The Structure of Emotions argues that emotion concepts should have a much more important role in the social and behavioural sciences than they now enjoy, and shows that certain influential psychological theories of emotions overlook the explanatory power of our emotion concepts. Professor Gordon also outlines a new account of the nature of commonsense (or ‘folk’) psychology in general.

Mindreading (or folk psychology, Theory of Mind, mentalizing) is the capacity to represent and reason about others’ mental states. The Simulation Theory (ST) is one of the main approaches to mindreading. ST draws on the common-sense idea that we represent and reason about others’ mental states by putting ourselves in their shoes. More precisely, we typically arrive at representing others’ mental states by simulating their mental states in our own mind. This entry offers a detailed analysis of ST, considers theoretical (...) arguments and empirical data in favour of and against it, discusses its philosophical implications, and illustrates some alternatives to it. (shrink)

How should we understand the emotional rationality? This first part will explore two models of cognition and analogy strategies, test their intuition about the emotional desire. I distinguish between subjective and objective desire, then presents with a feeling from the "paradigm of drama" export semantics, here our emotional repertoire is acquired all the learned, and our emotions in the form of an object is fixed. It is pretty well in line with the general principles of rationality, especially the lowest reasonable (...) principles. Turned to the second part of this side of reasonable. I will inquire how emotional beliefs, desires, and behaviors contribute to the rationality. I will present a very general biological hypothesis: emotions by controlling highlights the characteristics of perception and reasoning, so that we remove the difficulties due in particular to lead to paralysis; they are being simulated by a simplified perception of information, thus limiting our practice and cognitive choice. How are we to understand emotional or axiological rationality? I pursue analogies with both the cognitive and the strategic models, testing them against intuitions about emotional desires. We distinguish two different classes of desires, the subjective and the objective, and propose that emotions have a semantics that derives from "paradigmatic scenarios", in terms of which our emotional repertoire is learned and the formal objects of our emotions fixed. This fits in well with emerging facts about how our emotional capacities develop, and it can also be squared with the general principles of rationality, particularly minimal rationality. In the second part, I return to the perspective of rationality. I ask how emotions contribute to the rationality of beliefs, desires, and behavior. I proffer a very general biological hypothesis: Emotions spare us the paralysis potentially induced by a particular predicament by controlling the salience of features of perception and reasoning; they temporarily mimic the informational encapsulation of perception and so circumscribe our practical and cognitive options. (shrink)

An ascent routine (AR) allows a speaker to self-ascribe a given propositional attitude (PA) by redeploying the process that generates a corresponding lower level utterance. Thus, we may report on our beliefs about the weather by reporting (under certain constraints) on the weather. The chief criticism of my AR account of self-ascription, by Alvin Goldman and others, is that it covers few if any PA’s other than belief and offers no account of how we can attain reliability in identifying our (...) attitude as belief, desire, hope, etc., without presupposing some sort of recognition process. The criticism can be answered, but only by giving up a tacit—and wholly unnecessary—assumption that has influenced discussions of ascent routines. Abandoning the assumption allows a different account of ARs that avoids the criticism and even provides an algorithm for finding a corresponding lower level utterance for any PA. The account I give is supported by research on children’s first uses of a propositional attitude vocabulary. (shrink)

I argue that there is no conflict between the simulation theory, once it is freed from certain constraints carried over from theory theory, and Gallagher's view that our primary and pervasive way of engaging with others rests on 'direct', non-mentalizing perception of the 'meanings' of others' facial expressions, gestures, and intentional actions.

Alvin Goldman's early work in action theory and theory of knowledge was a major influence on my own thinking and writing about emotions. For that reason and others, it was a very happy moment in my professional life when I learned, in 1988, that in his presidential address to the Society for Philosophy and Psychology Goldman endorsed and defended the “simulation” theory I had put forward in a 1986 article. I discovered afterward that we share a strong conviction that empirical (...) evidence is relevant to a full assessment of the theory. We both find the burgeoning evidence from cognitive neuroscience to be of particular interest, I believe, in part because it makes possible a major departure for the philosophy of mind: turning its attention from " the neural basis of mental states, " to. (shrink)

I attempt to show that when someone is, E.G., Angry about something, The events or states that conjointly are causing him to be angry conform to a certain structure, And that from the causal structure underlying his anger it is possible to 'read out' what he is angry about. In this respect, And even in some of the details of the structure, My analysis of being angry about something resembles the belief-Want analysis of intentional action. The chief elements of the (...) causal structure I describe are a belief and an attitude so related in content as to constitute either a wish-Frustration (in the case of negative emotions) or a wish-Satisfaction (in the case of positive emotions). The analysis makes otiose, In those cases for which it is a correct analysis, The mysterious non-Causal relation between an emotion and its 'object' which is invoked by the majority of philosophers now writing on emotions. (shrink)

Wilfrid Sellars's essay, "Empiricism and the Philosophy of Mind," (1) introduced, although it did not exactly endorse, what many philosophers consider the first defense of functionalism in the philosophy of mind and the original "theory" theory of commonsense psychology.

Since the passage of Medicare, the self-regulation characteristic of professionalism in health care has come under steady assault. While Canadian physicians chose to relinquish financial autonomy, they have enjoyed far greater professional autonomy over their medical judgments than their U.S. counterparts who increasingly have their practices micromanaged. The Affordable Care Act illustrates the ways that managerial strategies and a market model of health care have shaped the financing and delivery of health care in the U.S., often with little or no (...) evidence of their effectiveness. (shrink)

This essay describes how longstanding conceptions of professionalism in American medical care came under attack in the decades since the enactment of Medicare in 1965 and how the reform strategy and core provisions of the 2010 Affordable Care Act illustrate the weakening of those ideas and the institutional practices embodying them.The opening identifies the dominant role of physicians in American medical care in the two decades after World War II. By the time Medicare was enacted in 1965, associations of American (...) physicians were almost completely in charge of medical education, specialist certification, and the enforcement of professional norms on their members. Who could be a doctor, what education and training would be required, and what collegial oversight was operative was first a professional matter and only secondly implicated the state through malpractice or major corporations via the employment of physicians. (shrink)

What is the simulation theory? Arguments for simulation theory Simulation theory versus theory theory Simulation theory and cognitive science Versions of simulation theory A possible test of the simulation theory.

Children learn and use various strategies to solve math problems. One way children's math learning can be supported is through their use of and exposure to hand gestures. Children's self-produced gestures can reveal unique, math-relevant knowledge that is not contained in their speech. Additionally, these gestures can assist with their math learning and problem solving by supporting their cognitive processes, such as executive function. The gestures that children observe during math instructions are also linked to supporting cognition. Specifically, children are (...) better able to learn, retain, and generalize knowledge about math when that information is presented within the gestures that accompany an instructor's speech. To date, no conceptual model provides an outline regarding how these gestures and the math environment are connected, nor how they may interact with children's underlying cognitive capacities such as their executive function. In this review, we propose a new model based on an integration of the information processing approach and theory of embodied cognition. We provide an in-depth review of the related literature and consider how prior research aligns with each link within the proposed model. Finally, we discuss the utility of the proposed model as it pertains to future research endeavors. (shrink)

Embryos start out as tiny globes, on which many important events occur, including cell divisions, shape changes and changes of neighbors, waves of contraction and expansion, motion of cell sheets, extension of filopodia, shearing of cell connections, and differentiation and morphogenesis of tissues such as skin and brain. I propose to build a robotic microscope that would enable a new way to look at embryos: Google Embryo. This is akin to sending a space probe to Jupiter and its moons, sending (...) back spectacular new visions of their complexity, activity, and beauty. (shrink)

Google Earth allows us to obtain a new vision of the planet we live on, with an ability to zoom in from space to ground level detail at any point on Earth. As it is only recently that we have been able to look toward the Earth from space, we review instead the history of imaging of the Jupiter moon Ganymede, another globe, first seen by Galileo. Observations of Ganymede are mined for lessons on the importance and impact of improving (...) imaging technology. Similarly, new insights may await us when we have proper tools for quantitatively looking at another unexplored globe, the embryo, in a sense for the first time. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Philosophers have been debating the nature of folk or commonsense psychology for three decades. We ask: What are the resources that enable us to navigate the social world, anticipating what others do, explaining what they’ve done, and perceiving them--and ourselves--as selves, subjects, persons, with beliefs, desire, perceptions, and feelings? Unlike traditional philosophy of mind, instead of directly confronting the mind-body problem and subproblems such as intentionality and qualia, we step back and look at the resources that give us the concepts (...) that get us into these knots. (shrink)

Few educators and philosophers of education have discussed how to challenge the curse of bad faith that Sartre describes as central to human existence. This essay suggests that in pointing out that “consciousness is a being such that in its being, its being is in question in so far as its being implies a being other than itself” Sartre has suggested that questioning is ontologically primary and that by radical questioning a person can challenge bad faith. The educational challenge of (...) assuming a manner of existence that will choose questioning over bad faith is described with the help of Sartre's novel Nausea and the ontology developed in Being and Nothingness. (shrink)

Understanding the development of public opinion about emerging technologies, when the scope of that emergence is still speculative, poses particular challenges. Opinions and beliefs may be drawn from conflicting experts in multiple fields, media portrayals with varying biases, and fictional narratives that portray diverse possible futures. This article draws on research in cognitive and social psychology to discuss how fiction in particular may influence beliefs about emerging technologies such as nanotechnology and biotechnology. Fiction can affect beliefs about the developments that (...) are most likely, the relative weight of possible risks and benefits, and the desirability of potential technology-related outcomes. These beliefs, in turn, influence public support of regulation and funding, sometimes in ways that have little to do with the actual issues immediately at hand. (shrink)

This book focuses on major educational philosophies impacting Western education and makes sense of past and current trends placed in historical context. This third edition is updated with the swift changes taking place in education and looks at postmodernism as it has continued to develop during the past fifty years.