Online research in philosophy

On the surface the concept of self-consciousness would seem to be understandable as consciousness of oneself. It is commonplace to resist this temptation by arguing that the self cannot properly be construed as the object of this form of consciousness. It is the subject. However, in this paper I show that any effort to see the self as the subject of consciousness converts it, willy nilly, into an object.Self-consciousness is not to be understood by determining the logically appropriate role of (...) the self in a univocal kind of consciousness. It differs from ‘ordinary’ consciousness because of the need for it to be unmediated and direct. If, on the one had, one is conscious of something, it is possible for that awareness to be indirect and mediated. On the other hand, if one is self-conscious it is necessary for that awareness to be direct. (shrink)

Elizabeth Anscombe and Anthony Kenny disagree on whether or not it is possible to doubt the existence of one’s own body. Anscombe believes that such doubt makes sense while Kenny argues that it could make sense only if one supposed that he had become a bodyless Cartesian ego. To resolve the issue I explore the knowledge one acquires of himself, and thus the manner in which such knowledge might be weakened into doubt. Siding with Anscombe, I argue that under the (...) conditions of sensory deprivation some very basic questions asked of oneself such as, “Which body?” cannot be answered. Without such answers, one can be uncertain about his own body. Such uncertainty, however, is to be explained by the autonomy of the relevant ‘J-thoughts’ and not because one had become a Cartesian ego. (shrink)

The field of textbooks in philosophy of mind is a crowded one. I shall consider six recent texts for their pedagogical usefulness. All have been published within the last five years, though two are new editions of previously published books. The first three are authored monographs: by K. T. Maslin, Barbara Montero, and André Kukla and Joel Walmsley. I then review three anthologies, each with two editors: William Lycan and Jesse Prinz, Brie Gertler and Lawrence Shapiro, and Brian McLaughlin and (...) Jonathan Cohen. These six texts constitute a diverse bunch. Within each of the two groups (monographs and anthologies), each individual text differs significantly from the other two in its approach, scope, and thus suitability for various levels of teaching. (shrink)