This thesis proposes a perspective on language and its development by starting from two approaches. The first is the ecological-enactive approach to cognition. In opposition to the widespread idea that cognition is information-processing in the brain, the ecological-enactive approach explains human cognition in relational terms, as skilful interactions with a sociomaterial environment shaped by practices. The second is the metalinguistic approach to language, which holds that reflexive or metalinguistic language use – talking about talking – is crucial for understanding language (...) and its development. In particular, I defend two theses: 1. A child’s initial communicative behaviour can be explained in terms of attentional actions: social actions that function by directing someone else’s attention. 2. In order for the child’s communicative behaviour to be sensitive to key properties of language, such as semantic content and normativity, she needs to learn metalinguistic skills. The development of this ecological-enactive perspective on language serves two functions. First, the ecological-enactive approach started by considering basic behaviour, such as locomotion and grasping. An approach in the cognitive sciences, however, should be able to account for the full gamut of human cognition. If the perspective developed in this thesis is viable, this is a contribution to extending the ecological-enactive approach to typically human forms of cognition. Second, this perspective throws new light on philosophical problems concerning language. In the different chapters, I deal with questions concerning the nature of linguistic knowledge, explanations of communicative behaviour, and the origins of semantic content and linguistic normativity. (shrink)

The first goal of this paper is to reply to a number of criticisms levied by Gunnar Breivik and Robert L. Simon against an account of sporting skills I published almost 20 years ago in which I distinguished between constitutive and restorative skills and examined their normative significance. To accomplish this goal, I first summarize my characterization and classification of skills and then detail the criticisms. After responding to the latter, and thus reconsidering and hopefully strengthening my account of skill (...) in sport, I turn my attention to Scott Kretchmar and Tim Elcombe’s inquiry into the skills involved in competitive sport. These authors claim that contesting skills demand the same respect usually accorded to testing skills. The second goal of this paper is then to explore Kretchmar and Elcombe’s inquiry under the light of my reconsidered analysis of skill. I specifically advocate a plausible relationship, both in terms of their distinctive character and relative import, between testing and contesting skills and constitutive and restorative skills. In doing so, I seek to present a more comprehensive account of skill in non-competitive and competitive sport. (shrink)

In “Global Knowledge Frameworks and the Tasks of Cross-Cultural Philosophy,” Leigh Jenco searches for the conception of knowledge that best justifies the judgment that one can learn from non-local traditions of philosophy. Jenco considers four conceptions of knowledge, namely, in catchwords, the esoteric, Enlightenment, hermeneutic, and self- transformative conceptions of knowledge, and she defends the latter as more plausible than the former three. In this critical discussion of Jenco’s article, I provide reason to doubt the self-transformative conception, and also advance (...) a fifth, pluralist conception of knowledge that I contend best explains the prospect of learning from traditions other than one’s own. (shrink)

I articulate and argue for a modest use to which philosophers who are not historians of philosophy might put the history of philosophy. That use is in conceptual cartography. I understand conceptual cartography to be the practice of mapping how concepts, including those as complex as philosophical views, relate. Using the history of philosophy in conceptual cartography uses that history to situate landmarks on a conceptual map, and then situates other views (historical or contemporary) relative to those landmarks. After articulating (...) and arguing for this use, I consider objections. (shrink)

In Ludwig Wittgenstein’s Philosophical Investigations, one can find a number of remarks that could be seen as antithetical to classic philosophical analysis. There are passages seemingly rejecting the ideas of concept decomposition, regression to first principles, and semantic substitution. The criticism, I argue, is aimed not at analysis in particular, but rather at some idealizations that pervade a certain picture of philosophy. This picture can be contrasted with Wittgenstein’s pragmatist view of explanations of meaning which, I believe, can inform a (...) different attitude towards philosophical method that aligns well with a vision of philosophy as conversation. If we think of philosophy as engaging in the development and exchange of explanations of meaning, we can see how various methods can coexist insofar as they are useful, and as long as the urge to sublimate them beyond our practices can be avoided. (shrink)

semantic minimalism and moderte contextualism.

When we think about what others believe and want, we are usually affected by what we know about their attitudes. If I’m aware that another person believes something, I have an opportunity to agree or disagree with it. If I think that another person wants something, I can endorse or disapprove of her desire. The importance of such reactions to attributed beliefs and desires has thus far been overlooked in philosophy of mind where the focus has been on explanatory and (...) predictive roles of attitude attribution. The primary goal of this thesis is to fill this lacuna and to articulate the indispensability of such reactions – agreement/disagreement and endorsement/disapproval – for social cognition. In the process of doing it I also show how these initial reactions ground certain further possible responses in intersubjective communication: manipulation, negotiation or adoption of attributed attitudes. The second aim of this thesis is to explicate what is it about belief and desire attributions that makes the responses I’ve described possible. Because one can agree or disagree both with beliefs and assertions and endorse or disapprove both desires and requests, I argue that we should understand belief attributions in terms of assertions and desire attributions in terms of requests. When we think what someone believes and wants, we treat her as a conversation partner because her attitudes call for the same responses as speech acts do, even if she hasn’t made any explicit assertion or request herself. In short, beliefs and desires have communicative significance. Given such significance, we can also see what one needs to take into consideration when attributing these attitudes to another. My answer in the thesis is that belief and desire attributions have to be grounded in facts about the behaviour and well-being of attributees and that these facts also constitute the nature of beliefs and desires. (shrink)