The motivation for McDowell’s conceptualism is an epistemological consideration. McDowell believes conceptualism would guarantee experience a justificatory role in our belief system and we can then avoid the Myth of the Given without falling into coherentism. Conceptualism thus claims an epistemological advantage over nonconceptualism. The epistemological advantage of conceptualism is not to be denied. But both Sellars and McDowell insist experience is not belief. This makes it impossible for experience to justify empirical knowledge, for the simple reason that what is (...) not a belief cannot justify a belief. Nondoxastic experience, though conceptual, is still a Given. And what conceptualism gives us can only be a New Myth of the Given. (shrink)

This chapter contains section titled: The Quintessence of Chinese Philosophy Intellectual Intuition and Moral Metaphysics Perfect Teaching and the Summum Bonum Chinese Philosophy versus Western Philosophy.

We can distinguish two senses of the Given, the nonconceptual and the non-doxastic. The idea of the nonconceptual Given is the target of Sellars’s severe attack on the Myth of the Given, which paves the way for McDowell’s conceptualism, while the idea of the non-doxastic Given is largely neglected. The main target of the present paper is the non-doxastic Given. I first reject the idea of the nonconceptual Given by debunking the false assumption that there is a systematic relation between (...) the conceptual and the nonconceptual. I then propose a constitutive understanding of experience and concept, which at once challenges the idea of the non-doxastic Given. Unlike the more familiar Davidsonian challenge, which questions the transition from the non-doxastic to the doxastic, the constitutive understanding implies that the idea of the non-doxastic Given endangers the very possibility of having thought about the world. I urge an exorcism of the Myth of the Given by proposing doxasticism, the view that experience is essentially a doxastic attitude towards that which is experienced. (shrink)

Ryle’s distinction between knowing that and knowing how has recently been challenged. The paper first briefly defends the distinction and then proceeds to address the question of classifying moral knowledge. Moral knowledge is special in that it is practical, that is, it is essentially a motive. Hence the way we understand moral knowledge crucially depends on the way we understand motivation. The Humean theory of motivation is wrong in saying that reason cannot be a motive, but right in saying that (...) desire is essential for motivating us. The right response to the Humean theory of motivation is to see that moral knowledge is desire-related rationality or thought-related desire. Moral knowledge is neither knowing that nor knowing how but rather a third species of knowledge which we may call “knowing to do.” Knowing to do is to be rationally disposed to do the right thing. This understanding of moral knowledge is exactly what we can learn from Aristotle’s ethics. (shrink)