David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Dialectica 56 (2):125–151 (2002)
It has been speculated, by Chomsky and others, that our capacity for scientific understanding is not only enabled but also limited by a biologically endowed science forming faculty . I look at two sorts of consideration for the SFF thesis and find both wanting. Firstly, it has been claimed that a problem‐mystery distinction militates for the SFF thesis. I suggest that the distinction can be coherently drawn for cases, but that the purported‘evidence’for even a fairly lose general demarcation of problems and mysteries is not best explained by a SFF. Secondly, I consider in detail a range of cognitive considerations for the SFF thesis and contend that it is at best moot whether science can be so construed as to make it feasible that it is a faculty competence
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References found in this work BETA
Noam Chomsky (1965). Aspects of the Theory of Syntax. The MIT Press.
Jerry A. Fodor (1981). Representations: Philosophical Essays on the Foundations of Cognitive Science. MIT Press.
Jerry A. Fodor (1975). The Language of Thought. Harvard University Press.
Citations of this work BETA
Tim Fuller (2012). Is Scientific Theory Change Similar to Early Cognitive Development? Gopnik on Science and Childhood. Philosophical Psychology 26 (1):109 - 128.
John Collins (2007). Linguistic Competence Without Knowledge of Language. Philosophy Compass 2 (6):880–895.
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