The purpose of this essay is to argue that Blade Runner: The Final Cut (Ridley Scott, 2007) has cognitive value which is inseparable from its value as a work of cinema. I introduce the cinematic philosophy debate in §1. §2 sets out my position: that the Final Cut affirms the proposition there is no necessary relation between humanity and human beings. I outline the combination of cinematic depiction with distinctive features of the narrative’s peripeteia in §3. In (...) §4, I explain the cognitive value of the peripeteia. (shrink)

The function and legitimacy of values in decision making is a critically important issue in the contemporary analysis of science. It is particularly relevant for some of the more application-oriented areas of science, specifically decision-oriented science in the field of regulation of technological risks. Our main objective in this paper is to assess the diversity of roles that non-cognitive values related to decision making can adopt in the kinds of scientific activity that underlie risk regulation. We start out, first, (...) by analyzing the issue of values with the help of a framework taken from the wider philosophical debate on science and values. Second, we study the principal conceptualizations used by scholars who have applied them to numerous case studies. Third, we appraise the links between those conceptualizations and learning processes in decision-oriented science. In this, we recur to the concept of methodological learning, i.e., learning about the best methodologies for generating knowledge that is useful for science-based regulatory decisions. The main result of our analysis is that non-cognitive values can contribute to methodological improvements in science in three principal ways: as basis for critical analysis, for contextualizing methodologies, and for establishing the burden of proof. (shrink)

Can literary fictions convey significant philosophical views, understood in terms of propositional knowledge? This study addresses the philosophical value of literature by examining how literary works impart philosophy truth and knowledge and to what extent the works should be approached as communications of their authors. Beginning with theories of fiction, it examines the case against the prevailing ‘pretence’ and ‘make-believe’ theories of fiction hostile to propositional theories of literary truth. Tackling further arguments against the cognitive function and (...) class='Hi'>value of literature, this study illustrates how literary works can contribute to knowledge by making assertions and suggestions and by providing hypotheses for the reader to assess. Through clear analysis of the concept of the author, the role of the authorial intention and the different approaches to the ‘meaning’ of a literary work, this study provides an historical survey to the cognitivist—anti-cognitivist dispute, introducing contemporary trends in the discussion before presenting a novel approach to recognizing the cognitive function of literature. An important contribution to philosophical studies of literature and knowledge. (shrink)

Traditionally, cognitive values have been thought of as a collective pool of considerations in science that frequently trade against each other. I argue here that a finer-grained account of the value of cognitive values can help reduce such tensions. I separate the values into groups, minimal epistemic criteria, pragmatic considerations, and genuine epistemic assurance, based in part on the distinction between values that describe theories per se and values that describe theory-evidence relationships. This allows us to clarify (...) why these values are central to science and what role they should play, while reducing the tensions among them. (shrink)

Why should a Bayesian bother performing an experiment, one the result of which might well upset his own favored credence function? The Ramsey-Good theorem provides a decision theoretic answer. Provided you base your decision on expected utility, and the the experiment is cost-free, performing the experiment and then choosing has at least as much expected utility as choosing without further ado. Furthermore, doing the experiment is strictly preferable just in case at least one possible outcome of the experiment could alter (...) your choice of options. That is, you should pursue the information just in case it could make a difference to what you do. The problem remains, however, why one should do an experiment when nothing of much practical consequence hangs in the balance. One possibility here is to invoke the pure cognitive utility of states. It is shown that one constraint on cognitive value (what I call cogency) guarantees the value of learning: from a cognitive point of view you are justified in performing an experiment if the outcome of the experiment could make a different to what you think. A bonus of the basic framework is that it provides a new decision theoretic argument for the rationality of conditionalization. (shrink)

In this article, I first analyze and assess the epistemological and semantic status of canonical value-range equations in the formal language of Frege’s Grundgesetze der Arithmetik. I subsequently scrutinize the relation between (a) his informal, metalinguistic stipulation in Grundgesetze I, Section 3, and (b) its formal counterpart, which is Basic Law V. One point I argue for is that the stipulation in Section 3 was designed not only to fix the references of value-range names, but that it was (...) probably also intended to play a regulative role with an eye to Basic Law V. I further intend to shed new light on the status of Frege’s identification of the truth-values with their unit classes in Grundgesetze I, Section 10 and determine its place and importance in his overall logicist project. In a subsequent section, I first discuss the hypothetical extendability of the logical system of Grundgesetze. In what follows, I analyze the incompleteness of that system—were it not inconsistent and hence trivially complete—by focusing on the role of the definite description operator and the axiom governing it (= Basic Law VI) as well as on the role of the application operator. The latter is defined by means of the former. I further comment on the redundancy of an axiom that could be designed to supplement Basic Law VI by incorporating the second clause of Frege’s two-part elucidation of the description operator. I argue that although it seems likely that Basic Law VI could have been shown to be dispensable in Grundgesetze, Frege would probably have been reluctant to dispense with it, despite his commitment to axiomatic parsimony. In my view, the reason is that he considers it essential that every primitive function-name of his formal language be governed and grounded by a basic law that is tailored to the nature and the role of the primitive name occurring at a key point in the law. Toward the end of the article, I propose solutions to two problems with Frege’s use of “=” in the concept-script sentences that result from his definitions involving the replacement of the double stroke of definition with the judgment-stroke. I conclude the article with a summary of the main results that I have achieved. (shrink)

In the debate about values in science, it is a time-honored tradition to distinguish between the normative question of whether non-cognitive values should play a role in science and the descriptive question of whether they in fact do so or not.1 Among philosophers of science, it is now an accepted view that the descriptive question has been settled. That is, it is no longer disputed that non-cognitive values play a role in science. Hence, all that is left to (...) do on the descriptive front is to describe these values and their roles in more detail. In the words of Longino: “We should stop asking whether social values play a role in science and ask which values and whose values play a role and how” (2004, p. .. (shrink)

Kazimierz Twardowski attributed high cognitive value to introspection because he believed it plays a fundamental role in psychology, the primary philosophical discipline. He believed that basing philosophy on inner experience would allow it to obtain universal and justified results. Internal experience consists of perceiving one’s own mental facts; it is non-sensual and selfevident. Twardowski referred to introspection in his investigations in various ways, which is presented in the article.

When debating the cognitive value of the novel, philosophers often focus on the resemblance between real and fictional world. Therefore, it is a hardly surprising that modernist literature, such as Franz Kafka’s novels, are rarely used as examples to support claims about the novel’s cognitive value. In my paper, I therefore offer a starting point for the development of a theory on the novel’s cognitive value that also works for modernist literature by building on (...) Paul Ricoeur’s conception of productive imagination. Starting from a case study of a short story of Kafka, I develop an account of the novel’s cognitive value that is based on the tension between the literary work’s invitation to interpretation and its simultaneous resistance against interpretation. (shrink)

Although the presence of cognitive values in science has been accepted for half a century, until recently it was claimed that the presence of non-cognitive values threatened the rationality and objectivity of science and it was a sign of a scientist’s weakness. This view appeared to be correct when cognitive and non-cognitive values were treated dichotomously, and science was seen as a set of theories and procedures. The analysis of science as a social practice shows however (...) that this dichotomy cannot be maintained and that the scientist, when planning and conducting research, makes assumptions which include value judgments encompassing certain non-cognitive values. Ignoring the presence of non-cognitive values does not secure objectivity and rationality of science. On the contrary, since they are constitutive elements of scientific research, pretending that they do not work in research exposes science to ideologization. Rational subordination of science to them becomes a vehicle and a warrant of not only rationality but also objectivity and social responsibility of science. This in turn allows us to restore the proper place of science in culture. (shrink)

A number of current controversies involve questions about the cognitive value of fiction. In each of these contexts, we find skepticism about what might be called the “strong thesis,” that we can non-trivially gain determinate propositional knowledge from fictions by virtue of their narrative contents. I offer two ways in which fictions can (and often do) provide us with propositional knowledge in just this way. I make the case that these models help answer much of the skepticism mentioned (...) above. I conclude by considering a number of implications of and objections to the entire project. (shrink)

The central question that I address in this dissertation is: how should we explain our connection with the language that we use? I show that the way that one answers the question depends upon the characterization that one gives of the nature of language. ;I argue that philosophers of language who theorize about words as in-the-world entities with a history have largely failed to explain how we use such words. To fill in this gap, I offer a positive account of (...) the cognitive value of language. In particular, I argue that cognitive value must be for a user, and that it allows for the explanation of how distinct individuals use a language held in common. (shrink)

Underdetermination arguments support the conclusion that no amount of empirical data can uniquely determine theory choice. The full content of a theory outreaches those elements of it (the observational elements) that can be shown to be true (or in agreement with actual observations).2 A number of strategies have been developed to minimize the threat such arguments pose to our aspirations to scientific knowledge. I want to focus on one such strategy: the invocation of additional criteria drawn from a pool of (...) cognitive or theoretical values, such as simplicity or generality, to bolster judgements about the worth of models, theories, and hypotheses. What is the status of such criteria? Larry Laudan, in Science and Values, argued that cognitive values could not be treated as self-validating, beyond justification, but are embedded in a three-way reticulational system containing theories, methods, and aims or values, which are involved in mutually supportive relationships (Laudan, 1984). My interest in this paper is not the purportedly self-validating nature of cognitive values, but their cognitive nature. Although Laudan rejects the idea that what he calls cognitive values are exempt from rational criticism and disagreement, he does seem to think that the reticulational system he identifies is independent of non-cognitive considerations. It is this cognitive/non-cognitive distinction that I wish to query in this paper. Let me begin by summarizing those of my own views about inquiry in which this worry about the distinction arises. (shrink)

-/- Carefully considering the difference in the philosophical potential of page poetry and performance poetry, Karen Simecek argues that it is only by considering them side by side that the unique cognitive value of each can be realised. -/- Focusing on spoken word poetry reveals the importance of voice and embodied words to the differing epistemic rewards of engaging with contemporary works of poetry in both private reading and live performance. This concept of embodied voice progresses a new (...) line of thinking in the cognitivism debate and unlocks the philosophical value of engaging with poetry. Simecek's discussion of performed poetry also advances discussions of affect and experience in contemporary analytic aesthetics which raise new insights and connections within the field. -/- The moral significance of the differing effects of poetry finds comprehensive articulation through a rich philosophical analysis of the thoughts and affects which arise in particular contexts. Simecek concludes that when page poetry is treated as paradigmatic, this enables reflection in the singular, whereas taking poetry in live performance as paradigmatic enables reflection on what is shared and shareable with others. (shrink)

Many of us read works of fiction passionately not only because of their entertainment value or for their aesthetic inventiveness but also because we feel that they enrich our understanding of ourselves and the world. This is where there seems to be an important resemblance to philosophy. A number of fictional works can be legitimately called “philosophical” because they are thought provoking about issues that works of philosophy explicitly deal with. However, as the hot debate concerning truth through literature (...) or literature’s cognitive value indicates, it is notoriously hard to pin down what it means to “enrich understanding” or what counts as “thought-provoking content.” Even if it is granted that literature... (shrink)

Recent authors hold that the role of historical scholarship within contemporary philosophical practice is to question current assumptions, to expose vestiges or to calibrate intuitions. On these views, historical scholarship is dispensable, since these roles can be achieved by nonhistorical methods. And the value of historical scholarship is contingent, since the need for the role depends on the presence of questionable assumptions, vestiges or comparable intuitions. In this paper I draw an analogy between scientific and philosophical practice, in order (...) to float one role for historical scholarship that is nonreplicable and noncontingent. It has long been acknowledged that cognitive values – features of theories that facilitate understanding, such as ontological parsimony, ideological simplicity, computational ease and fecundity – play a key role within science. The role of some of these values within philosophy also has received attention but left understudied are the values of novelty and conservativeness. These values influence theory choice, the selection of methodology, the setting of research agenda, and the presentation of results; and are best assessed with a historically informed evaluation. This role for historical scholarship is not replicable by nonhistorical methods, and is not contingent on the presence of questionable assumptions, vestiges or comparable intuitions. (shrink)

Frege’s ‘differential dubitability’ test is a test for differences in cognitive value: if one can rationally believe that p while simultaneously doubting that q, then the contents p and q amount to different ‘cognitive values’. If subject S is rational, does her simultaneous adoption of different attitudes towards p and q require that the difference between p and q(as cognitive values) be transparent to her? It is natural to think so. But I argue that, if attitude (...) anti-individualism is true, then rational differential dubitability does not presuppose that differences in cognitive value be transparent. The significance of this argument lies in what it tells us, both about the notion of cognitive value (and its relation to the differential dubitability test), but also about the prospects for a Burge-type position which aims to combine attitude anti-individualism with a (perhaps qualified) reliance on the differential dubitability test. (shrink)

Cognitive values like simplicity, broad scope, and easy handling are properties of a scientific representation that result from the idealization which is involved in the construction of a representation. These properties may facilitate the application of epistemic values to credibility assessments, which provides a rationale for assigning an auxiliary function to cognitive values. In this paper, I defend a further rationale for cognitive values which consists in the assessment of the usefulness of a representation. Usefulness includes the (...) relevance of a representation regarding the investigation of a given problem and its practicability for the users. This rationale builds on the claim that any evaluation of scientific representations should pursue two aims: providing information about their credibility and providing information about their usefulness. Cognitive values relating to the usefulness of a representation and epistemic values relating to its credibility both perform a first-order function. Cognitive values are abstract, and several values with first-order functions may conflict in their application. Thus, in order for cognitive values to account for the sort of problem that is to be investigated by means of a representation, they need to be appropriately specified and weighed. Comprehensiveness, complexity, high resolution, and easy handling, for instance, may be required in a first-order function for model-based prediction of regional climate impacts but not for explaining how the global climate system works. Specifying and weighing cognitive and epistemic values relative to a given problem is a legitimate second-order function of social values. (shrink)

The debate on the cognitive value of literature is undergoing a change. On the one hand, several philosophers recommend an epistemological move from “knowledge” to “understanding” in describing the cognitive benefits of literature. On the other hand, skeptics call for methodological discussion and demand evidence for the claim that readers actually learn from literature. These two ideas, the notion of understanding and the demand for evidence, seem initially inconsistent, for the notion of understanding implies that the (...) class='Hi'>cognitive benefits of literature are ultimately nonverbal and thus inarticulate. In this article, I defend both the move from knowledge to understanding and the demand for evidence. After proposing that the cognitive value of literature is best construed in terms of enhancing the reader's understanding, I argue that the place to look for evidence for the cognitive benefits of literature is not the laboratory but the practice of literature. (shrink)

In his book Art and Knowledge, James O. Young suggests that avant-garde and contemporary art, because it tends to eschew the resources of illustrative representation, lacks cognitive value. Because he regards cognitive value as a necessary condition for a high degree of aesthetic value, he concludes that contemporary works tend to have little aesthetic value and thus do not deserve to be regarded as valuable artworks (or, in many cases, as artworks at all). In (...) this paper, I mount a defense of contemporary art against Young’s criticisms. I examine particular artworks to show that the use of exemplification in many contemporary works is sufficient to allow them to make the kind of cognitive contribution Young requires. And I show that even a work that uses virtually none of the resources of illustrative representation makes available an experience that is a valuable source of knowledge. There is, thus, nothing about contemporary art that prevents it from having, or makes it especially unlikely to have, cognitive value. (shrink)

Frege continues by explaining what bothered him in the Begriffsschrift, and motivated his treatment of identity in that work.2 He goes on to criticize that account. By the end of the paragraph, he has introduced his key concept of sinn, abandonning not only the Begriffsschrift account of identity, but its basical semantical framework. In the Begriffsschrift Frege’s main semantic concept was content [Inhalt ]. Already in the Begriffsschrift, he is struggling with this concept. In §3 he..

Virtue-based moral cognitivism holds that at least some of the value of some art consists in conveying knowledge about the nature of virtue and vice. We explore here a challenge to this view, which extends the so-called situationist challenge to virtue ethics. Evidence from social psychology indicates that individuals’ behavior is often susceptible to trivial and normatively irrelevant situational influences. This evidence not only challenges approaches to ethics that emphasize the role of virtue but also undermines versions of moral (...) cognitivism, because the value of art cannot consist in teaching us about traits that do not exist. We thus recommend a new account of the cognitive value of art: art teaches how context and character interact to produce action. (shrink)

It is not so long ago that philosophers and scientists thought of science as an objective and value-free enterprise. But since the heyday of positivism, it has become obvious that values, norms, and standards have an indispensable role to play in science. You may even say that these values are the real issues of the philosophy of science. Whatever they are, these values constrain science at an ontological, a cognitive, a methodological, and a semantic level for the purpose (...) of making science a rational pursuit of knowledge. I think, however, that a good place to look for them is in the rise of quantum mechanics and in the debate between Bohr and Einstein on its interpretation, not because similar cognitive values are not shaping scientific rationality elsewhere, but because they surface in the debate whenever a new revolutionary paradigm is about to take over the scene. (shrink)

This paper is about the notions of the artistic, aesthetic, cognitive and moral value of art and their interconnectedness. The main concern is to try to advocate the cognitivist claim about the artistic value of artworks’ contribution to the advance of knowledge, as well as for the relevance of the moral dimension for artistic value. This is a discussion of the intersection of the debate about moral and aesthetic value. The central part of the paper (...) is focused on a debate with Peter Lamarque. The problem of immoral art-works and their cognitive value is discussed at the end of this paper in order to show that they are counterexamples of the thesis of artistic relevance of the moral dimension. (shrink)

Modern television is awash in programs that focus on the rough hero, a protagonist that is explicitly depicted as immoral. In this paper I examine why audiences find these characters so compelling, focusing on archetypal rough heroes in two programs: The Sopranos and Breaking Bad. I argue that the ability of rough-hero programs to engender a certain degree of empathy for morally deviant characters despite viewers' resistance to empathizing with these characters' moral views is an aesthetic achievement. In addition, I (...) argue that empathy for the rough hero has cognitive value in that it enables us to reflect on the nuances of the psychology underlying moral deviance. In defending these claims, I offer my view as an alternative to A.W. Eaton's robust immoralist view that the aesthetic value of rough-hero programs lies in their ability to make audiences empathize with immoral perspectives; my claim is that empathy for rough heroes does not extend to their moral outlooks. My view also provides an alternative to Matthew Kieran's cognitive immoralist view that a work's depiction of immorality has cognitive value insofar as it imparts a normative lesson; my claim is that rough-hero programs are cognitively valuable not because they teach us about the perils of acting immorally, but because they help us understand the moral psychology that underlies immoral behavior. I defend an interpretation of rough-hero programs that incorporates insights from Eaton's and Kieran's immoralist views but does not support immoralism. (shrink)

It is a common experience to be surprised by an artwork. In this paper, I examine how and why this obvious fact matters for philosophical aesthetics. Following recent works in psychology and philosophers such as Davidson or Scheffler, we will see that surprise qualifies as an emotion of a special kind, essentially “cognitive” or “epistemic” in its nature and functioning. After some preliminary considerations, I wish to hold two general claims: the first one will be that surprise is somehow (...) related to aesthetic appreciation, because it is often the ground to judge of a work’s value. The second point will be that a functional analysis of surprise provides support for cognitivist accounts of aesthetics. If this picture is right, surprise would generally play an important part in aesthetic experience and should also be seen as a paradigm to study the cognitive powers of art. (shrink)

This paper addresses two recent debates in aesthetics: the ‘moralist debate’, concerning the relationship between the ethical and aesthetic evaluations of artworks, and the ‘cognitivist debate’, concerning the relationship between the cognitive and aesthetic evaluations of artworks. Although the two debates appear to concern quite different issues, I argue that the various positions in each are marked by the same types of confusions and ambiguities. In particular, they demonstrate a persistent and unjustified conflation of aesthetic and artistic value, (...) which in turn is based on a more general failure to explicitly tackle the demarcation of aesthetic value. As such, the claims of each side are rendered ambiguous in respect of the relation that is supposed to hold between all these types of value and artistic value. These issues are discussed in light of a recent argument proposed by Matthew Kieran, to undermine, to some extent, the conceptual distinction between aesthetic, cognitive-ethical, and artistic values in our appraisal of art works. In rejecting his argument, I defend the conceptual distinction and a pluralistic conception of artistic value that allows for cognitive and ethical values to count as artistic, but not aesthetic, values. (shrink)

This paper is a critique of ‘integrative medicine’ as an ideal of medical progress on the grounds that it fails to realise the cognitive value of alternative medicine. After a brief account of the cognitive value of alternative medicine, I outline the form of ‘integrative medicine’ defended by the late Stephen Straus, former director of the US National Centre for Complementary and Alternative Medicine. Straus’ account is then considered in the light of Zuzana Parusnikova’s recent criticism (...) of ‘integrative medicine’ and her distinction between ‘cognitive’ and ‘opportunistic’ engagement with alternative medicine. Parusnikova warns that the medical establishment is guilty of ‘dogmatism’ and proposes that one can usefully invoke Karl Popper’s ‘critical rationalism’ as an antidote. Using the example of Straus, I argue that an appeal to Popper is insufficient, on the grounds that ‘integrative medicine’ can class as a form of cognitively-productive, critical engagement. I suggest that Parusnikova’s appeal to Popper should be augmented with Paul Feyerabend’s emphasis upon the role of ‘radical alternatives’ in maximising criticism. ‘Integrative medicine’ fails to maximise criticism because it ‘translates’ alternative medicine into the theories and terminology of allopathic medicine and so erodes its capacity to provide cognitively-valuable ‘radical alternatives’. These claims are then illustrated with a discussion of ‘traditional’ and ‘medical’ acupuncture. I conclude that ‘integrative medicine’ fails to exploit the cognitive value of alternative medicine and so should be rejected as an ideal of medical progress. (shrink)

Recent attention to the relationship between aesthetic value and cognitive value has focused on whether the latter can affect the former. In this article, I approach the issue from the opposite direction. I investigate whether the aesthetic value of a work can influence its cognitive value. More narrowly, I consider whether a work's aesthetic value ever contributes to or detracts from its philosophical value, which I take to include the truth of its (...) claims, the strength of its arguments, and its internal consistency. I argue that aesthetic value does have such an impact, at least sometimes and to some degree. The aesthetic merits of some works help to preserve their consistency, and the aesthetic defects of other works render them self-contradictory. (shrink)

This paper aims 1) to introduce the notion of theoretical story as a resource and source of constraint for the construction and assessment of models of phenomena; 2) to show the relevance of this notion for a better understanding of the role and nature of values in scientific activity. The reflection on the role of values and value judgments in scientific activity should be attentive, I will argue, to the distinction between models and the theoretical story that guides and (...) constrains their construction. The aim of scientific activity is to develop understanding of phenomena, and something that serves this aim and contributes to the development of understanding has a cognitive value. Cognitive values are the features that something that plays a role in scientific activity should have so that it can serve its aim. I will focus my attention on the features of the theoretical story and of the models. (shrink)

Philosophy of science has seen a passionate debate over the influence of non-cognitive values on theory choice. In this paper, we argue against a dichotomous divide between cognitive and non-cognitive values and for the possibility of a dual role for feminist values. By analyzing the influence of feminist values on evolutionary psychology and evolutionary biology, we show how they have cognitive and non-cognitive functions at the same time.

Fin dall’antichità esiste una tensione tra filosofia e letteratura, a cui David Hume ha dato voce dicendo che i poeti sono «mentitori per professione»: i testi letterari, in quanto opere di finzione che parlano di persone che non sono mai esistite e di eventi che non sono mai accaduti, non contengono proposizioni vere. Ciò implica, però, che essi sono privi di qualsiasi valore cognitivo. Questo articolo cerca di mostrare che tale atteggiamento anticognitivista si basa su una concezione errata del progresso (...) cognitivo, che lo riduce a un accumulo di dati. Quando apprendiamo da un testo letterario, invece, è perché esso ci offre nuove prospettive, approfondisce la nostra comprensione o ci invita a riflettere e ad arrivare a conclusioni nostre.There is an old tension between philosophy and literature that has been brought to the point by David Hume who stated that poets are «liars by profession». Literary texts, as works of fiction that talk about people who have never lived and events that have never taken place, do not contain true propositions and hence do not have any cognitive value. This article aims to show that the anticognitivistic argument is based on a false conception of cognitive progress, which reduces learning to the acquisition of information. We can learn from literary texts, however, because they offer new perspectives, deepen our understanding and invite us to reflect and arrive at our own conclusions. (shrink)

Reasoning with diagrams is considered to be a peculiar form of reasoning. Diagrams are often associated with imagistic representations conveyed by spatial arrangements of lines, points, figures, or letters that can be manipulated to obtain knowledge on a subject matter. Reasoning with diagrams is not just ‘peculiar’ because reasoners use spatially arranged characters to obtain knowledge – diagrams apparently have cognitive surplus: they enable a quasi-intuitive form of knowledge. The present paper analyses the issue of diagrams’ cognitive (...) class='Hi'>value by enquiring into the tradition of symbolic cognition developed by Leibniz, Lambert, and Kant. The proposal resulting from this enquiry is to question the idea that the cognitive value of diagrams lies solely in allowing evidence for inferences. The imaginative dimension of diagrams connects reasoning to doxastic attitudes of meditation and enquiry. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Simulation, Subjective Knowledge, and the Cognitive Value of Literary NarrativeScott R. Stroud (bio)IntroductionLiterary narrative holds the power to move individuals to thought, reflection, action, and belief. According to a longstanding view of literature, it is this impact on the reader that leads to literary narrative being valued so highly in our culture and in others. What exactly is the value of literature? Humanists such as Peter (...) Lamarque and Stein Olsen1 argue for this value in terms of perennial themes that literature allows one to "grapple with," as opposed to cognitivist accounts that discuss the value of literary narrative in terms of conveyed truths or knowledge. One particularly important position that explains the cognitive value of literature can be labeled the "Subjective Knowledge Theory" (SKT). Such an account of literature places its value in the subjective perspectives or experiences the narrative opens up to the reader. Thus, one can gain knowledge of "what it is like" to be caught in the throes of jealousy, endangered by an opposing army, or captivated by the lure of magical prowess. Lamarque and Olsen, however, argue that SKT is fundamentally flawed in its analysis of knowledge derivable from the literary narrative and in terms of its account of literary practice.I wish to defend a version of SKT in this article. In order to do so, I make and defend the following claims. First, Lamarque and Olsen's critique of SKT relies on a conflation of two distinct types of knowledge—the knowledge provided by the simulated subjective experience and its appropriation/ generalization to forms useful for the reader's real life activities. I will argue that the former of these outcomes is due strictly to the aesthetic features of the literary narrative, whereas the second involves a non-necessary psychological reaction to the text (that is, judgments of the veracity or usefulness of the text for one's own purposes). By conflating both of these into the cognitive knowledge derivable from the text, Lamarque and Olsen's critique can [End Page 19] gain its purchase against SKT. If these two processes and the resultant sorts of knowledge are separated, then the SKT account does seem to show how literature holds value in itself and in relation to the reader's moral activities/ judgments. Second, the process of simulation is the primary means by which one can gain any type of subjective knowledge from a literary narrative. This type of knowledge will be gained by virtue of the literary narrative's aesthetic qualities, which result in a certain type of activity in the reader. Third, I will argue that the second sort of knowledge—that derived from the simulated subjective experience—results from the process of reader identification with the values, beliefs, and/or behaviors of the simulated agent. This sense of identification involves selective appropriation and generalization and will be shown not to be subject to the critiques of simple identification offered by Noël Carroll.2 It is at this stage that individuals learn what they believe they ought to value, how they ought to act, and what they should believe from their experience of simulation in reading the literary narrative. Notice that this knowledge is separate from the first sort of knowledge, which is knowledge of what it is like to experience x through y's eyes.As I elucidate and defend these claims, I hope it will become clear that this is an account that does justice to the value resident in literature and in the activities readers do after they partake in the aesthetic object of the literary narrative. Thus, I will conclude by showing how this account does not fall prey to the conflation that both critics and supporters of SKT commit in muddling the different types of knowledge available from and in relation to a literary narrative.Before I proceed, it is important that some basic concepts are clearly set forth. A narrative can be defined as any representation of two or more events over time. The number of events and the relationship among them can be as simple or complex as one likes, but the crucial aspect is that the representation supplies the... (shrink)

Recent discussions about the cognitive value of fiction either rely on a background theory of reference or a theory of imaginative pretense. I argue that this reliance produces a tension between the two central or defining claims of literary cognitivism that: (1) fiction can have cognitive value by revealing or supporting insights into the world that properly count as true, and (2) that the cognitive value of a work of fiction contributes directly to that (...) work’s literary value. I address that tension by looking at the formal devices present in a work of fiction that enable it to realize the fictional world described by a text. When we focus on those formal elements, we can identify a connection between a work of literary fiction and the insights we gain through an encounter with the fictional world that work realizes. (shrink)

Pragmatism and critical realism are different vocabularies for talking about the cognitive value of religion and science. Each can be, and has been, used to make the case for cognitive parity between religious and scientific discourse. Critical realism presupposes a particular form of cognitive psychology that entails general skepticism about the external world and forecloses scientific inquiry in the name of a preconceived idea of what the nature of human cognition must be. Thus, of the two, (...) pragmatism is the better vocabulary for fostering mutual understanding between religion and science. (shrink)