’ humans actually use, and thinking of animal cognition in an embodied, embedded way; that is, being aware that constraints outside of the brain, and outside of the body, may naturally predispose individuals to produce behavior that looks smart without requiring complex cognition. To enable this kind of thinking, a powerful methodological tool is advocated: Computational modeling, namely agent-based modeling and, particularly, cognitive modeling. By explicitly simulating the rules and representations that underlie animal performance on specific tasks, it becomes much easier to look past one’s own biases and to see what cognitive processes might actually be occurring. (shrink)

Theory of Mind (ToM) is one of the most relevant concepts in the field of social cognition, particularly in the case of Autism Spectrum Disorders (ASD). Literature showing that individuals with ASD display deficits in ToM is extensive and robust. However, some related issues deserve more research: the heterogeneous profile of ToM abilities in children with ASD and the association between different levels of ToM development and social, pragmatic, and adaptive behaviors in everyday life. The first objective of (...) this study was to identify profiles of children with ASD without intellectual disability (ID), based on explicit and applied ToM knowledge, and compare these profiles with a group of children with typical development (TD). A second objective was to determine differences in symptom severity, adaptive/social behavior, and pragmatic abilities between the profiles identified. Fifty-two children with a clinical diagnosis of ASD without ID and 37 children with TD performed neuropsychological ToM tasks and two vocabulary and memory tests. In addition, all of their mothers completed different questionnaires about applied ToM abilities, severity of ASD symptoms, adaptive/social skills, and pragmatic competence. Two subgroups were identified in the cluster analysis carried out with explicit and applied ToM indicators. The “Lower ToM abilities” profile obtained significantly lower scores than the “Higher ToM abilities” profile on all the ToM measures. Furthermore, the analysis of covariance, controlling for vocabulary and working memory (ANCOVAs), showed statistically significant differences in applied ToM abilities between the two groups of children with ASD without ID and the group with TD. However, only the group with “Higher ToM abilities” achieved similar performance to the TD group on the verbal task of explicit ToM knowledge. Finally, the “Lower ToM abilities” cluster obtained significantly higher scores on autism symptoms (social and communication domains) and lower scores on adaptive behavior and pragmatic skills than the cluster with “Higher ToM abilities”. Taken together, these findings have implications for understanding the heterogeneity in ToM skills in children with ASD without ID, and their differential impact on social, communicative, and adaptive behaviors. (shrink)

"_Of Literature and Knowledge_ looks... like an important advance in this new and very important subject... literature is about to become even more interesting." – Edward O. Wilson, Pellegrino University Professor, Harvard University. Framed by the theory of evolution, this colourful and engaging volume presents a new understanding of the mechanisms by which we transfer information from narrative make-believe to real life. Ranging across game theory and philosophy of science, as well as poetics and aesthetics, Peter (...) Swirski explains how literary fictions perform as a systematic tool of enquiry, driven by thought experiments. Crucially, he argues for a continuum between the cognitive tools employed by scientists, philosophers and scholars or writers of fiction. The result is a provocative study of our talent and propensity for creating imaginary worlds, different from the world we know yet invaluable to our understanding of it. _Of Literature and Knowledge_ is a noteworthy challenge to contemporary critical theory, arguing that by bridging the gap between literature and science we might not only reinvigorate literary studies but, above all, further our understanding of literature. (shrink)

Whether any non-human animal can attribute mental states to others remains the subject of extensive debate. This despite the fact that several species have behaved as if they have a ‘theory of mind’ in various behavioral tasks. In this paper, we review the reasons of skeptics for their doubts: That existing experimental setups cannot distinguish between ‘mind readers’ and ‘behavior readers’, that results that seem to indicate ‘theory of mind’ may come from studies that are insufficiently controlled, and (...) that our own intuitive biases may lead us to interpret behavior more ‘cognitively’ than is necessary. The merits of each claim and suggested solution are weighed. The conclusion is that while it is true that existing setups cannot conclusively demonstrate ‘theory of mind’ in non-human animals, focusing on this fact is unlikely to be productive. Instead, the more interesting question is how sophisticated their social reasoning can be, whether it is about ‘unobservable inner experiences’ or not. Therefore, it is important to address concerns about the setup and interpretation of specific experiments. To alleviate the impact of intuitive biases, various strategies have been proposed in the literature. These include a deeper understanding of associative learning, a better knowledge of the limited ‘theory of mind’ humans actually use, and thinking of animal cognition in an embodied, embedded way; that is, being aware that constraints outside of the brain, and outside of the body, may naturally predispose individuals to produce behavior that looks smart without requiring complex cognition. To enable this kind of thinking, a powerful methodological tool is advocated: Computational modeling, namely agent-based modeling and, particularly, cognitive modeling. By explicitly simulating the rules and representations that underlie animal performance on specific tasks, it becomes much easier to look past one’s own biases and to see what cognitive processes might actually be occurring. (shrink)

Cumulative technological culture can be defined as the progressive diversification, complexification, and enhancement of technological traits through generations. An outstanding issue is to specify the cognitive bases of this phenomenon. Based on the literature, we identified four potential cognitive factors: namely, theory-of-mind, technical-reasoning, creativity, and fluid-cognitive skills. The goal of the present study was to test which of these factors—or a combination thereof—best predicted the cumulative performance in two experimental, micro-society conditions differing in the nature of the interaction (...) allowed between participants. The task was to build the highest possible tower. Participants were also assessed on the four aforementioned cognitive factors in order to predict cumulative performance and attractiveness. Our findings indicate that technical-reasoning skills are the best predictor of cumulative performance, even if their role may be restricted to the specific technological domain. Theory-of-mind skills may have a facilitator role, particularly in the Communication condition. Creativity can also help in the generation of novel ideas, but it is not sufficient to support innovation. Finally, fluid cognition is not involved in cumulative technological culture. Taken together, these findings suggest that domain-specific knowledge remains critical for explaining cumulative technological culture. (shrink)

Reissued with a new preface and a new essay on Macbeth, King Lear, Othello, Coriolanius, Hamlet and The Winter's Tale, this famous collection of essays on Shakespeare's tragedies considers the plays as responses to the crisis of knowledge and the emergence of modern skepticism.

Holding content explicitly requires a form of self knowledge. But what does the relevant self knowledge look like? Using theory of mind as an example, this paper argues that the correct answer to this question will have to take into account the crucial role of language based deliberation, but warns against the standard assumption that explicitness is necessary for ascribing awareness. It argues in line with Bayne that intentional action is at least an equally valid criterion for awareness. This (...) leads to a distinction between different levels of implicitness. Postulating these different levels, it is argued, allows us to make better sense of the empirical literature on early false belief task abilities. (shrink)

Inside Knowledge: (Un)doing Ways of Knowing in the Humanities is a collection of original essays proposing a fresh examination of epistemological questions relevant to scholars in any discipline of the humanities. Is objective knowledge still a viable ideal? Can art produce or express knowledge of any kind? Is the body a promising medium for a knowledge less abstract or logocentric than the kind Western culture has favoured so far? How are epistemological regimes maintained with the use of established linguistic tropes? (...) Is knowledge to be resisted or employed as a tool of resistance? Distinguished as well as young, emerging scholars from disciplines such as philosophy, comparative literature, musicology and art theory discuss concrete case studies in which these questions arise. The essays share a commitment to interdisciplinary approaches and the close analysis of cultural objects, and refuse to take for granted the conventional methodologies that often guide research projects in their respective fields. The Inside Knowledge volume stages encounters between different ways of knowing, which contribute to an interdiciplinary understanding of the concept of knowledge and of epistemological questions in the humanities. (shrink)

Numerous studies suggest that both emotion knowledge and language abilities are powerfully related to young children’s theory of mind. Nonetheless, the magnitude and direction of the associations between language, emotion knowledge, and theory-of-mind performance in the first years of life are still debated. Hence, the aim of this study was to assess the direct effects of emotion knowledge and language on theory-of-mind scores in 2- and 3-year-old children. A sample of 139 children, aged between 24 and 47 (...) months (M = 35.5 months; SD = 6.73), were directly administered measures of emotion knowledge, theory of mind, and language. We conducted structural equation modeling (SEM) to evaluate the effects of these variables within a single comprehensive framework, while also controlling for any effects of age and gender. The proposed structural equation model provided an excellent fit for the data, indicating that both children’s emotion knowledge and their language ability had direct positive effects on theory of mind scores. In addition, age was found to wield statistically significant effects on all the variables under study, whereas gender was not significantly associated with any of them. These findings suggest the importance of fostering young children’s emotion knowledge and language with a view to enhancing their comprehension of mental states. (shrink)

What is archaeology? A research field dealing with monuments? A science? A branch of philosophy? Dzbyński suggests the simple but thoughtful equation: Archaeology = History = Knowledge. This book consists of 8 chapters presenting a collection of characteristic philosophical attitudes important for archaeology. It discusses the historicity of archaeological sources, the source of the algorithmic approach in archaeological reasoning, and the accuracy of logical and irrational thinking. In general, this book is concerned with the history of archaeologists' search for a (...) suitable methodology. All these issues are discussed in relation to two main intellectual trends of archaeology to the present day: processual and post-processual archaeology. Processualism introduced and developed the idea of algorithmic and universal reasoning in archaeology, while post-processualism focused attention on the individual value of a monument and the archaeologist himself. These are still two foundations on which the present knowledge of the past is based, and thus their defining role cannot be overestimated. An additional layer of narrative, visible right from the beginning of the book, is the gradual discovery of the relationship between archaeology and popular culture, especially film and literature. Its aim is both illustration and explanation. It is intended that the reader receives not only information and knowledge, but also a deeper emotional reference which is connected with the reception of works of art. (shrink)

In his 1967 paper 'A Causal Theory of Knowing', Alvin Goldman sketched an account of empirical knowledge in terms of appropriate causal connections between the fact known and the knower's belief in that fact. This early causal account has been much criticized, even by Goldman himself in later years. We argue that the theory is much more defensible than either he or its other critics have recognized, that there are plausible internal and external resources available to it which (...) save it from many objections in the literature (in particular, objections raised by Harman, Pappas and Swain, Klein, Dretske, Goldman, Shope, Ackermann, Morawetz, and Collier). (shrink)

In this article I want to investigate the concept of reliability employed in process reliabilist theories of justification and knowledge. What is essential to process reliabilist theories of justification is that there is a sense of the word ”justifi- cation” (a strong or an objective concept of justification) such that a belief is justified only if it is produced by a reliable process. Different versions of reliabilism may add different sufficient conditions to this to get a complete definition of justification (...) or knowledge, and disagree about whether there are other interesting concepts of justification, but all agree that reliability (global or local) is necessary for both justification (in some sense) and knowlede. This of course, raises the question of what reliability is. Reliabilist theories of justification cannot be said to have a very secure foundation if they do not address this question. However, reliabilists have not done very much to answer it as has of course been often pointed out by their opponents. The most famous reliabilist, Alvin Goldman, has in one place [6, page 63] suggested that the concept of reliability he uses should be understood so that reliability is a propensity; however, he does not formulate this idea very exactly nor develop it very far. However, I think that his suggestion is correct, and important; in this article I will try to clarify it by linking it to formal analyses of propensities that are found in the literature (as well as the whole discussion about interpretations of probability) and explore its consequences. (shrink)

In his 1967 paper 'A Causal Theory of Knowing', Alvin Goldman sketched an account of empirical knowledge in terms of appropriate causal connections between the fact known and the knower's belief in that fact. This early causal account has been much criticized, even by Goldman himself in later years. We argue that the theory is much more defensible than either he or its other critics have recognized, that there are plausible internal and external resources available to it which (...) save it from many objections in the literature (in particular, objections raised by Harman, Pappas and Swain, Klein, Dretske, Goldman, Shope, Ackermann, Morawetz, and Collier). (shrink)

In this book, Phillips gives an overview of the contribution of Nyaya--the classical Indian school that defends an externalist position about knowledge as well as an internalist position about justification. Nyaya literature extends almost two thousand years and comprises hundreds of texts, and in this book, Phillips presents a useful overview of the under-studied system of thought. For the philosopher rather than the scholar of Sanskrit, the book makes a whole range of Nyaya positions and arguments accessible to students (...) of epistemology who are unfamiliar with classical Indian systems. (shrink)

It seems Avicenna’s passages regarding God’s knowledge of particulars are susceptible of being given two different types of interpretation. The main difference between these two accounts of his theory concerning God’s knowledge of particulars is that one of them, which I call the Neglected Interpretation, appeals to some metaphysical entities as the proxies of concrete particular objects, which are distinct from God’s essence, to explain God’s knowledge of particulars, while the other type does not. The views of post-Avicennian thinkers (...) like Suhrawardī and Ṭūsī of Avicenna’s account are classifiable under the Neglected Interpretation, as shown by their objections to Avicenna’s theory of God’s knowledge of particulars. This type of interpretation of Avicenna’s theory of God’s knowledge of particulars has been neglected in the secondary English literature on the issue. In this paper, I will present a reconstructed version of this type of interpretation of the Avicennian theory of divine knowledge. (shrink)

Although rationality is a central topic in contemporary analytic philosophy and in the social sciences, literary scholars generally assume that the notion has little or no relevance to literature. In this interdisciplinary study, Paisley Livingston promotes a dialogue between these different fields, arguing that recent theories of rationality can contribute directly to literary enquiry and that literary analysis can in turn enhance our understanding of human agency. The result is a work that helps bring literary studies into a more (...) productive relationship to the human sciences. Livingston provides a broad survey of the basic assumptions and questions associated with concepts of rationality in philosophical accounts of action, in decision theory, and in the theory of rational choice. He challenges prevalent irrationalist and mechanistic conceptions of human motivation and gives examples of the ways in which rationality is involved in the writing and reading of literary works, ranging from Icelandic sagas to Beckett, Dreiser, Kafka, Lem, Poe, and Zola. Livingston’s critical analyses show how theoretically oriented readings of literature can contribute to the formation of hypotheses about the dynamics of human action and interaction. (shrink)

Most accounts of Kant's epistemology focus narrowly on cognition and knowledge . Kant himself, however, thought that there are many other important species of assent : opinion, persuasion, conviction, belief, acceptance, and assent to the deliverances of common sense. ;My goal in this dissertation is to isolate and motivate the principles of rational acceptability which, for Kant, govern each of these kinds of assent, instead of focusing merely on cognition and knowledge. Some of the principles apply in the context of (...) everyday assent-formation; others apply in more specific contexts . ;The project is worthwhile for at least two reasons. First, it highlights issues that are both neglected in the literature and yet crucial for understanding Kant's famous claims about the nature and limits of our epistemic access to appearances and things-in-themselves. ;Second, it lays out Kant's sophisticated and largely plausible account of our intellectual obligations and of the various roles that "subjective" considerations play in our practices of assent-formation. Kant charts a viable middle course between the epistemic abstemiousness of Cliffordian evidentialists and the epistemic excess of Jamesian pragmatists. ;I begin with an overview of Kant's pre-critical epistemology, and then provide a broad survey of the ethics of assent in the critical period, noting in particular the way Kant allows for exceptions to his First Principle---the principle that it is rational to assent to proposition only on the basis of sufficient objective grounds. Having sketched the whole picture, I turn to the principles governing knowledge and use a new account of Kant's concepts of objective and subjective justification to solve a perennial interpretive problem regarding the nature of our epistemic access to material objects. I go on to examine Kant's theory of belief ; my central claim there is that Kant is much more liberal regarding belief about things-in-themselves that is based on theoretical grounds than most commentators think. Finally, I consider a number of objections to my "Liberal" interpretation of Kant's ethics of assent, and conclude with a meditation on Kant's view of enlightenment. (shrink)

This book explores concepts of rationality drawn from philosophy and the social sciences, in relation to traditions of literary enquiry. The author surveys basic assumptions and questions in philosophical accounts of action, in decision theory, and in the theory of rational choice. He gives examples ranging from Icelandic sagas to Poe and Beckett, and examines some situations and actions drawn from American and European fiction in order to analyze issues raised by contemporary models of agency. Challenging poststructuralism's irrationalist (...) images of science, this innovative study crosses the boundary between literary and philosophical studies in a bold interdisciplinary spirit. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:God’s Knowledge of the World: Medieval Theories of Divine Ideas from Bonaventure to Ockham by Carl A. VaterBenjamin R. DeSpainVATER, Carl A. God’s Knowledge of the World: Medieval Theories of Divine Ideas from Bonaventure to Ockham. Washington, D.C.: The Catholic University of America Press, 2022. xi + 294 pp. Cloth, $75.00Carl Vater skillfully blends historical and constructive concerns in his study of medieval theories of the divine ideas. (...) The book, first, makes a significant contribution to the body of scholarly resources on medieval philosophy by systematically mapping out the complex intellectual history of the divine ideas between the years 1250 and 1325. Throughout the work Vater displays a staggering command of the relevant literature, figures, and ideas from this period of philosophical development. Second, he provides a robust defense and promotion of John Duns Scotus’s theory of the divine ideas, which he regularly insists is the best theory. Through careful analysis of the often subtle differences in medieval articulations of the divine ideas to answer the questions of how God knows and produces creatures, Vater makes the case that Scotus avoided certain pitfalls in earlier theories that rely on a flawed understanding of relations influenced, principally, by Avicenna’s notion of essence.The book itself is divided into five parts with each systematically detailing a particular theory, beginning with the “imitability theory” represented by Thomas Aquinas, Henry of Ghent, and Bonaventure—the one figure, in Vater’s narrative, capable of escaping Scotus’s subsequent critiques. According to Vater, the imitability theory is defined by several notable characteristics, including that the divine ideas are “secondary objects of the divine intellect when it knows the divine essence,” that they perform both cognitive and causal roles, that they are relations, and that there are many of them. The “infinite intellect theory” critiques the imitability theory for depending on a notion of relations that is mistaken for supposing that relations can be known before the terms of the relation are themselves known. In this section, Vater examines the works of Peter John Olivi and his student Petrus de Trabibus. The third part considers what Vater calls the “objectum cognitum theory” developed by James of Viterbo. Here, according to Vater, we encounter the first signs, following Olivi and de Trabibus’s critique of the imitability theory, of the shift away from identifying the divine ideas with relations to defining them as creatures themselves. This shift culminates in the “creatura intellecta theory” introduced by Richard of Mediavilla, but it is not properly developed until Scotus, who concludes that “God knows relations because he knows possible creatures.” The section ends with an analysis of Scotus’s influence on the theories of early Thomists and Scotists, including John of Paris, Thomas of Sutton, and Henry of Harclary. In the fifth part, Vater turns to the “nominalist theory” of Peter Auriol and [End Page 373] William of Ockham. Although both Auriol and Ockham offer accounts of the divine ideas, these are, as Vater says, little more than nods to the Augustinian tradition that ultimately amount to a rejection of the divine ideas.Vater’s approach to these medieval theories has many strengths. By not only classifying the prominent theories during this period but also systematically organizing his interpretation of each respective author, he is able to create a comparative framework for assessing the central issues at play in the divine ideas, such as their status, definition, cognitive and causal roles, plurality and unity, exemplarity, and the question of nonexistent possibles, and he traces variations in each area to identify where change, development, and critique are actually occurring within this seventy-five years of intellectual history. He also is attentive to figures often overlooked in larger narrations of medieval philosophy, and he locates their contributions to the varied development of the divine ideas. More importantly, however, Vater is able to maintain coherence in his evaluation of these complex, intertwining layers of medieval philosophical reflection by constantly returning to the overarching theme of relations in the movement from identifying the divine ideas with relations to approaching them as creatures themselves. Vater is correct when he notes that the divine ideas form a... (shrink)

Predicates such as tall or to know Latin, which intuitively denote permanent properties, are called individual-level predicates. Many peculiar properties of this class of predicates have been noted in the literature. One such property is that we cannot say #John is sometimes tall. Here is a way to account for this property: this sentence sounds odd because it triggers the scalar implicature that the alternative John is always tall is false, which cannot be, given that, if John is sometimes (...) tall, then he always is. This intuition faces two challenges. First: this scalar implicature has a weird nature, since it must be surprisingly robust (otherwise, it could be cancelled and the sentence rescued) and furthermore blind to the common knowledge that tallness is a permanent property (since this piece of common knowledge makes the two alternatives equivalent). Second: it is not clear how this intuition could be extended to other, more complicated properties of individual-level predicates. The goal of this paper is to defend the idea of an implicature-based theory of individual-level predicates by facing these two challenges. In the first part of the paper, I try to make sense of the weird nature of these special mismatching implicatures within the recent grammatical framework for scalar implicatures of Chierchia (Structures and beyond, 2004) and Fox (2007). In the second part of the paper, I show how this implicature-based line of reasoning can be extended to more complicated properties of individual-level predicates, such as restrictions on the interpretation of their bare plural subjects, noted in Carlson (Reference to kinds in English. Doctoral dissertation, University of Massachusetts at Amherst, 1977), Milsark (Linguistic Analysis 3.1: 1–29, 1977), and Fox (Natural Language Semantics 3: 283–341, 1995); restrictions on German word order, noted in Diesing (Indefinites, 1992); and restrictions on Q-adverbs, noted in Kratzer (The Generic Book, ed. Carlson and Pelletier, 125–175, 1995). (shrink)

Machine generated contents note: Part 1 - The Constituent Disciplines of Cognitive Science -- Philosophical Epistemology -- Glossary -- 1.0 What is Philosophical Epistemology? -- 1.1 The reduced history of Philosophy Part I - The Classical Age -- 1.2 Mind and World - The problem of objectivity -- 1.3 The reduced history of Philosophy Part II - The twentieth century -- 1.4 The philosophy of Cognitive Science -- 1.5 Mind in Philosophy: summary -- 1.6 The Nolanian Framework (so far) -- (...) Psychology -- 2.0 Why is Psychology so difficult? -- 2.1 A brief history of Experimental Psychology -- 2.2 Methodologies in Psychology -- 2.3 Perception -- 2.4 Memory -- 2.5 Mind in Psychology -- Linguistics -- 3.0 Introduction -- 3.1 Why Linguistics? -- 3.2 Computation and Linguistics -- 3.3 The main grammatical theories -- 3.4 Language development and linguistics -- 3.5 Toward a definition of context -- 3.6 The multifarious uses of Language -- 3.7 Linguistics and Computational Linguistics -- 3.8 Language and other symbol systems -- 3.9 On the notion of context -- 3.10 Mind in Linguistics: summary -- Neuroscience -- 4.0 The constituent disciplines of Neuroscience -- 4.1 The methodology of Neuroscience -- 4.2 Gross Neuroanatomy -- 4.3 Some relevant findings -- 4.4 Connectionism (PDP) -- 4.5 The victory of Neuroscience? -- 4.6 Mind in Neuroscience: summary -- Artificial Intelligence -- 5.0 Introduction -- 5.1 Al and Cognitive Science -- 5.2 Skeptics and their techniques -- 5.3 Al as Computer Science -- 5.4 Al as software -- 5.5 The current methodological debate -- 5.6 Context, syntax and semantics -- 5.7 Mind in Al -- 5.8 Texts on Al -- Etholoqy and Ethnoscience -- 6.1 Etology -- 6.2 Ethnoscience -- 6.3 Mind in Ethology arid Ethnoscience -- Part II - A New Foundation for Cognitive Science -- - Symbol Systems -- 7.1 Characteristics of symbol systems -- 7.2 Context and the layers of symbol systems -- 7.3 Mind and symbol systems -- Consciousness and Selfhood -- 8.0 Introduction -- 8.1 Cognitive views -- 8.2 What is at stake? -- 8.3 Consciousness as treated in Philosophy -- 8.4 The Development of Selfhood -- 8.5 The minimal requirements for this theory -- 8.6 Self as a filter -- 8.7 Self and motivation -- 8.8 Conclusions -- 8.9 Recent developments -- Cognitive Science and the Search for Mind -- 9.1 Introduction -- 9.2 Review -- 9.3 A Theory of Mind anyone? -- 9.4 Foundational considerations -- 9.5 Coda: the Nolanian Framework. (shrink)

The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it (...) translates into schooling practices. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Changing Theories of Undergraduate Theatre Studies, 1945–1980Anne Berkeley (bio)IntroductionThe history of theatre study in American undergraduate education is a story of prodigious quantitative success. Although it took two centuries to secure the right to perform plays at American colleges, it took only eighty years for the curriculum to grow from a few isolated courses at the turn of the twentieth century to well over 14,000 in the 1970s.1 By (...) far the steepest growth occurred during the unprecedented expansion of higher education between 1945 and 1979. But academic theatre's meteoric rise after the war years conceals more problematic qualitative achievements. Throughout its ascendancy, vexing questions persisted concerning the quality, standards, and evaluation of theatre programs. In academic journals and books, theorists explored with alacrity broad opportunities for educational theatre in the university. But they also bickered constantly about objectives and practices and their role in academe, ultimately providing a decidedly ambivalent assessment of accomplishment.According to Oscar G. Brockett, the fundamental questions are, What place, if any, should theatre have in a university? and, For what are students being educated?2 This study traces answers to these questions given by scholars and educators between 1945 and 1979.3 It explores the connections between the scholarship about theatre studies and the programs that developed, what scholars and educators wanted it to become, and what it became in the context of liberal arts education. These years are important because they are the golden age of higher education, a time of unprecedented expansion. Following World War II the G.I. Bill greatly increased student enrollment, and academic and research programs surged. At this time, the [End Page 57] university's governing interests were established by the politics of the Cold War, and the desire to surpass the Soviet Union at everything motivated the expansion of higher education.4 The National Defense Education Act of 1958 and the Higher Education Facilities Act of 1963 (legislation made possible by a prosperous economy) injected vast financial resources into program development, and federal programs such as the National Endowment for the Humanities (NEH) and the National Endowment for the Arts (NEA) were established.An earlier study of theatre curriculum between, roughly, the Civil War and the Second World War provides a useful background against which to interpret the data for this later period.5 From the earlier study we learn that academic theatre suffered from religious hostility for two centuries but that by the end of the nineteenth century there were extracurricular dramatic clubs and productions. The emergence of the modern research university brought with it the expansion and diversification of knowledge, the differentiation of the colonial college's general curriculum into discrete disciplines, and the departmentalization of the curriculum. As principles and aims for liberal arts education, and the bachelor of arts degree, began to take shape, reconstruction of the curriculum included the introduction of departments of speech and literature, which included dramatic curricula.6 Academic theatre first began in classical and later modern language departments as a way of teaching literature in another language; later speech and English departments added courses in oral interpretation and playwriting.After George Pierce Baker opened the theatre department at Yale in 1925, theatre became an autonomous field of study in increasing numbers of universities. During this early period several developments took place: curriculum for theatrical studies developed out of extra-curricular theatre, theatre was identified and justified as a humanistic study, the seeds were planted for the university's eventual role in nonprofit and professional regional theatres, and the study of theatre as a legitimate academic discipline was developed. During this period, too, most theorists argued that theatre was one of the liberal arts and should be taught as part of the humanities. Late in the period there developed a small but increasingly vocal group of scholars and teachers who began to argue that theatre departments should teach technical skills of theatrical performance as well as humanistic inquiry. Thus was born the so-called craft or culture dichotomy: should educational theatre emphasize the crafts of performance or the humanism that prevailed in general (unspecialized) liberal study?The Forties and Fifties: The Curriculum Diversifies... (shrink)

This collection emphasizes a cross-disciplinary approach to the problem of scale, with essays ranging in subject matter from literature to film, architecture, the plastic arts, philosophy, and scientific and political writing. Its contributors consider a variety of issues provoked by the sudden and pressing shifts in scale brought on by globalization and the era of the Anthropocene, including: the difficulties of defining the concept of scale; the challenges that shifts in scale pose to knowledge formation; the role of scale (...) in mediating individual subjectivity and agency; the barriers to understanding objects existing in scalar realms different from our own; the role of scale in mediating the relationship between humans and the environment; and the nature of power, authority, and democracy at different social scales. (shrink)

Were it not for its stratospheric price, this book should be unconditionally recommended to students of Indian philosophy. It is the most thorough and scholarly study of early Indian logic and epistemology to date, offering much more than its title promises. The author analyzes all the crucial questions in the history of early Indian philosophy, to the utmost detail, including the discussion of all previous significant literature on each specific subject. The author's sound knowledge of Western logic, however, often (...) leads him to overlook the differences between the prelogical qualities and mystic symbolism of early Indian thought, and Western logic. But, this does not detract much from the value of the book as a complete and clear translation of Indian thought into the language and conceptions of the Western philosopher.—L. O. G. (shrink)

In this article a discussion of the phenomenon of wellness and its relevance to contemporary nursing practice is developed. Drawing on phenomenology, the research literature and the author's own wellness research, an exposition of the concept of wellness is presented. It is proposed that the experience of being well is lived as a continuity of time and that it involves both a taking‐for‐granted of the body and containment of the horizon of concern. The state of actually being well is (...) also clarified and contrasted with the more common understanding of wellness as an optimal or future state. This discussion has significance for nursing knowledge development, in terms of our understanding of the experience of wellness and illness. It also has implications for how nurses approach their practice, particularly in the area of health promotion. (shrink)

Knowledge is an asset that can make or break organizations. Its importance has been duly asserted in the Western management thought as well as in the Indian classical philosophical thought. The present study takes a hermeneutical approach by reviewing the Western literature related to knowledge and then trying to find congruence with the Indian philosophy of Nyaya Sutras. Nyaya is a branch of Indian philosophical thought; these thoughts were written in the form of verses called the sutras. We draw (...) from the modern knowledge management literature and compare and contrast it with selected verses of Nyaya Sutras. We find a high level of similarity between the two and discuss offerings from Nyaya Sutras that can be adopted by the modern knowledge management domain. The key aspects of our work have been consolidated in a conceptual model for knowledge management which will provide useful insights to modern management practices. (shrink)

While there has been a resurgence in Malebranche scholarship in the anglophone world over the last twenty years, most of it has focused on Malebranche’s theory of ideas, and little attention has been paid to his philosophy of mind. Schmaltz’s book thus comes as a welcome addition to the Malebranche literature; that he has given us such a well-researched and carefully argued study is even more welcome. The focus of this work is Malebranche’s split with Descartes on the (...) question of our knowledge of the nature of the mind; the book concentrates specifically on Malebranche’s rejection of the claim that we know the nature of the mind better than we know the nature of body. Schmaltz maintains that Malebranche’s arguments for his position are, for the most part, successful against the Cartesians who opposed him, though he claims—and this is perhaps the central claim of the book—that “Malebranche took his negative thesis concerning our knowledge of the soul to involve not so much a rejection of Cartesianism as an internal correction of it”. While acknowledging that Augustine was “the primary inspiration for [Malebranche’s] view of the ideas that are the objects of perception”, Schmaltz’s interpretation of Malebranche’s theory of the soul “presents it as fundamentally Cartesian”. According to Schmaltz, not only is Malebranche closer to Descartes in this regard than is generally thought, he is closer to him than are many other Cartesians. Part 1 of the book examines Malebranche’s position that while we have certain knowledge of the soul’s existence, we have only confused knowledge of its nature. Part 2 focuses on Arnauld’s objection that if in fact we had no clear idea of the soul, we could not, despite Malebranche’s claims to the contrary, know anything of its immortality, spirituality, or freedom. (shrink)

Amanda works in a library, and a patron asks for her help in learning about duty-to- rescue laws in China. She throws herself into the task, spending hours on retrieving documents from governmental and non-governmental sources, getting electronic translations, looking for literature on Scandinavian duty-to-rescue laws that mention Chinese laws for comparison, and so on. Why? She likes to gain this sort of general knowledge of the world; perhaps the reason she works so hard is that she is learning (...) fascinating facts in doing so. She is also a proud librarian; perhaps the reason she works so hard is that a patron needs her assistance. She is a library employee; perhaps her reason for working so hard is that this sort of effort is noted by her employer and gives her career a boost, or perhaps it is just that doing this sort of work is the condition of her continued employment. Perhaps the reason is that the patron is charming. (shrink)

In this lively and accessible book Lorraine Code addresses one of the most controversial questions in contemporary theory of knowledge, a question of fundamental concern for feminist theory as well: Is the sex of the knower epistemologically significant? Responding in the affirmative, Code offers a radical alterantive to mainstream philosophy's terms for what counts as knowledge and how it is to be evaluated. Code first reviews the literature of established epistemologies and unmasks the prevailing assumption in Anglo-American (...) philosophy that "the knower" is a value-free and ideologically neutral abstraction. Approaching knowledge as a social construct produced and validated through critical dialogue, she defines the knower in light of a conception of subjectivity based on a personal relational model. Code maps out the relevance of the particular people involved in knowing: their historical specificity, the kinds of relationships they have, the effects of social position and power on those relationships, and the ways in which knowledge can change both knower and known. In an exploration of the politics of knowledge that mainstream epistemologies sustain, she examines such issues as the function of knowledge in shaping institutions and the unequal distribution of cognitive resources. What Can She Know? will raise the level of debate concerning epistemological issues among philosophers, political and social scientists, and anyone interested in feminist theory. (shrink)

Vol. 1. Ars logica seu de forma et materia ratiocinandi -- v. 2. Naturalis philosophiae I. pars. De ente mobili in communi. III. pars. De ente mobili corruptibili -- v. 3. Naturalis philosophiae IV. pars. De ente mobili animato.

The resercher Ann Talbot presents in this book one of the more complex and in-depth studies ever written about the influence of travel literature on the work of the British philospher John Locke (1632-1704). At the end of the 18th century the study of travel literature was an alternative to academic studies. The philosopher John Locke recommended with enthousiasm these books as a way to comprehend human understanding. Several members of the Royal Society like John Harris (1966-1719) affirmed (...) that the learning that could be obtained through these books was different from the one that provided the educative system of that time. Travel literature could make see the source of the ignorance of the ancients; it stressed the curiosities and extraordinary facts and led to a revision of beliefs and scientific theories of the ancient world. Besides the account of a broad diversity of sujects contributed to the creation of matters of fact, and this was important in order to put rational limits to the descriptions of the world that were commonly accepted. (shrink)

In this lively and accessible book Lorraine Code addresses one of the most controversial questions in contemporary theory of knowledge, a question of fundamental concern for feminist theory as well: Is the sex of the knower epistemologically significant? Responding in the affirmative, Code offers a radical alterantive to mainstream philosophy's terms for what counts as knowledge and how it is to be evaluated. Code first reviews the literature of established epistemologies and unmasks the prevailing assumption in Anglo-American (...) philosophy that "the knower" is a value-free and ideologically neutral abstraction. Approaching knowledge as a social construct produced and validated through critical dialogue, she defines the knower in light of a conception of subjectivity based on a personal relational model. Code maps out the relevance of the particular people involved in knowing: their historical specificity, the kinds of relationships they have, the effects of social position and power on those relationships, and the ways in which knowledge can change both knower and known. In an exploration of the politics of knowledge that mainstream epistemologies sustain, she examines such issues as the function of knowledge in shaping institutions and the unequal distribution of cognitive resources. What Can She Know? will raise the level of debate concerning epistemological issues among philosophers, political and social scientists, and anyone interested in feminist theory. (shrink)

To attribute confusion to someone is to take up a paternalistic stance in evaluating his reasoning.

The philosophical ideal of self-knowledge has been all but forgotten in what Walker Percy calls "the age of theory." Hartle attempts to recover that ancient philosophical task and to articulate what that ideal could mean in the context of our historical situation. She considers and rejects claims that we can attain self-knowledge through theory, anti-theory, or narrative and she defends philosophy as a humanistic, rather than scientific, endeavor. Self-Knowledge in the Age of Theory will be of (...) great interest not only to philosophers but to scholars of literature and other humanities. (shrink)

Thoroughly researched contributions from conferences at Harvard and Paris on coping with ignorance in late medieval and early modern administrative practices, science, literature and the arts, are tightly connected by a new theoretical framework on how to historicize ignorance.