Thinkers who have postulated a transcendental subject of experience have responded to an epistemological insight about first‐person thought with a metaphysical error. The distinctive features of the first person that has produced the illusion is not immunity to error through misidentification, but a certain kind of representational independence. Representationally independent uses of the first person are those in which the thinker rationally forms a present‐tense first‐person belief, but not by endorsing the content of some conscious state, which itself has (...) a first‐person representational content. Mis‐characterization of this phenomenon provides an explanation of the source of the illusion that there is a transcendental subject of experience. (shrink)

One of the main issues concerning different versions of content externalism is whether or not they are compatible with the privileged access thesis. According to the so-called ‘illusion version’ of externalism, in reference failure cases (such as cases in which an empty proper name is involved) the subject suffers an illusion of entertaining a thought. In this paper, I shall concentrate on a recent argument offered by Jessica Brown, which she calls the “illusion argument”, to the effect (...) that the illusion version of externalism undermines the privileged access thesis (Brown, 2004). After criticizing Brown's argument, I shall try to reconstruct the illusion argument in a more defensible and straightforward way. I will exploit, in my argument, solutions proposed by Goldman and Alston for the so-called ‘generality problem’ (Goldman, 1986; Alston, 1995). Moreover, I shall offer a stronger formulation of the global reliability condition for knowledge, upon which my reconstruction of the illusion argument is based. (shrink)

These comments are my contribution to the author-meets-critics session on Katharina Kraus' recently published Kant on Self-Knowledge and Self-Formation, at the APA Pacific meeting. In my comments, I challenge Kraus' characterization of my fictionalism concerning the idea of the soul, and contend for the importance of transcendental illusion in that idea's function of guiding the empirical investigation of inner appearances.

ABSTRACT Understanding is a demanding epistemic state. It involves not just knowledge that things are thus and so, but grasping the reasons why and seeing how things hang together. Understanding, then, typically requires inquiry. Many of our inquiries are conducted online nowadays, with the help of search engines, forums, and social media platforms. In this paper, I explore the idea that online inquiry easily leads to what I will call online illusions of understanding. Both the structure of online information (...) presentation (with hyperlinks, shares, retweets, likes, etc.) and the operation of recommender systems and the like make it easy for people using them to form the impression that they are conducting inquiry responsibly, whereas they are in fact fed with irrelevant information, or, even worse, falsehoods, misinformation, disinformation, or outright conspiracy theories. (shrink)

As Edward Hundert--a philosopher, psychiatrist, and award-winning educator--makes clear in this eloquent interdisciplinary work, the newly emerging model for ...

In his recent book, The Empirical Stance, Bas van Fraassen elaborates on earlier suggestions of a religious view that has striking parallels withhis constructive empiricism. A particularly salient feature consists in the way in which he keeps a critical distance from theoretical formulations both in scienceand religion, thus preferring a mystical approach to religious experience. As an alternative, I suggest a view based on mediation by the word, both in the structureof reality and the encounter between persons. Without falling prey (...) to rationalist illusions, such an approach allows for true human knowledge as embedded intranscendent Wisdom. It implies a more radical break with the Enlightenment ideal of neutral and universal knowledge than van Fraassen’s program, as he stillmaintains a kind of immanent grounding of knowledge in the form of direct, unmediated experience, in spite of his rejection of classical foundationalism. Wecan thus overcome the antithetical ring that characterizes his notion of rationality understood as bridled irrationality and escape relativism without forgetting thelessons that we have learned from the collapse of positivism—lessons to which van Fraassen rightly draws our attention. (shrink)

In his recent book, The Empirical Stance (2002), Bas van Fraassen elaborates on earlier suggestions of a religious view that has striking parallels withhis constructive empiricism. A particularly salient feature consists in the way in which he keeps a critical distance from theoretical formulations both in scienceand religion, thus preferring a mystical approach to religious experience. As an alternative, I suggest a view based on mediation by the word, both in the structureof reality and the encounter between persons. Without falling (...) prey to rationalist illusions, such an approach allows for true human knowledge as embedded intranscendent Wisdom. It implies a more radical break with the Enlightenment ideal of neutral and universal knowledge than van Fraassen’s program, as he stillmaintains a kind of immanent grounding of knowledge in the form of direct, unmediated experience, in spite of his rejection of classical foundationalism. Wecan thus overcome the antithetical ring that characterizes his notion of rationality understood as bridled irrationality and escape relativism without forgetting thelessons that we have learned from the collapse of positivism—lessons to which van Fraassen rightly draws our attention. (shrink)

Modern epistemology has run into several paradoxes in its efforts to explain how knowledge acquisition can be both socially based and still able to determine objective facts about the world. In this important book, Richmond Campbell attempts to dispel some of these paradoxes, to show how they are ultimately just "illusions of paradox," by developing ideas central to two of the most promising currents in epistemology: feminist epistemology and naturalized epistemology. Campbell's aim is to construct a coherent theory of (...) knowing that is feminist and "naturalized." Illusions of Paradox will be valuable for students and scholars of epistemology and women's studies. (shrink)

It's generally agreed that, for a certain a class of cases, a rational subject cannot be wrong in treating two elements of thought as co-referential. Even anti-individualists like Tyler Burge agree that empirical error is impossible in such cases. I argue that this immunity to empirical error is illusory and sketch a new anti-individualist approach to concepts that doesn't require such immunity.

This article addresses the notion of “illusions of the multitude”, or the ideas created by the imagination in the analysis that Baruch Spinoza makes in his works. The text aims to explore the following questions: What characteristics reveal the ideas originating from the imagination? What role do these ideas play in the political and so- cial space? First, I emphasize Spinoza’s explanation of the imagination, as a first mode of knowledge. Secondly, I delve into the characteristics of the ideas (...) that stem from it and the affections that accompany them. Finally, I analyze their effects on the political and social space. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to (...) be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This article provides a summary of current knowledge about memory illusions. The memory illusions described here focus on the recall of imagined events that have never actually occurred. The purpose is to review theoretical ideas and empirical evidence about the reality-monitoring processes involved in memory illusions. Reality monitoring means deciding whether the memory has been perceptually derived or been self-generated (thought or imagined). A few key findings from the literature have been reported in this paper and these focus on (...) internal source-monitoring judgments which distinguish perceptual events from imagined events. Finally, the experimental paradigms used to shed light on processes occurring in the failure of reality monitoring in healthy subjects may be extended to an examination of the causes and the prevention of hallucinations in patients. (shrink)

It has been suggested that there maybe no olfactory illusions. This manuscript examines this claim and argues that it arises because olfactory illusions are not typically accompanied by an awareness of their illusory nature. To demonstrate that olfactory illusions do occur, the relevant empirical literature is reviewed, by examining instances of where the same stimulus results in different percepts, and of where different stimuli result in the same percept. The final part of the manuscript evaluates the evidence favoring the existence (...) of olfactory illusions, and then examines why they may not typically be accompanied by awareness. Three contributory mechanisms are discussed, relating to difficulty of verification and paucity of olfactory knowledge, the role of change blindness, and restricted access consciousness in this sense. (shrink)

Knowledge is closed under implication, according to standard theories. Orthodoxy can allow, though, that apparent counterexamples to closure exist, much as Kripkeans recognize the existence of illusions of possibility which they seek to explain away. Should not everyone, orthodox or not, want to make sense of “intimations of openness”? This paper compares two styles of explanation: evidence that boosts P’s probability need not boost that of its consequence Q; evidence bearing on P’s subject matter may not bear on the (...) subject matter of Q. (shrink)

Imagine a character, Mary Analogue, who has a complete theoretical knowledge of her subject matter: the illusory nature of self. Suppose that when presenting her paper on no self at a conference she suffers stage-fright – a reaction that implies she is under an illusion of the very self whose existence she denies. Might there be something defective about her knowledge of no self? The Buddhist tradition would claim that Mary Analogue, despite her theoretical omniscience, lacks deep (...) ‘insight knowledge’ into the reality of no self. The only way for her to gain insight, and thereby improve her epistemic status, would be to divest her mind of the self-illusion. In this paper, I offer an analysis of what could be epistemically involved in the process of acquiring such insight knowledge whereby one becomes, in Buddhist parlance, ‘awakened’. (shrink)

This book sets Gaudda in historical context and develops a commentary that makes the meaning and significance of the Alatasaanti text clear. In the Alatasaanti , Gaudda uses terms made familiar by Buddhism in order to expound his Vedantic philosophy. It places him at the watershed between Mahayana Buddhism and Vedanta. Among the important issues discussed are Gaudda's radical doctrine of non-production (ajati), that is, the view that despite appearances nothing is ever actually brought into existence; his notion of the (...) illusory nature of sensory experience; his conviction that reality is "not two" (and certainly not more than two); his theory of knowledge; and the "touchless yoga" he hoped would dispel our illusions about ourselves and our world. His logic and the content of his arguments are examined critically. "This is a very useful and valuable work. The topic is a central one in Indian philosophy, yet not many books and none in recent times, have ventured to explore it. The author does a persuasive job, especially given the controversial nature of the topic. The book's chief merit is its clear and readable style. The format clearly elucidates the Ajativada of Gaudda through critical and historical introduction, summaries, translations and commentary. This is a work which will not only draw general readers who are interested in Indian philosophy but also serious scholars who are concerned about textual interpretations. The translation of the text is very well done, both in terms of readability and authenticity." -- Deen K. Chatterjee, University of Utah. (shrink)

In this article we want to rethink the educational significance of the novel from the perspective of a ‘metanovelistic’ reading of Don Quixote, often acclaimed as the ‘first modern novel’. Our point of departure is two-fold: on the one hand, there is the controversial contemporary phenomenon of de-reading, and all the educational discussions it entails; on the other hand, there is the existing tradition of literary education, which has already extensively reflected upon the (moral, epistemological, ontological) relations between novel reading, (...) education, and subjectification, but which perhaps also has exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the (Western) novel and novel reading, at the dawn of modernity. Exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote—which were near-contemporaries—we strongly argue for an educational–philosophical rehabilitation of the latter. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form or configuration of knowledge—one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between ‘simulation’ and ‘illusion’, claiming that novel reading qua educational subjectification always involves a quixotic practice of adventurous, ‘playful’, and public negotiation between reality and its more or less illusory alternatives. (shrink)

Logicians have long recognized a distinction between categorical, conditional and hypothetical reasoning. Roughly speaking, categorical reasoning exhibits the form "? since ?". Conditional reasoning exhibits the form "If ? then ?". Hypothetical reasoning exhibits the form ?Since ?, it is reasonable to suppose (conjecture, hypothesize) that ?¬. Categorical and hypothetical reasoning is a matter of drawing consequences. Conditional reasoning is a matter of spotting consequences, not drawing them. Categorical reasoning maps belief to belief. Conditional reasoning engenders implicational belief. Hypothetical reasoning (...) maps belief to supposition (conjecture, hypothesis). Since the notion of belief is a constituent of reasoning in all these forms, it is only natural to suppose that it will have a role to play in the differentiation of good and bad reasoning. A logic of reasoning should have something to say about this. In the account developed her, belief has a central importance. In chapter two, I made favourable mention of the Can Do Principle. This is the principle that bids us, to the extent possible, to solve our theoretical problems in frameworks that are up and running and successful, using methods that are tried and true. I said that, provided it does not overreach itself, Can Do gives to the theorist methodological guidance of the first importance. For the better part of twenty-five years, belief-change theories have been a prominent part of the research programmes of AI[1] and formal epistemology.[2] If reasoning comprehends belief-change, why wouldn’t a theory of reasoning be an adaptation of a theory of belief-change? Wouldn’t a theory of belief-change be the natural place to look? Isn’t this what Can Do would suggest? Similarly, belief has been the focus of attention of modal logicians for nearly fifty years. Would a belief logic also be a natural place for a logic of reasoning to seek instruction? Wouldn’t Can Do also direct us here? This is not, in fact, the course that I am going to take.. (shrink)

The Illusion of Doubt shows that radical scepticism is an illusion generated by a Cartesian picture of our evidential situation—the view that my epistemic grounds in both the ‘good’ and the ‘bad’ cases must be the same. It is this picture which issues both a standing invitation to radical scepticism and ensures that there is no way of getting out of it while agreeing to the sceptic’s terms. The sceptical problem cannot, therefore, be answered ‘directly’. Rather, the assumptions (...) that give rise to it, need to be undermined. These include the notion that radical scepticism can be motivated by the ‘closure’ principle for knowledge, that the ‘Indistinguishability Argument’ renders the Cartesian conception compulsory, that the ‘New Evil Genius Thesis’ is coherent, and the demand for a ‘global validation’ of our epistemic practices makes sense. Once these dogmas are undermined, the path is clear for a ‘realism without empiricism’ that allows us to re-establish unmediated contact with the objects and persons in our environment which an illusion of doubt had threatened to put forever beyond our cognitive grasp. (shrink)

People tend to think that they know others better than others know them. This phenomenon is known as the “illusion of asymmetric insight.” While the illusion has been well documented by a series of recent experiments, less has been done to explain it. In this paper, we argue that extant explanations are inadequate because they either get the explanatory direction wrong or fail to accommodate the experimental results in a sufficiently nuanced way. Instead, we propose a new explanation (...) that does not face these problems. The explanation is based on two other well-documented psychological phenomena: the tendency to accommodate ambiguous evidence in a biased way, and the tendency to overestimate how much better we know ourselves than we know others. (shrink)

This article compares investigations of the process of vision that were made in early nineteenth-century Britain and the German lands. It is argued that vision studies differed significantly east and west of the North Sea. Most of the German investigators had a medical background and many of them had a firm grasp of contemporary philosophy. In contrast, the British studies on vision emerged from the context of optics. This difference manifested itself in the conceptual tools for the analysis of vision, (...) deception and illusion and shaped the experiments on visual phenomena that were carried out. Nevertheless, both in Britain and in the German lands vision studies were driven by the same impetus, by epistemological concerns with the nature and reliability of knowledge acquisition in experience. The general epistemological conclusions drawn from researches on vision and deception were optimistic. Precisely because mechanisms of deception and illusion could be uncovered, the possibility of acquiring empirical knowledge could be secured. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Illusions of KnowingMatthew T. Kapstein (bio)Knowing Illusion: Bringing a Tibetan Debate into Contemporary Discourse, Volume I: A Philosophical History of the Debate, and Volume II: Translations. By The Yakherds ( José Cabezón, Ryan Conlon, Thomas Doctor, Douglas Duckworth, Jed Forman, Jay Garfield, John Powers, Sonam Thakchöe, Tashi Tsering, and Geshé Yeshes Thabkhas). New York: Oxford University Press, 2020.Metaphysics is a subject much more curious than useful, the (...) class='Hi'>knowledge of which, like that of a sunken reef, serves chiefly to enable us to keep clear of it.Charles S. Peirce, "How to Make Our Ideas Clear"I. The Elusive Way to the MiddleKnowing Illusion: Bringing a Tibetan Debate into Contemporary Discourse is the fruit of collaborative efforts by the Yakherds, a group of scholars stemming from the earlier Cowherds, in which two of the present herdsmen—Sonam Thakchöe and Jay Garfield—were active as well.1 In moving from the broad issues of Buddhist philosophy that occupied the Cowherds to a tightly focused study of a particular debate in Tibet, the group has parted from the gentle cattle of the Indian plains to tend more rugged Himalayan stock. The present work, in two volumes, offers an exceptionally lucid guide to some of the main lines of Madhyamaka thought in Tibet and the disputes that these engendered. It constitutes an essential contribution to our knowledge of the philosophical traditions of Tibetan Buddhism, but, beyond this, merits the attention of those focusing on their Indian background and on Buddhist philosophies more generally. Indeed, Knowing Illusion is among the rare works in this area that may be profitably taken up by philosophers who are not specifically concerned with Buddhist or other Asian ways of thought, but who may wish to explore approaches beyond those of the Euro-American tradition to some of the central topics of philosophy overall: truth and falsehood, knowledge and ignorance, existence and illusion, belief and argument. Of the many interesting [End Page 1023] questions raised in Knowing Illusion, whether from the perspective of specialized Tibetan Buddhist Studies or of philosophy more broadly, only a sample can be addressed in the space of this review.The unifying thread in Knowing Illusion is a series of written disputes that were provoked by a fifteenth-century teacher belonging to the Sakyapa order of Tibetan Buddhism, Taktsang Sherab Rinchen (1405–1477), in his treatise titled Freedom from Extremes Accomplished through Comprehensive Knowledge of Philosophy (hereinafter Comprehensive Knowledge of Philosophy).2 Central to these debates was the challenge of squaring the Madhyamaka philosophy of Nāgārjuna (second century c.e.), whose teaching of ultimate emptiness (śūnyatā) seemed to undermine most—perhaps all—claims to knowledge, with the positive theory of knowledge (pramāṇa) advanced by Dignāga (fifth century c.e.) and Dharmakīrti (sixth century c.e.). The problem had already preoccupied Indian Buddhist thinkers, including philosophers Bhāviveka (sixth century c.e.) and Śāntarakṣita (eighth century c.e.), who sought to harmonize the insights of Madhyamaka with those of the pramāṇa school, and Dharmakīrti's contemporary Candrakīrti, whose trenchant interpretations of Nāgārjuna appeared to undermine the entire project of a 'theory of knowledge'.3 In Tibet, thinkers of the former camp came to be known as proponents of Svātantrika-Mādhyamika (so-called because they affirmed that emptiness could be established through positive proof, svatantra), while those allied with Candrakīrti were said to follow Prāsaṅgika-Mādhyamika (who allowed only indirect proof, reductio ad absurdum, or prasaṅga).4The debate reemerged forcefully in Tibet, and not merely as a historical exercise, in tandem with the expansion of monastic colleges there during the twelfth century, as Tibetan teachers increasingly elaborated original perspectives on the Indian classics. Many aspects of the Svātantrika/Prāsaṅgika split were co. (shrink)

Beginning with an anecdote from the Zhuangzi about a wheelwright who is unable to pass on his knack for wheel-making to his son, this article goes on to argue that the process of teaching and learning in this context should not be understood as one of transmitting knowledge but instead as one of cultivating habits. According to Zhuangzi, learning does not mean attaining truths given to one by another, but means familiarizing oneself with concepts by applying them in different (...) situations. To clarify these arguments, I compare Zhuangzi’s position to that of Wittgenstein, who I attempt to show has similar views on teaching and learning. Most significantly, I argue that both Zhuangzi and Wittgenstein see language as logically and phenomenally groundless, and that this view influences their endorsement of exemplification and practice over explanation and definition with regard to meaning and understanding. Given their perspectives on language and practice, any pedagogical process developed from the philosophies of these two thinkers would not be concerned with imparting knowledge or principles but with cultivating skills through emulation and habituation. Consequentially, before teachers can actually teach efficiently, they must themselves possess habits appropriate to what they are teaching. (shrink)

Common knowledge, intersubjectivity, and false intersubjective beliefs -- Détente -- The Anti-Ballistic Missile Treaty -- The decline of détente.

A traditional diagnosis of the error in the Cartesian skeptical arguments holds that they exploit our tendencies to take a representationalist view of perception. Thinking (perhaps not too clearly) that we perceive only our own sensory states, it seems to us that our perceptual beliefs about physical objects must be justified qua explanations of those sensory states. Such justification requires us to have reasons to reject rival explanations, such as the skeptical hypotheses, which we lack. However, those who adopt the (...) direct realist view of perception still find these arguments plausible, although, according to this diagnosis, they shouldn’t. To avoid this objection, I argue that the Cartesian skeptical arguments exploit, not our representationalist tendencies, but our habits for evaluating causal explanatory justifications. (shrink)