In 1746 the French philosophe Condillac published his Essay on the Origin of Human Knowledge , one of many attempts during the century to determine how we organize and validate ideas as knowledge. In investigating language, especially written language, he found not only the seriousness he sought but also a great deal of frivolity whose relation to the sober business of philosophy had to be addressed somehow. If the mind truly reflects the world, and language reflects the mind, why is (...) there so much error and nonsense? Whence the distortions? How can they be remedied? In The Archeology of the Frivolous , Jacques Derrida recoups Condillac's enterprise, showing how it anticipated--consciously or not--many of the issues that have since stymied epistemology and linguistic philosophy. If anyone doubts that deconstruction can be a powerful analytic method, try this. (shrink)
A treatise concerning the principles of human knowledge -- An essay towards a new theory of vision -- Alciphron, the fourth dialogue (excerpts) -- The theory of vision.
This volume is the first of three which will contain all of Locke's extant writings on philosophy which relate to An Essay Concerning Human Understanding, other than those contained in volumes of the Clarendon Edition of John Locke such as the Correspondence. The book contains the two earliest known drafts of the Essay, both written in 1671, and provides for the first time an accurate version of Locke's text together with a record of virtually all his changes, in notes at (...) the foot of each page. (shrink)
He was the author or translator of many books, most recently The Argument of the Action, Plato's "Laws," and Plato's "Symposium," all published by the University of Chicago Press.
Epistemology or the theory of knowledge is one of the cornerstones of analytic philosophy, and this book provides a clear and accessible introduction to the subject. It discusses some of the main theories of justification, including foundationalism, coherentism, reliabilism, and virtue epistemology. Other topics include the Gettier problem, internalism and externalism, skepticism, the problem of epistemic circularity, the problem of the criterion, a priori knowledge, and naturalized epistemology. Intended primarily for students taking a first class in epistemology, this lucid (...) and well-written text would also provide an excellent introduction for anyone interested in knowing more about this important area of philosophy. (shrink)
An Introduction to the Theory of Knowledge guides the reader through the key issues and debates in contemporary epistemology. Lucid, comprehensive and accessible, it is an ideal textbook for students who are new to the subject and for university undergraduates. The book is divided into five parts. Part I discusses the concept of knowledge and distinguishes between different types of knowledge. Part II surveys the sources of knowledge, considering both a priori and a posteriori knowledge. Parts III and IV (...) provide an in-depth discussion of justification and scepticism. The final part of the book examines our alleged knowledge of the past, other minds, morality and God. O'Brien uses engaging examples throughout the book, taking many from literature and the cinema. He explains complex issues, such as those concerning the private language argument, non-conceptual content, and the new riddle of induction, in a clear and accessible way. This textbook is an invaluable guide to contemporary epistemology. (shrink)
Can we know anything for certain? There are those who think we can (traditionally labeled the "dogmatists") and those who think we cannot (traditionally labeled the "skeptics"). The theory of knowledge, or epistemology, is the great debate between the two. This book is an introductory and historically-based survey of the debate. It sides for the most part with the skeptics. It also develops out of skepticism a third view, fallibilism or critical rationalism, which incorporates an uncompromising realism about perception, (...) science, and the nature of truth. (shrink)
In his 1967 paper 'A Causal Theory of Knowing', Alvin Goldman sketched an account of empirical knowledge in terms of appropriate causal connections between the fact known and the knower's belief in that fact. This early causal account has been much criticized, even by Goldman himself in later years. We argue that the theory is much more defensible than either he or its other critics have recognized, that there are plausible internal and external resources available to it (...) which save it from many objections in the literature (in particular, objections raised by Harman, Pappas and Swain, Klein, Dretske, Goldman, Shope, Ackermann, Morawetz, and Collier). (shrink)
People in the ancient world thought of vision as both an ethical tool and a tactile sense, akin to touch. Gazing upon someone—or oneself—was treated as a path to philosophical self-knowledge, but the question of tactility introduced an erotic element as well. In The Mirror of the Self , Shadi Bartsch asserts that these links among vision, sexuality, and self-knowledge are key to the classical understanding of the self. Weaving together literary theory, philosophy, and social history, Bartsch traces this (...) complex notion of self from Plato’s Greece to Seneca’s Rome. She starts by showing how ancient authors envisioned the mirror as both a tool for ethical self-improvement and, paradoxically, a sign of erotic self-indulgence. Her reading of the Phaedrus , for example, demonstrates that the mirroring gaze in Plato, because of its sexual possibilities, could not be adopted by Roman philosophers and their students. Bartsch goes on to examine the Roman treatment of the ethical and sexual gaze, and she traces how self-knowledge, the philosopher’s body, and the performance of virtue all played a role in shaping the Roman understanding of the nature of selfhood. Culminating in a profoundly original reading of Medea , The Mirror of the Self illustrates how Seneca, in his Stoic quest for self-knowledge, embodies the Roman view, marking a new point in human thought about self-perception. Bartsch leads readers on a journey that unveils divided selves, moral hypocrisy, and lustful Stoics—and offers fresh insights about seminal works. At once sexy and philosophical, The Mirror of the Self will be required reading for classicists, philosophers, and anthropologists alike. (shrink)
The revised edition of this hugely successful book builds on the topics covered in the first edition and includes new material on subjects such as virtue ...
tational background of dialectic: the structure of formal disputation. Formal disputation Perhaps the clearest, and surely historically the most prominent, ...
This paper proposes a reconsideration of Karl Mannheim and his work from the viewpoint of the needs of sociological theory. It points out certain affinities between Mannheim and some contemporary theorists, such as Gramsci and Foucault, and then reflects on certain problems in Mannheim's work, particularly the response to "relativism" and the hope of creating new "syntheses" through the sociology of knowledge. Finally, it proposes ways to draw on the sociology of intellectuals, inspired by Mannheim, in order to advance (...) the understanding of social theory. (shrink)
In this impressive second edition of Theory of Knowledge, Keith Lehrer introduces students to the major traditional and contemporary accounts of knowing. Beginning with the traditional definition of knowledge as justified true belief, Lehrer explores the truth, belief, and justification conditions on the way to a thorough examination of foundation theories of knowledge,the work of Platinga, externalism and naturalized epistemologies, internalism and modern coherence theories, contextualism, and recent reliabilist and causal theories. Lehrer gives all views careful examination and (...) concludes that external factors must be matched by appropriate internal factors to yield knowledge. This match of internal and external factors follows from Lehrer’s new coherence theory of undefeated justification. In addition to doing justice to the living epistemological traditions, the text smoothly integrates several new lines that will interest scholars. Also, a feature of special interest is Lehrer’s concept of a justification game.This second edition of Theory of Knowledge is a thoroughly revised and updated version that contains several completely new chapters. Written by a well-known scholar and contributor to modern epistemology, this text is distinguished by clarity of structure, accessible writing, and an elegant mix of traditional material, contemporary ideas, and well-motivated innovation. (shrink)
First published in 1984 as part of The Collected Papers of Bertrand Russell , Theory of Knowledge represents an important addition to our knowledge of Russell's thought. In this work Russell attempts to flesh out the sketch implicit in The Problems of Philosophy . It was conceived by Russell as his next major project after Principia Mathematica and was intended to provide the epistemological foundations for his work. Russell's subsequent difficulties in presenting his theory of knowledge, brought on (...) by what he considered to be devastating criticisms of Wittgenstein, led to both his abandonment of this work and to a major transformation in his thought. Theory of Knowledge , now available for the first time in paperback, gives us a picture of one of the great minds of the twentieth century at work. It is possible to see the unsolved problems left without disguise or evasion. This second edition has retained the full scholarly introduction. The photographs of the manuscript, appendices, and notes on textual matters have been eliminated to provide a concise and accessible guide to understanding both Russell's own thought and his relationship with Wittgenstein. (shrink)
The significance of Kant's philosophy is to be found primarily in his theory of knowledge, a theory that is set forth in his voluminous work, The Critique ...
This book is an accessible introduction to contemporary epistemology, the theory of knowledge. It introduces traditional topics in epistemology within the context of contemporary debates about the definition, sources, and limits of human knowledge. Rich in examples and written in an engaging style, it explains the field while avoiding technical detail. It relates epistemology to work in cognitive science and defends a plausible version of explanationism regarding epistemological method.
The main purpose of this essay is to examine Brentano's rejection of Kant's theory of a priori concepts and synthetic a priori judgments. The essay begins by recalling the views of Descartes and Locke about the acquisition of knowledge, since Brentano regards them as on the whole correct or, at least, as pointing in the right direction and since he regards Kant's epistemology as obscurantist and reactionary (Section 1). There follows a brief characterization of Brentano's conception of knowledge as (...) based on self-evident inner perception and analytic propositions, i.e. propositions which are true ex terminis (Section 2). Next some aspects of Kant's epistemology are compared with corresponding features of Brentano's doctrine (Section 3). In the light of this comparison the validity of Brentano's criticisms is examined (Section 4). In conclusion an independent view of the function of concepts and of their relation to perception is briefly outlined and contrasted with the views of Kant and Brentano (Section 5). (shrink)
Traditionally, Christians have hold the two following beliefs: the belief that God is omniscient, omnipotent, and perfectly good on the one hand and the belief that God has actualized a possible world in which some people freely reject Christ and are damned eternally, while others freely accept Him and are saved on the other. The combination of these two beliefs seems to result in a contradiction. This serious and well-known problem is called the soteriological problem of evil. In this article (...) the author, on the basis of William Lane Craig's Molinist theory, argues that there is no contradiction between these beliefs and that, therefore, there is no soteriological problem of evil, unless one adds two premises. The theory of middle knowledge shows that there is no good reason to accept the second of these. Therefore, there is no contradiction between belief in a perfectly good, omniscient, and omnipotent God and the eternal damnation of some people in this world. This Molinist account is defended against some philosophical and theological objections that have been raised against it. Finally, the author tries to show that, although Craig's concept of transworld damnation is helpful to offer a defense of the compatibility of the two traditional Christian beliefs mentioned above, it does not help us to offer a theodicy of post-mortem evil. (shrink)
In this response, we start from first principles, building up our theory to show more precisely what assumptions we do and do not make about the representational nature of implicit and explicit knowledge (in contrast to the target article, where we started our exposition with a description of a fully fledged representational theory of knowledge (RTK). Along the way, we indicate how our analysis does not rely on linguistic representations but it implies that implicit knowledge is causally efficacious; (...) we discuss the relationship between property structure implicitness and conceptual and nonconceptual content; then we consider the factual, fictional, and functional uses of representations and how we go from there to consciousness. Having shown how the basic theory deals with foundational criticisms, we indicate how the theory can elucidate issues that commentators raised in the particular application areas of explicitation, voluntary control, visual perception, memory, development (with discussion on infancy, theory of mind [TOM] and executive control, gestures), and finally models of learning. (shrink)
This commentary discusses how Dienes & Perner's theory of implicit and explicit knowledge applies to memory research. As currently formulated, their theory does seem to account simultaneously for population dissociations and dissociations between conceptual and perceptual priming tasks. In addition, the specification of four distinct memorial states (correlated with different recognition test responses) faces important methodological challenges.
Having entered into the problem structuring methods, system dynamics (SD) is an approach, among systems’ methodologies, which claims to recognize the main structures of socio-economic behaviors. However, the concern for building or discovering strong philosophical underpinnings of SD, undoubtedly playing an important role in the modeling process, is a long-standing issue, in a way that there is a considerable debate about the assumptions or the philosophical foundations of it. In this paper, with a new perspective, we have explored theory (...) of knowledge in SD models and found strange similarities between classic epistemological concepts such as justification and truth, and the mechanism of obtaining knowledge in SD models. In this regard, we have discussed related theories of epistemology and based on this analysis, have suggested some implications for moderating common problems in the modeling process of SD. Furthermore, this research could be considered a reword of system dynamics modeling principles in terms of theory of knowledge. (shrink)
It is widely believed that people have privileged and authoritative access to their own thoughts, and many theories have been proposed to explain this supposed fact. The Opacity of Mind challenges the consensus view and subjects the theories in question to critical scrutiny, while showing that they are not protected against the findings of cognitive science by belonging to a separate 'explanatory space'. The book argues that our access to our own thoughts is almost always interpretive, grounded in perceptual awareness (...) of our own circumstances and behavior, together with our own sensory imagery (including inner speech). In fact our access to our own thoughts is no different in principle from our access to the thoughts of other people, utilizing the conceptual and inferential resources of the same 'mindreading' faculty, and relying on many of the same sources of evidence. Peter Carruthers proposes and defends the Interpretive Sensory-Access (ISA) theory of self-knowledge. This is supported through comprehensive examination of many different types of evidence from across cognitive science, integrating a diverse set of findings into a single well-articulated theory. One outcome is that there are hardly any kinds of conscious thought. Another is that there is no such thing as conscious agency. Written with Carruthers' usual clarity and directness, this book will be essential reading for philosophers interested in self-knowledge, consciousness, and related areas of philosophy. It will also be of vital interest to cognitive scientists, since it casts the existing data in a new theoretical light. Moreover, the ISA theory makes many new predictions while also suggesting constraints and controls that should be placed on future experimental investigations of self-knowledge. (shrink)
Developed in collaboration with the International Baccalaureate Organization, Oxford's Course Companions provide extra support for students taking IB Diploma Programme courses. They present a whole-course approach with a wide range of resources, and encourage a deep understanding of each subject by making connections to wider issues and providing opportunites for critical thinking. This companion stimulates students to think about learning and knowledge from their own and from others' perspectives in a way that crosses disciplines and cultures. It encourages reflection, discussion, (...) critical thinking, and awareness or the ways in which knowledge is constructed, and will students to recognize the implications of knowledge for issues of global concern. Places students at the center of the course, with lively material providing opportunities for questioning, discussion, and interaction Invites students to add their own voices to those in the book, which include students, teachers, and professionals in various areas of knowledge Encourages students to frame their own perspectives with international awareness and recognition of the impact of knowledge on the world Contains guidance for current assessment, with support for the Theory of Knowledge essay and class presentation Written by experienced teachers, authors, and examiners, including recent deputy and chief examiners of Theory of Knowledge. (shrink)
A brief historical comment on scientific knowledge as Socratic ignorance -- Some critical comments on the text of this book, particularly on the theory of truth Exposition [1933] -- Problem of Induction (Experience and Hypothesis) -- Two Fundamental Problems of the Theory of Knowledge -- Formulation of the Problem -- The problem of induction and the problem of demarcation -- Deductivtsm and Inductivism -- Comments on how the solutions are reached and preliminary presentation of the solutions -- Rationalism (...) and empiricism-deductivism and inductivism -- The possibility of a deductivist psychology of knowledge -- The Problem of Induction -- The infinite regression (Hume's argument) --The inductivist positions -- The Normal-Statement Positions -- The normal-statement positions: naive inductivism, strict positivism and apriorism -- Critique of strict positivism - twofold transcendence of natural laws -- The transcendental method - presentation of apriorism -- Critique of apriorism -- Kant and Fries -- Supplement to the critique of apriorism. (Psychologism and transcendentalism in Kant and Fries.-On the question of the empirical basis.) -- Probability Positions -- The probability positions - subjective belief in probability -- Statements about the objective probability of events -- Probability as an objective degree of validity of universal empirical statements -- One way of more closely defining the concept of the probability of a hypothesis (primary and secondary probability of hypotheses). The concept of simplicity -- The concept of the corroboration of a hypothesis - positivist, pragmatist and probabilistic interpretations of the concept of corroboration -- The infinite regression of probability statements -- Pseudo-Statement Positions -- The pseudo-statement positions: new formulation of the problem -- Natural laws as "instructions for the formation of statements" -- "True - false" or "useful - useless"? Consistent pragmatism --Difficulties of consistent pragmatism -- Tool and schema as purely pragmatic constructs -- Natural laws as propositional functions -- Conventionalism -- The pseudo-statement positions will temporarily be put away: conventionalism -- The three interpretations of axiomatic systems. (The circle of problems surrounding conventionalism) -- Conventionalist implicit and explicit definitions Propositional function and propositional equation -- Conventionalist propositional equations as tautological general implications -- Can axiomatic-deductive systems also be understood as consequence classes of pure propositional functions (of pseudo-statements)? -- The coordinative definitions of empiricism: synthetic general implications -- Conventionalist and empiricist interpretations, illustrated by the example of applied geometry -- Strictly Universal Statements and Singular Statements -- Implication and general implication -- General implication and the distinction between strictly universal and singular statements -- Universal concept and individual concept-class and element -- Strictly universal statements-the problem of induction and the problem of universals -- Comments on the problem of universals -- Back to the Pseudo-Statement Positions -- Return to the discussion of the pseudo-statement positions -- Symmetry or asymmetry in the evaluation of natural laws? -- The negative evaluation of universal statements. Critique of the strictly symmetrical interpretation of pseudo-statements -- An infinite regression of pseudo-statements -- An apriorist pseudo-statement position -- Interpretation of the critique up to this point; comments on the unity of theory and practice -- A last chance for the pseudo-statement positions -- Pseudo-Statement Positions and the Concept of Meaning -- The concept of meaning and logical positivism -- The concept of meaning and the demarcation problem-the fundamental thesis of inductivism -- Critique of the inductivist dogma of meaning -- Fully decidable and partially decidable empirical statements-the antinomy of the knowability of the world. (Conclusion of the critique of the pseudo-statement positions.) -- The dialectical and the transcendental corroboration of the solution -- Is the problem of induction solved? (shrink)
This comprehensive and accessible book is designed for use by students following the Theory of Knowledge course in the International Baccalaureate (IB) Diploma Programme. The book is also useful for students following other critical thinking courses. The fundamental question in Theory of Knowledge is 'How do you know? In exploring this question, the author encourages critical thinking across a range of subject areas and helps students to ask relevant questions, use language with care and precision, support ideas with (...) evidence, argue coherently and make sound judgements. All chapters include the following features: - preliminary quotations to prompt critical thinking - questions and exercises to encourage students to actively engage with the material - reading resources to explore some of the topics in greater depth - illustrations to support the text Richard van de Lagemaat has more than 20 years' experience in international education. (shrink)
Rachael Briggs and Daniel Nolan attempt to improve on Nozick’s tracking theory of knowledge by providing a modified, dispositional tracking theory. The dispositional theory, however, faces more problems than those previously noted by John Turri. First, it is not simply that satisfaction of the theory’s conditions is unnecessary for knowledge – it is insufficient as well. Second, in one important respect, the dispositional theory is a step backwards relative to the original tracking theory: the (...) original but not the dispositional theory can avoid Gettier-style counterexamples. Future attempts to improve the tracking theory would be wise to bear these problems in mind. (shrink)
While the early Platonic dialogues have often been explored and appreciated for their ethical content, this is the first book devoted solely to the epistemology of Plato's early dialogues. Author Hugh H. Benson argues that the characteristic features of these dialogues--Socrates' method of questions and answers (elenchos), his fascination with definition, his professions of ignorance, and his thesis that virtue is knowledge--are decidedly epistemological. In this thoughtful study, (...) class='Hi'> Benson uncovers the model of knowledge that underlies these distinctively Socratic views. What emerges is unfamiliar, yet closer to a contemporary conception of scientific understanding than ordinary knowledge. (shrink)
The fruits of knowledge—such as books, data, and ideas—tend to generate far more attention than the ways in which knowledge is produced and acquired. Correcting this imbalance, Making Knowledge in Early Modern Europe brings together a wide-ranging yet tightly integrated series of essays that explore how knowledge was obtained and demonstrated in Europe during an intellectually explosive four centuries, when standard methods of inquiry took shape across several fields of intellectual pursuit. Composed by scholars in disciplines ranging from the (...) history of science to art history to religious studies, the pieces collected here look at the production and consumption of knowledge as a social process within many different communities. They focus, in particular, on how the methods employed by scientists and intellectuals came to interact with the practices of craftspeople and practitioners to create new ways of knowing. Examining the role of texts, reading habits, painting methods, and countless other forms of knowledge making, this volume brilliantly illuminates the myriad ways these processes affected and were affected by the period’s monumental shifts in culture and learning. (shrink)
First published in 1689, John Locke's Essay Concerning Human Understanding is widely recognised as among the greatest works in the history of Western philosophy. The Essay puts forward a systematic empiricist theory of mind, detailing how all ideas and knowledge arise from sense experience. Locke was trained in mechanical philosophy and he crafted his account to be consistent with the best natural science of his day. The Essay was highly influential and its rendering of empiricism would become the (...) standard for subsequent theorists. This Companion volume includes fifteen new essays from leading scholars. Covering the major themes of Locke's work, they explain his views while situating the ideas in the historical context of Locke's day and often clarifying their relationship to ongoing work in philosophy. Pitched to advanced undergraduates and graduate students, it is ideal for use in courses on early modern philosophy, British empiricism and John Locke. (shrink)
This paper offers a modified version of the certainty equivalence (CE) theory of utility for uncertain prospects and a new set of axioms as its basis. It shows that the CE and the von Neumann-Morgenstern (NM) approaches to uncertainty are opposite in spirit: The CE approach represents a flight from the world of uncertainty to the rules of certainty while the NM approach represents a flight from the world of certainty to one of uncertainty. The two approaches differ even (...) in their treatment of compound prospects and their actuarially identical simple counterparts. (shrink)
While previous studies of Dewey's work have taken either a historical or topical focus, Shook offers an innovative, organic approach to understanding Dewey and eloquently shows that Dewey's instrumentalism grew seamlessly out of his idealism. He argues that most current scholarship operates under a mistaken impression of Dewey's early philosophical positions.
The works of Knight (1921) and Keynes (1921, 1936) seek to clarify confusion about uncertainty. According to these authors, a precise analysis of uncertainty is required, in order to obtain a clear significance of the concept and understand the consequences for the decision process. Consequently, Knight and Keynes study the content of the decision process in uncertainty and converge towards similar views on the mobilization of confidence. Their works thus go beyond a simple examination of uncertainty, by also (...) throwing light on the role and function of confidence in economic analysis. These works demonstrate that confidence is the prerequisite for individual action under uncertainty. (shrink)
The purpose of this paper is two-fold. First, it aims at developing a preliminary typology of subconscious, tacit mechanisms that underlie the conscious exercise of practical skills as well as the formation and functioning of conscious mental representations such as perceptual experiences, mental images, explicitly held beliefs and explanatory hypotheses. Second, it employs the typology to consider whether these tacit mechanisms can be examined and explicated by what Ryszard Wójcicki calls heuristic theorizing or heuristic reasoning , i.e., by a cognitive (...) procedure whose job is to study one\'s tacit or personal knowledge. (shrink)
This accessible and practical edition of Kant's best introduction to his own work is designed especially for students. Assuming no prior knowledge of the Prolegomena to Any Future Metaphysics, esteemed scholar Gunter Zoller provides an extensive introduction that covers Kant's life, the origin and reception of the Prolegomena, the organization of the work, its principal arguments, and its philosophical significance. Detailed notes, a chronology, a glossary, an annotated bibliography, and two reviews of the Critique of Pure Reason--which establishes the specific (...) intellectual background of the Prolegomena--are also included. (shrink)
Alvin Plantinga’s theory of knowledge, as developed in his Warrant trilogy, has shaped the debates surrounding many areas in epistemology in profound ways. Plantinga has received his share of criticism, however, particularly in his treatment of belief in God as being “properly basic”. There has also been much confusion surrounding his notions of warrant and proper function, to which Plantinga has responded numerous times. Many critics remain unsatisfied, while others have developed alternative understandings of warrant in order to rescue (...) Plantinga’s theory from certain objections. The most promising of such attempts fall under the broad category of “virtue epistemology” or a “virtue-theoretic” approach. The work being done in virtue epistemology is still in its early stages and a consensus on what actually constitutes virtue epistemology has yet to be reached. While some have attempted to structure an entire theory of knowledge based on the virtues possessed by the knower, others have focused more on the role of epistemic virtues as an attempt to supplement existing theories, including Plantinga’s. In this paper, I will offer an analysis of what such an attempt might look like and evaluate the potential success of broadening Plantinga’s original model. -/- My proposal is that certain features of a virtue-theoretic approach (also referred to as “agent-reliabilism”) could improve Plantinga’s model in significant ways. Not only would such a broadened approach be better equipped to handle common objections, but it would also be better suited to contribute an enhanced understanding of the task of epistemology, one that seeks to discover multiple epistemic goods other than what has been traditionally confined to the realm of knowledge. I conclude by applying this approach to Plantinga’s treatment of theistic belief in Warranted Christian Belief and by articulating a few of the ways in which epistemic virtues can increase the degree of warrant enjoyed by such belief. (shrink)
CHAPTER I The Theory of Recollection I. SOCRATIC DOCTRINE IN THE EARLY DIALOGUES In Plato's early dialogues one of the most characteristic and at the same ...
Takes an original approach to reading Augustine's theory of divine illumination and shows how the theory was transformed and reinterpreted in medieval ...
THE DEVELOPMENT OF SOVIET THEORY OF KNOWLEDGE AND ITS MAIN REPRESENTATIVES By definition the philosophical treatment of knowledge is an integral part of the ...
Argument that Marx has a realist ontology and a correspondence theory of truth. His views are compared to both Hegel's and Kant's. This interpretation departs from more Hegelian, 'idealist' interpretations that often rely on misunderstanding some of the work of the early Marx. There is also a discussion and partial defence of Lenin's Materialism and Empirio-Criticism.
This work explores the conceptual and empirical issues of the concept of knowledge and its relation to the pattern of our belief change, from formal and experimental perspectives. Part I gives an analysis of knowledge (called Sustainability) that is formally represented and naturalistically plausible at the same time, which is claimed to be a synthesized view of knowledge, covering not only empirical knowledge, but also knowledge of future, practical knowledge, mathematical knowledge, knowledge of general facts. Part II tries to formalize (...) the natural pattern of belief change assumed in Sustainability in terms of a specific formal theory of belief change, after carefully examining the notions of belief, belief change, and Information, from which the cognitive function F in Chapter 3 is actually constructed, which is later implemented by a computer program and its behavior against random input is demonstrated. In Part III we proceed to examine the analysis empirically. In particular, we will investigate Sustainability from the developmental point of view. We first justify experimental approach in philosophy as a legitimate method of philosophical investigation, and then developmental approach in particular. The specific proposal of experiment here is what we call the Gettier Task, an analogue of the famous false-belief task in developmental psychology, which has been much discussed in philosophy of mind. Two versions of the Gettier Task were tested on children aged from 6 to 12, and we claim that the data obtained empirically supports our analysis of knowledge, or Sustainability. (shrink)
The phenomenology of cognition according to Thomas Aquinas -- Experiential, conceptual and intuitive moments in the knowledge of faith -- Philosophia and sacra doctrina.
In this GuideBook, Fogelin offers a thorough commentary of the text of the Principles of Human Knowledge and guides the reader through the philosophical complexities of Berkeley's thought and its importance today. Among the topics discussed are Berkeley's life and the background of the Principles , the ideas and text in the Treatise and his continuing importance to philosophy.
This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...) the fundamental, overall intellectual aims and methods of inquiry. At present inquiry is devoted to the enhancement of knowledge. This needs to be transformed into a kind of rational inquiry having as its basic aim to enhance personal and social wisdom. This new kind of inquiry gives intellectual priority to the personal and social problems we encounter in our lives as we strive to realize what is desirable and of value – problems of knowledge and technology being intellectually subordinate and secondary. For this new kind of inquiry, it is what we do and what we are that ultimately matters: our knowledge is but an aspect of our life and being. (shrink)
Bachelard regarded the scientific changes that took place in the early twentieth century as the beginning of a new era, not only for science, but also for philosophy. For him, the theory of relativity and quantum mechanics had shown that a new philosophical ontology and a new epistemology were required. I show that the type of philosophy with which he was more closely associated, in particular that of Léon Brunschvicg, offered to him a crucial starting point. Brunschvicg never (...) considered scientific objects as independent of the mind, and as a consequence questions such as the existence of particles independently of the mind, theory or apparatus, were absent from his philosophy, which was rather aimed at analyzing the mind critically, and above all historically. Bachelard accepted the fundamental ideas of Brunschvicg’s philosophy; however, his own reading of contemporary science enabled him to go beyond it, as shown by his emphasis on the social production of knowledge, and by his removal of the distinction between ideas and technologically produced objects of knowledge. For him, modern science teaches philosophy that knowledge is not a phenomenology but rather a ‘phenomenotechnique’. I argue that Bachelard’s view that philosophy ‘should follow science’ stems from moral considerations. (shrink)
Dienes & Perner offer us a theory of explicit and implicit knowledge that promises to systematise a large and diverse body of research in cognitive psychology. Their advertised strategy is to unpack this distinction in terms of explicit and implicit representation. But when one digs deeper one finds the “Higher-Order Thought” theory of consciousness doing much of the work. This reduces both the plausibility and usefulness of their account. We think their strategy is broadly correct, but that consensus (...) on the explicit/implicit knowledge distinction is still a fair way off. (shrink)
Holding content explicitly requires a form of self knowledge. But what does the relevant self knowledge look like? Using theory of mind as an example, this paper argues that the correct answer to this question will have to take into account the crucial role of language based deliberation, but warns against the standard assumption that explicitness is necessary for ascribing awareness. It argues in line with Bayne that intentional action is at least an equally valid criterion for awareness. This (...) leads to a distinction between different levels of implicitness. Postulating these different levels, it is argued, allows us to make better sense of the empirical literature on early false belief task abilities. (shrink)
Early childhood is characterized by many cognitive developmentalists as a period of considerable change with respect to representational format. Dienes & Perner present a potentially viable theory for the stages involved in the increasingly explicit representation of knowledge. However, in our view they fail to map their multi-level system of explicitness onto cognitive developmental changes that occur in the first years of life. Specifically, we question the theory's heuristic value when applied to the development of early (...) mind reading and categorization. We conclude that the authors fail to present evidence that dispels the view that knowledge change in these areas is dichotomous. (shrink)
The Critique of Pure Reason is Kant's acknowledged masterpiece, in which he tackles the question of how we can possibly have knowledge that does not rest on experience (a priori knowledge). The first half of the Critique advances a constructive theory of human cognition and defends the possibility of human knowledge against the skeptical empiricism of Hume. These sections of the Critique are difficult for beginners and for advanced students alike. While there exist many scholarly works discussing the (...) Critique on an advanced level, this book is explicitly designed to be read alongside the text by first-time readers of Kant. Dicker makes Kant's views and arguments as accessible as possible without oversimplifying them, and synthesizes the views of contemporary scholars. Kant's Theory of Knowledge will be useful to both undergraduate and graduate students struggling with this notoriously difficult yet deeply influential thinker. (shrink)
In this paper the scientific trajectory of Spanish influential biochemist Alberto Sols (1917-1989) is presented in comparative perspective. His social and academic environment, his research training under the Cori's in the US in the early 1950s and his works when coming back to Spain to develop his own scientific career are described in order to present the central argument of this paper on his path from physiological research to research on enzymatic regulation. Sols' main contributions were both scientific (...) and academic. He and his collaborators not only contributed to biological knowledge on the biochemistry of metabolic regulation but to the active reception of biochemistry in the Spanish academia and to update of Spanish medical education. (shrink)
Antoine Arnauld and Pierre Nicole were philosophers and theologians associated with Port-Royal Abbey, a centre of the Catholic Jansenist movement in seventeenth-century France. Their enormously influential Logic or the Art of Thinking, which went through five editions in their lifetimes, treats topics in logic, language, theory of knowledge and metaphysics, and also articulates the response of 'heretical' Jansenist Catholicism to orthodox Catholic and Protestant views on grace, free will and the sacraments. In attempting to combine the categorical (...)theory of the proposition with a Cartesian account of knowledge, their Logic represents the classical view of judgment which inspired the modern transformation in logic and semantic theory by Frege, Russell, Wittgenstein and recent philosophers. This edition presents a new translation of the text, together with a historical introduction and suggestions for further reading. (shrink)
Ralph Cudworth (1617-1688) deserves recognition as one of the most important English seventeenth-century philosophers after Hobbes and Locke. In opposition to Hobbes, Cudworth proposes an innatist theory of knowledge which may be contrasted with the empirical position of his younger contemporary Locke, and in moral philosophy he anticipates the ethical rationalists of the eighteenth century. A Treatise Concerning Eternal and Immutable Morality is his most important work, and this volume makes it available, together with his shorter Treatise of Freewill, (...) in its first modern edition, with a historical introduction, a chronology of his life, and an essay on further reading. (shrink)
It will be shown in this article that an ontological approach for some problems related to the interpretation of Quantum Mechanics could emerge from a re-evaluation of the main paradox of early Greek thought: the paradox of Being and non-Being, and the solutions presented to it by Plato and Aristotle. More well known are the derivative paradoxes of Zeno: the paradox of motion and the paradox of the One and the Many. They stem from what was perceived by classical (...) philosophy to be the fundamental enigma for thinking about the world: the seemingly contradictory results that followed from the co-incidence of being and non-being in the world of change and motion as we experience it, and the experience of absolute existence here and now. The most clear expression of both stances can be found, again following classical thought, in the thinking of <span class='Hi'>Heraclitus</span> of Ephesus and Parmenides of Elea. The problem put forward by these paradoxes reduces for both Plato and Aristotle to the possibility of the existence of stable objects as a necessary condition for knowledge. Hence the primarily ontological nature of the solutions they proposed: Plato's Theory of Forms and Aristotle's metaphysics and logic. Plato's and Aristotle's systems are argued here to do on the ontological level essentially the same: to introduce stability in the world by introducing the notion of a separable, stable object, for which a principle of contradiction is valid: an object cannot be and not-be at the same place at the same time. So it becomes possible to forbid contradiction on an epistemological level, and thus to guarantee the certainty of knowledge that seemed to be threatened before. After leaving Aristotelian metaphysics, early modern science had to cope with these problems: it did so by introducing "space" as the seat of stability, and "time" as the theater of motion. But the ontological structure present in this solution remained the same. Therefore the fundamental notion `separable system', related to the notions observation and measurement, themselves related to the modern concepts of space and time, appears to be intrinsically problematic, because it is inextricably connected to classical logic on the ontological level. We see therefore the problems dealt with by quantum logic not as merely formal, and the problem of `non-locality' as related to it, indicating the need to re-think the notions `system', `entity', as well as the implications of the operation `measurement', which is seen here as an application of classical logic (including its ontological consequences) on the material world. (shrink)
Berkeley's idealism started a revolution in philosophy. As one of the great empiricist thinkers he not only influenced British philosophers from Hume to Russell and the logical positivists in the twentieth century, he also set the scene for the continental idealism of Hegel and even the philosophy of Marx. -/- There has never been such a radical critique of common sense and perception as that given in Berkeley's Principles of Human Knowledge (1710). His views were met with disfavour, and his (...) response to his critics was the Three Dialogues between Hylas and Philonous. -/- This edition of Berkeley's two key works has an introduction which examines and in part defends his arguments for idealism, as well as offering a detailed analytical contents list, extensive philosophical notes and an index. (shrink)
Offering a unique and wide-ranging examination of the theory of knowledge, the new edition of this comprehensive collection deftly blends readings from the foremost classical sources with the work of important contemporary philosophical thinkers. Human Knowledge: Classical and Contemporary Approaches, 3/e, offers philosophical examinations of epistemology from ancient Greek and Roman philosophy (Plato, Aristotle, Sextus Empiricus); medieval philosophy (Augustine, Aquinas); early modern philosophy (Descartes, Locke, Leibniz, Berkeley, Hume, Reid, Kant); classical pragmatism and Anglo-American empiricism (James, Russell, Ayer, Lewis, (...) Carnap, Quine, Rorty); and other influential Anglo-American philosophers (Chisholm, Kripke, Moore, Wittgenstein, Strawson, Putnam). Organized chronologically and thematically, Human Knowledge, 3/e, features exceptionally broad coverage and nontechnical selections that are easily accessible to students. An ideal text for both undergraduate and graduate courses in epistemology, it is enhanced by the editors' substantial general introduction, section overviews, and up-to-date bibliographies. The third edition offers expanded selections on contemporary epistemology and adds selections by Thomas Reid, Richard Rorty, David B. Annis, Richard Feldman and Earl Conee, Ernest Sosa, Barry Stroud, and Louise M. Antony. Human Knowledge, 3/e, offers an unparalleled introduction to our ancient struggle to understand our own intellectual experience. (shrink)
Everything possible to be believed is an image of truth (The Marriage of Heaven and Hell, Blake) Introduction In this book I deal with some of the central ...
Translated by the noted classical scholar Francis M. Cornford, this edition of two masterpieces of Plato's later period features extensive ongoing commentaries by Cornford that provide helpful background information and valuable insights. The Theatetus offers a systematic treatment of the question, "What is knowledge?" with most of the dialogue taking place between Socrates and the student Theatetus. Among the answers they explore: knowledge as perception; knowledge as true belief; knowledge as true belief plus an account (i.e., a justified true belief); (...) as well as variations on each of these answers. The Sophist, a related dialogue, follows Socrates' cross-examination of a self-proclaimed true philosopher, the Stranger from Elea, on the distinction between philosophers, statesmen, and sophists. (shrink)
The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of human practice and knowledge. This position leads to an overstatement of the significance of the habitual dimension of practice. As several critics have suggested this approach omits the problems of transformative agency and change of practices. In turn classical practice theories, activity theory and pragmatism have analyzed (...) the mechanisms of change. Pragmatism suggests that a crisis of a habit calls for reflection. Through working hypotheses and experimentation this leads to a transformation of a practice. Activity theory introduced the concept of remediation. A collective elaboration of shared mediational artefacts is needed to transform an activity. (shrink)
Twilight of the Idols has a main role in Nietzsche’s work, since it represents the opening writing of his project of Transvaluation of all values. The task of this essay is sounding out idols, i.e. to disclose their lack of content, their being hollow. The theme of eternal idols is in this work strictly related to the idea of a ‘true’ world and, consequently, a study on this latter notion can contribute to a better comprehension of what does that emptiness (...) mean and which is the way that Nietzsche wants to follow to set his thought free from any metaphysical heritage. The analysis of the notion of truth Nietzsche concerns with in Twilight of the Idols takes us back to the content of his early writings, when he gives the first sketches of his theory of knowledge. The perspective he exposed in the ‘70s is constructed on the basis of Schopenhauer’s philosophy, that Nietzsche merges with the main ideas of Lange, Spir and other neo-Kantians. The outcome of his reflections on this matter is an evolutionary epistemology, a view that leads Nietzsche to define the historical reconstruction as the only resource through which the fact that concepts are mere thoughts gradually evolved can be point out. These observations correspond in many ways to what the Austrian physicist Ernst Mach wrote in his works, and one can say that Nietzsche agrees with his “anti-metaphysical intent”, i.e. his criticizing a thought still depending on “concepts which we forgot how we’ve reached”. With my paper I’ll try to show that Nietzsche wage his war against metaphysics with the theoretical ‘weapons’ he prepared in the ‘70s, indeed that his last attack to western knowledge arises from some contents he exposed in Human, All Too Human. In this text Nietzsche reflected on the mechanisms of language and world’s representation, and connected human knowledge with the overall development of organic beings. Moreover, in his work from 1878 the philosopher presented a comparison between “metaphysische Philosophie” and “historische Philosophie”, an idea that cannot be found in the following writings, but that comes up again in the Twilight of the Idols. Indeed, in this work Nietzsche repeats his complaining philosopher’s “lack of historical sense” he dealt with in the opening pages of Human, All Too Human, and he reflects on the kind of inquiry western thinkers should adopt to set themselves free from the fixed forms of metaphysics. Thus, Nietzsche’s observation about the role of history in philosophy testifies the connection between this main works, and allow us to define the way he wants to follow to carry his critic to eternal idols out and, in doing so, to show the way forward to his last thoughts. (shrink)
Most current work in epistemology deals with the evaluation and justification of information already acquired. In this book, Jaakko Hintikka instead discusses the more important problem of how knowledge is acquired in the first place. His model of information-seeking is the old Socratic method of questioning, which has been generalized and brought up-to-date through the logical theory of questions and answers that he has developed.
Contemporary philosophy is marked by a setting aside or dissolution of the traditional problems of modern philosophy. Thus the problem of our knowledge of the external world is widely believed to have been disposed of or dissolved by Wittgenstein and others. In this book, Bruce Aune challenges this assumption. In the first half of Knowledge of the External World , Aune considers the history of the problem in the work of the great modern philosophers, Descartes, Locke, Berkeley, Kant, and Mill. (...) Then turning to current debates, he argues that the problem has re-emerged and that an entirely new approach is needed. By examining the attempted dissolutions, Aune shows that the fundamental problem remains as a serious intellectual issue: one concerning the nature of permissible experimental or `inductive' inference. To resolve this issue, he undertakes a revision of empiricist epistemology and the development of the required theory of inference. Knowledge of the External World is an excellent historical systematic analysis of a central problem of philosophy and a fine introduction to the theory of knowledge. It will be essential reading for students of epistemology, metaphysics, and philosophy. (shrink)
Almost all theories of knowledge and justified belief employ moral concepts and forms of argument borrowed from moral theories, but none of them pay attention to the current renaissance in virtue ethics. This remarkable book is the first attempt to establish a theory of knowledge based on the model of virtue theory in ethics. The book develops the concept of an intellectual virtue, and then shows how the concept can be used to give an account of the major (...) concepts in epistemology, including the concept of knowledge. This highly original work of philosophy for professionals will also provide students with an excellent introduction to epistemology, virtue theory, and the relationship between ethics and epistemology. (shrink)
Despite the problems students often have with the theory of knowledge, it remains, necessarily, at the core of the philosophical enterprise. As experienced teachers know, teaching epistemology requires a text that is not only clear and accessible, but also capable of successfully motivating the abstract problems that arise.In Knowledge Puzzles, Stephen Hetherington presents an informal survey of epistemology based on the use of puzzles to illuminate problems of knowledge. Each topic is introduced through a puzzle, and readers are invited (...) to work their own ways toward a solution. Hetherington’s light and undogmatic style encourages class discussion and independent thought rather than the memorization of “book” answers.Covering all of the most important epistemological issues, informed by classical and contemporary literature, and rich in probing questions and suggestions for further readings, Knowledge Puzzles is a pedagogical breakthrough. Whether it is used as a main text or supplement, this lucid and engaging text will be welcomed by both teachers and students. (shrink)
This paper motivates two bases for ascribing propositional semantic knowledge (or something knowledgelike): first, because it’s necessary to rationalize linguistic action; and, second, because it’s part of an empirical theory that would explain various aspects of linguistic behavior. The semantic knowledge ascribed on these two bases seems to differ in content, epistemic status, and cognitive role. This raises the question: how are they related, if at all? The bulk of the paper addresses this question. It distinguishes a variety of (...) answers and their varying philosophical and empirical commitments. (shrink)
In this illuminating study Craig argues that the standard practice of analyzing the concept of knowledge has radical defects--arbitrary restriction of the subject matter and risky theoretical presuppositions. He proposes a new approach similar to the "state-of-nature" method found in political theory, building the concept up from a hypothesis about its social function and the needs it fulfills. Shedding light on much that philosophers have written about knowledge, its analysis and the obstacles to its analysis, and the debate over (...) skepticism, this compelling work will be of interest to students and scholars of epistemology and the philosophy of language. (shrink)
This book argues that several long-standing presumptions at the heart of the standard analytic conception of knowledge are false, and defends an alternative, a ...
How can we know? How can we attain justified belief? These traditional questions in epistemology have inspired philosophers for centuries. Now, in this exceptional work, Alvin Goldman, distinguished scholar and leader in the fields of epistemology and mind, approaches such inquiries as legitimate methods or "pathways" to knowledge. He examines the notion of private and public knowledge, arguing for the epistemic legitimacy of private and introspective methods of gaining knowledge, yet acknowledging the equal importance of social and public mechanisms in (...) the quest for truth. Throughout, he addresses this opposition but proposes a rigorous framework that continues to resolve such contradictions, making this exciting text one of the most important contributions to the theory of knowledge in recent years. (shrink)
Critical Heuristics of Social Planning has been recognised as the seminal work on critical systems thinking. Ulrich offers a new approach both to practical philosophy (which has until now remained rather unpractical) and to systems thinking (which has reduced the systems idea to a tool of merely instrumental, rather than practical, reason). Critical systems heuristics (CSH), as the approach is now generally called, provides planners, practitioners and policy makers with a conceptual tool for practising practical reason. It will enable them (...) to identify and discuss systematically the value implications of policies, plans, problem definitions, or program evaluations. In addition, the book offers the most thorough-going introduction available today to the espistemological foundations of critical systems thinking, including a practicable model of cogent argumentation on disputed value implications of designs. A must for practitioners and scholars who are interested in a self-critical and practicable understanding of the widespread call for holistic or systems thinking! "Critical Heuristics will be recognised as a very important book in the emerging systems discipline and will hold a significant position for many years to come". Peter B. Checkland, University of Lancaster, England. "An outstanding contribution to an adequate philosophical and heuristic framework for critical social inquiry and design". C. West Churchman, University of California, Berkeley, USA. "The book fills a major gap in the literature on the systems tradition". Michael C. Jackson, University of Hull, England. "Drawing on a profound knowledge of both Anglo-American systems theory and German practical philosophy, this book belongs to the best studies I have seen on the normative foundations of planning and systems design." Horst Steinmann, University of Erlangen-Nuremberg, Germany. "Mandatory for libraries in the field of planning". John Friedmann, University of California, Los Angeles, USA. (shrink)
The major claims of this dissertation are that there is a discrete mode of action that we can identify as spontaneity, that spontaneity in this sense is fundamentally based on affectivity, and that it is most accurately described as aesthetic spontaneity. Aesthetic spontaneity is a mode of action overlooked in Western philosophy but prized and cultivated in Far Eastern thought and lately described in detail by psychologists. The qualifier "aesthetic" is added to "spontaneity" to distinguish it from the spontaneity often (...) referred to in Western metaphysics, particularly in reference to free will. -/- In contemporary philosophy, action has most often been analyzed in relation to intention in an attempt to uncover its factors of incipience, with relatively little attention given to modes of action. This dissertation will address such issues as intention and free will but in a peripheral way as they pertain to particular historical topics under discussion. The focus instead will be on understanding the modality of spontaneity. -/- The earliest extensive account of aesthetic spontaneity is found in the early Chinese philosopher Zhuangzi, roughly contemporaneous with Plato. In order to understand Zhuangzi's account, however, on must first confront two outstanding issues in his work, both of which bear on his understanding of affectivity. Zhuangzi's terminology can often be opaque, and one of his most notoriously difficult terms is translated by A. C. Graham as "essential" and by Victor Mair as "emotion." The term in Chinese is qing 情, which in later Chinese thought unequivocally bears the meaning of emotion but at this early date means something more akin to an environmental affectivity. In Chapter 1, I delineate this meaning in some detail by looking at the uses of qing in a range of early Chinese works, with the aim of demonstrating definitively that the term does, contra Graham, have affective connotations and that they are essential to understanding Zhuangzi's notion of aesthetic spontaneity. On the whole, Zhuangzi's attitude toward affectivity appears ambiguous, which is the second issue I approach. On the one hand, he advocates an open acceptance, even an active fascination, with all natural transformations, including those of an individual's body, but on the other hand, he appears to suggest that affective transformations should be dampened or overcome. In order to speak authoritatively about Zhuangzi's notion of affectivity, this apparent contradiction requires elucidation. -/- In the second chapter, I begin a fuller exploration of affectivity, beginning with a neglected side of Plato. First, drawing on the work of Suzanne Langer, Alfred North Whitehead, and Robert Solomon, I expand the notion of affectivity to include all cognitive activity in an attempt to reintegrate the Platonic body and mind. At first glance, this may appear to be an impossible task, but I find a significant amount of evidence in works other than the Republic (the work usually chosen for examination of his psychology) to support this claim, and by delineating a notion of aesthetic affectivity going back to the original meaning of aesthetics in Baumgarten that includes all sensibilities of the human being, I am able to reconstruct a notion of an integrated self in Plato that contradicts Charles Taylor's divided Platonic self. After coming to a physiological understanding of aesthetic affectivity in Plato, I turn to Aristotle for an understanding of the need for cultivated aesthetic affectivity. While the integrated body and mind is receiving quite a bit of attention in contemporary philosophy, the notion of self-cultivation is not. After reviewing the evidence for such a need in Aristotle, I turn to Richard Schusterman's pragmatic aesthetics to demonstrate how the notion of self-cultivation can still contribute to a robust contemporary philosophical anthropology, and this understanding will contribute to the notion of cultivating aesthetic spontaneity in Chapter 5. -/- In Chapter 3, I undertake a nuanced definition of "spontaneity" by going back to Zhuangzi. I analyze a significant number of passages of Zhuangzi that center on descriptions of spontaneous activity and distill out aspects that may serve as a heuristic definition of "spontaneity", namely, holistic fluency. I identify wholeness as entailing processes of collection (calm focus) and shedding (of distractions, consideration of rewards, discursive knowledge, selfishness, the external form of an object, etc.). Fluency involves responsiveness and ease and is derivative of wholeness. The purpose of delineating a definition of spontaneity is to be able to work with it as a useful philosophical concept, something that has not been possible up to now. In this chapter, I engage the work of Angus Graham, who has done the most with the notion of spontaneity, and of Hans Georg Gadamer, comparing his work on ease with a Zhuangzian notion. After defining spontaneity, I canvass the history of Western philosophy in an attempt to find terms of our tradition that may be useful in incorporating a Zhuangzian notion of spontaneity into contemporary philosophy. There is also the need to clear the air of other uses of the term "spontaneity" that could create confusion. I begin with notions of automaton, physis, and hexis in Aristotle, move on to Chryssipus and Epicurus, then because talk of spontaneity is dominated by the free will vs. determinism debate for the next 1,500 or more years, I skip to Rousseau. With Rousseau, and later Mill, I demonstrate how an early paradox of spontaneity persists, suggesting that this paradox rests on certain metaphysical assumptions and how one cannot speak of Zhuangzian spontaneity under those assumptions. I also entertain Kant and McDowell's notions of cognitive spontaneity and a related notion in Sartre. Schiller's and Gadamer's notions of play are also considered. Most important in all these considerations, perhaps, is grasping the contemporary, scientific understanding of emergent order. By understanding spontaneity in thoroughly naturalistic terms and by clearing the air of the roadblock of free-will, I pave the way for a viable theoretic understanding of aesthetic spontaneity. -/- Unlike popular notions of spontaneity, Daoist spontaneity involves more than impulsiveness. In Chapter 4, I explain that the aesthetic of spontaneity relies on a notion of experience that arises out of complex interaction with our environment that is conceptualized by Daoists as the chaos of the inchoate, a primal disorder that is the seat of potent creativity. Through the Daoists Laozi and Zhuangzi, and drawing on John Dewey's theory of experience, I show how aesthetic experience relies on a reservoir of inchoate potential in achieving spontaneous action. I also draw on John Dewey in formulating the role of habit in spontaneity. Habit can be conceived as a trigger or spring that releases spontaneous actions, but Dewey also says that there must be more to spontaneous action than habit. I clarify this issue and take preliminary steps to providing a resolution. -/- Continuing with the issue the theory of spontaneous action from earlier chapters, in chapter 5, I offer a fully conceptualized account of spontaneous action. First, I reiterate the relationship of spontaneity to affectivity by explaining how affectivity understood as responsiveness culminates in an ideal that we call spontaneity. I then offer a new categorization of the arts into "active" and "non-active", a distinction that brings into focus the fact that the aesthetic value of some arts relies on the actions in the process of the creation or performance of a work. These works cannot be experienced apart from actions, and it is the spontaneity of the actions, I argue, that contributes to the success of the works. -/- . (shrink)
