The Knowledge Argument

The objective of this paper is to defend the non-reductive thesis of phenomenal consciousness. This paper will give an overview of the arguments for the non-reductive explanation of phenomenal consciousness and justify why the reductionist approach is implausible in the context of explaining phenomenal subjective experience. The debate between reductionist and non-reductionist on the project of Demystifying and Mystifying phenomenal consciousness is driven by two fundamental assumptions-1) Reductive-Naturalistic Objectivism, 2) Phenomenal Realism. There are several arguments for the irreducibility of phenomenal (...) consciousness; this paper will focus on the inverted spectrum argument, knowledge argument, and the conceivability argument. (shrink)

This paper is divided into three sections. In the first section I briefly outline the background of the problem, i.e. Kripke’s modal argument (Kripke 1980). In the second section I present Chalmers’ account of two- dimensional semantics and two-dimensional argument against physicalism. In the third section I criticize Chalmers’ approach based on two crucial points, one is about necessity of identities and the other is about microphysi- cal descriptions and a priori derivation.

This article discusses a kind of knowledge classifiable as knowledge-wh but which seems to defy analysis in terms of the standard reductive theory of knowledge-wh ascriptions, according to which they are true if and only if one knows that p, where this proposition is an acceptable answer to the wh-question ‘embedded’ in the ascription. Specifically, it is argued that certain cases of knowing what an experience is like resist such treatment. I argue that in some of these cases, one can (...) know that p, where an acceptable answer to the question ‘What’s the experience like?’ is that p, but where one does not know what the experience is like. This could point to the distinctiveness of this sort of knowledge. (shrink)

Much of the contemporary debate in the philosophy of mind is concerned with the clash between certain strongly held intuitions and what science tells us about the mind and its relation to the world. What science tells us about the mind points strongly towards some version or other of physicalism. The intuitions, in one way or another, suggest that there is something seriously incomplete about any purely physical story about the mind.

This is a dialogue between an opponent of the phenomenal concept strategy and Mary from Frank Jackson’s knowledge argument. In this dialogue, Mary, who has complete physical knowledge about what it is like to see red, but has never seen red, is a physicalist and she defends the phenomenal concept strategy against her interlocutor’s objections. In the end, none of them is able to convince the other, but their conversation, through considerations of different versions of the knowledge argument and different (...) applications of the phenomenal concept strategy, reveals the most basic disagreement, or clash of intuitions, they have. The implied conclusion of the dialogue is that the disagreement on the success of phenomenal concept strategy as a physicalist response to the knowledge argument cannot be resolved unless this particular clash of intuitions is resolved. (shrink)

Phenomenal knowledge is knowledge of what it is like to be in conscious states, such as seeing red or being in pain. According to the knowledge argument (Jackson 1982, 1986), phenomenal knowledge is knowledge that, i.e., knowledge of phenomenal facts. According to the ability hypothesis (Nemirow 1979; Lewis 1983), phenomenal knowledge is mere practical knowledge how, i.e., the mere possession of abilities. However, some phenomenal knowledge also seems to be knowledge why, i.e., knowledge of explanatory facts. For example, someone who (...) has just experienced pain for the first time learns not only that this is what pain is like, but also why people tend to avoid it. Some philosophers have claimed that experiencing pain gives knowledge why in a normative sense: it tells us why pain is bad and why inflicting it is wrong (Kahane 2010). But phenomenal knowledge seems to explain not (only) why people should avoid pain, but why they in fact tend to do so. In this paper, I will explicate and defend a precise version of this claim and use it as a basis for a new version of the knowledge argument, which I call the explanatory knowledge argument. According to the argument, some phenomenal knowledge (1) explains regularities in a distinctive, ultimate or regress-ending way, and (2) predict them without induction. No physical knowledge explains and predicts regularities in the same way. This implies the existence of distinctive, phenomenal explanatory facts, which cannot be identified with physical facts. I will show that this argument can be defended against the main objections to the original knowledge argument, the ability hypothesis and the phenomenal concept strategy, even if it turns out that the original cannot. In this way, the explanatory knowledge argument further strengthens the case against physicalism. (shrink)

This dissertation defends materialism from the epistemic arguments against materialism. Materialism is the view that everything is ultimately physical. The epistemic arguments against materialism claim that there is an epistemic gap between physical and phenomenal truths (for example, that knowing the physical truths does not put you in a position to know the phenomenal truths), and conclude from this that there is a corresponding gap in the world between physical and phenomenal truths, and materialism is false. -/- Chapter 1 introduces (...) materialism and the arguments against materialism that I respond to in this dissertation. -/- Chapters 2 and 3 explore the phenomenal concept strategy (PCS), one promising materialist response to the epistemic arguments against materialism. The PCS admits that there is an epistemic gap between physical and phenomenal truths, but claims that it arises because of something special about our concepts of consciousness and not because of something special about consciousness itself. -/- Chapter 4 considers what reason there is to think that there is an epistemic gap between physical and phenomenal truths in the first place. I argue that some arguments might succeed in showing that there is such an epistemic gap, but that if these arguments succeed then they end up vindicating the PCS. -/- Chapter 5 considers more generally what is required for an epistemic gap to exist. In particular, it considers whether conceptual analysis is necessary to close an epistemic gap. (shrink)

I argue physicalism should be characterized as the thesis that all behavior is law-governed. This characterization captures crucial desiderata for a formulation of physicalism, including its broad import and worldview defining features. It also has more local virtues, such as avoiding Hempel’s dilemma. A particularly important implication, I argue, is that this thesis makes the question of the mind’s physicality turn on what the mind can do- rather than what experience is like.

Frank Jackson's knowledge argument imagines a super-smart scientist, Mary, forced to investigate the mysteries of human colour vision using only black and white resources. Can she work out what it is like to see red from brain-science and physics alone? The argument says no: Mary will only really learn what red looks like when she actually sees it. Something is therefore missing from the science of the mind, and from the 'physicalist' picture of the world based on science. This powerful (...) and controversial argument remains as pivotal as when it was first created in 1982, and this volume provides a thorough and incisive examination of its relevance in philosophy of mind today. The cutting-edge essays featured here break new ground in the debate, and also comprehensively set out the developments in the story of the knowledge argument so far, tracing its impact, past, present, and future. (shrink)

Frank Jackson formulated his knowledge argument as an argument for dualism. In this paper I show how the argument can be modified to also establish the irreducibility of the secondary qualities to the properties of physical theory, and ultimately "secondary quality eliminativism"-the view that the secondary qualities are physically uninstantiated. In addition to being of interest in its own right, this new argument provides a perspective to better see that certain popular would-be refutations of the knowledge argument do not work. (...) But it also introduces some complications that will force us to take an unexpected detour through the pros and cons of naturalizing intentionality before embracing Jackson's dualist conclusion. (shrink)

Frank Jackson has given us an elegant and important book. It is, by a long shot, the most sophisticated defense of the use of conceptual analysis in philosophy that has ever been offered. But we also we find it a rather perplexing book, for we can’t quite figure out what Jackson thinks a conceptual analysis is. And until we get clearer on that, we’re not at all sure that conceptual analysis, as Jackson envisions it, is possible. The main reason for (...) our perplexity is that Jackson seems to be making some empirical assumptions about people’s intuitions and the psychological mechanisms that give rise to them, though it is far from clear exactly what these empirical assumptions are. Moreover, on what is perhaps the most natural reading, he is making at least one assumption about which many cognitive scientists who study concepts have serious doubts. In the first of our two sections, we will elaborate this theme. Our goal, in that section, is not so much to criticize as to seek clarification. It is a great virtue of this journal’s multiple review format that critics can pose questions to authors, and the authors get to reply. So we hope that in his reply Jackson will help us understand his defense of conceptual analysis by explaining more clearly what his empirical assumptions are; and if he is indeed making an assumption that many cognitive scientists would challenge, we hope he will tell us why he thinks that challenge is misguided. In the second section, our stance will be more critical. There is one empirical assumption about which Jackson is admirably clear and explicit. However, we think there is now good reason to think that this assumption is false. (shrink)

Could there be genuinely novel colours — that is, visual qualities having a hue that bears a resemblance relation to red, green, yellow, and blue, yet is neither reddish, nor greenish, nor yellowish, nor blueish?1 And if there could be such colours, what would it be like to see them? How would the colours look? In his article,"Epiphenomenal Qualia,"2 Frank Jackson presents a philosophical thought experiment that raises these questions . Jackson asks us to imagine a perceiver named Fred who (...) is like us except that he has the ability to see a hue we cannot see. Jackson's question is: "What is the new colour or colours like?"3 Jackson argues that all the physical information about Fred, including the physiology of his brain and visual system, and his dispositions to behaviour, would not enable us to answer this question. The totality of physical information would still leave out something about Fred's experience, namely, what the extra hue is like from the subjective perspective of Fred. And if at some point we became able to see this extra hue , we would learn something that we did not know as a result of having all the physical information about Fred: We would learn how the extra hue looks and thereby learn just what it was that made Fred's experience different from ours. Jackson calls his argument "the knowledge argument." In his view, the argument is similar to Thomas Nagel's in his article "What is it Like to Be a Bat?,"4 but both its point and ultimate conclusion are different. Nagel argues that facts about what conscious experience is like for some creature are essentially connected to the subjective perspective of the creature. The problem that Nagel poses is, how could such facts be revealed in anything objective and physical about the creature? How could the objective characterization indicate what it is like to be the creature ? The point of Jackson's argument, however, is not that we would not know what it is like to be Fred even if we knew everything physical about him ; it is rather that there is still something we do not know about Fred's experience — a property that it has — even when we have all the physical information about him: We do not know how the extra hue that Fred sees looks to Fred, and so we do not know all that there is to know about how Fred's experience of seeing the extra hue differs from his experience of seeing red, green, yellow, and blue.5 Jackson's conclusion is also stronger than Nagel's. (shrink)

One common response to the knowledge argument is the ability hypothesis. Proponents of the ability hypothesis accept that Mary learns what seeing red is like when she exits her black-and-white room, but they deny that the kind of knowledge she gains is propositional in nature. Rather, she acquires a cluster of abilities that she previously lacked, in particular, the abilities to recognize, remember, and imagine the color red. For proponents of the ability hypothesis, knowing what an experience is like simply (...) consists in the possession of these abilities. Criticisms of the ability hypothesis tend to focus on this last claim. Such critics tend to accept that Mary gains these abilities when she leaves the room, but they deny that such abilities constitute knowledge of what an experience is like. To my mind, however, this critical strategy grants too much. Focusing specifically on imaginative ability, I argue that Mary does not gain this ability when she leaves the room for she already had the ability to imagine red while she was inside it. Moreover, despite what some have thought, the ability hypothesis cannot be easily rescued by recasting it in terms of a more restrictive imaginative ability. My purpose here is not to take sides in the debate about physicalism, i.e., my criticism of the ability hypothesis is not offered in an attempt to defend the anti-physicalist conclusion of the knowledge argument. Rather, my purpose is to redeem the imagination from the misleading picture of it that discussion of the knowledge argument has fostered. (shrink)

In her black and white room, Mary doesn’t know what it is like to see red. Only after undergoing an experience as of something red and hence acquainting herself with red can Mary learn what it is like. But learning what it is like to see red requires more than simply becoming acquainted with it. To be acquainted with something is to know it, but such knowledge, as we argue, is object-knowledge rather than propositional-knowledge. To know what it is like (...) one must know an appropriate propositional answer to the question ‘what is it like?’. Despite this mismatch between object-knowledge and knowing an answer, we believe that acquaintance is crucial to Mary’s epistemic progress. When Mary leaves her black and white room, her new knowledge tempts one to think that she must come to know a candidate answer (a coarse-grained fact) that she didn’t know in her room. Since Mary already knows all the physical facts in her room, any additional facts she might learn appear to threaten physicalism. In reply, many physicalists have been attracted to the phenomenal concept strategy according to which Mary can come to have new knowledge and hence know a new answer to the question ‘what is it like to see red?’ by entertaining a coarse-grained fact under a concept she didn’t possess in her room – Mary learns a new fine-grained fact. We believe both of these accounts of Mary’s epistemic progress are mistaken. As we argue, Mary could know every fact (coarse-grained and fine-grained) that might serve as an answer to the question ‘what is it like to see red?’ and still not know what it is like. The physical world leaves no leftover coarse-grained facts for Mary to learn and because concepts are sharable, easy to possess, and easy to introduce, there are possible situations in which Mary, while in her black and white room, has every concept that might make a fine-grained difference. In short, even when Mary is granted a great deal of factual knowledge and vast conceptual resources, she may still not know an appropriate answer to the question ‘what is it like to see red?’. But in any such situation, Mary lacks acquaintance with red and on this basis we argue that in order to know what it is like, in order for Mary to know an appropriate answer, Mary’s propositional knowledge must be appropriately related to her acquaintance with red. (shrink)

Semantic gaps between physical and mental discourse include the 'explanatory', 'epistemic' (Black-and-White Mary), and 'suppositional' (zombies) gaps; protosemantics is concerned with what is fundamental to meaning. Our tradition presupposes a truth-based protosemantics, with disastrous consequences for interpreting the semantic gaps: nonphysicalism, epiphenomenalism, separatism. Fortunately, an endorsement-based protosemantics, recentering meaning from the world to the mind, is technically viable, intuitively more plausible, and empirically more adequate. But, of present significance, it makes room for interpreting mental discourse as expressing simulations: this blocks (...) the disastrous consequences; and, as a bonus, accommodates hitherto anomalous asymmetries among the various semantic gaps. (shrink)

I argue that the physiological, phenomenal and conceptual constitute a trichotomous hierarchy of emergent categories. I claim that each category employs a distinctive type of interactive mechanism that facilitates a meaningful kind of environmental discourse. I advocate, therefore, that each have a causal relation with the environment but that their specific class of mechanism qualifies distinctively the meaningfulness of that interaction and subsequent responses. Consequently, I argue that the causal chain of physical interaction feeds distinctive value-laden constructions that are ontologically (...) distinct for each category. Within the limitations of the interactive mechanisms of each category, increasingly sophisticated forms tend to evolve. The increase in sophistication in each category inevitably leads to the emergence of the novel mechanism particular to the next in the hierarchy. In essence, there is an emergent hierarchy of evolving categories delineated by the nature of their mechanism of environmental engagement. I argue that biochemical mechanisms have a tendency to evolve meaningfully, specifically in a way that is both qualitatively relevant and responsive to environmental particulars. I explain that these mechanisms set in play an organisational imperative that leads to the emergence of the capacity to evaluate and prioritise qualitative biochemical assimilations which, inevitably, generates a subjectively individuated experience phenomenon. I then relate this to the novel characteristics of the human perspective. (shrink)

In this thesis I examine the view—known as intellectualism—that knowledge-how is a kind of knowledge-that, or propositional knowledge. I examine issues concerning both the status of this view of knowledge-how and the philosophical implications if it is true. The ability hypothesis is an important position in the philosophy of mind that appeals to Gilbert Ryle’s famous idea that there is a fundamental distinction between knowledge-how and knowledge-that. This position appears to be inconsistent with the truth of intellectualism. However, I demonstrate (...) in this thesis that the ability hypothesis can be restated using the intellectualist view of knowledge-how. With regards to the status of intellectualism, I argue that the two main traditional arguments against intellectualism do not succeed. I also provide new and, I claim, successful arguments against intellectualism. These arguments point to a new view of knowledge-how that is distinct from both the standard intellectualist and Rylean views of knowledge-how. (shrink)

I propose an anti-physicalist argument, namely, the imagination argument, and defend it against possible objections. My argument is inspired by Frank Jackson’s knowledge argument, or rather its misinterpretation by Daniel Dennett and Paul Churchland. They interpret the knowledge argument to be about the ability to imagine an unexperienced phenomenal state, which Jackson explicitly denies. The imagination argument, in its rudimentary form, can be briefly put as the following. Let Q be a visual phenomenal quality that is imaginable based on one’s (...) phenomenal experience. (1) It is not possible to (accurately) imagine Q solely based on complete physical knowledge. (2) If it is not possible to (accurately) imagine Q solely based on complete physical knowledge, then physicalism is false. (3) Therefore, physicalism is false. Even though objections have been raised to this argument in the literature, there is, as far as I know, no explicit defense of it. In this paper, I undertake this task and argue that the imagination argument is more plausible than the knowledge argument in some respects, especially because none of the standard objections to the knowledge argument apply to the imagination argument, and less plausible in others, and, all things considered, it is at least as interesting and serious a challenge to physicalism as the knowledge argument is. (shrink)

An important theme running through D.H. Mellor’s work is his realism, or as I shall call it, his objectivism: the idea that reality as such is how it is, regardless of the way we represent it, and that philosophical error often arises from confusing aspects of our subjective representation of the world with aspects of the world itself. Thus central to Mellor’s work on time has been the claim that the temporal A-series (previously called ‘tense’) is unreal while the B-series (...) (the series of ‘dates’) is real. The A-series is something which is a product of our representation of the world, but not a feature of reality itself. And in other, less central, areas of his work, this kind of theme has been repeated: ‘Objective decision making’ (1980) argues that the right way to understand decision theory is as a theory of what is the objectively correct decision, the one that will actually as a matter of fact achieve your intended goal, rather than the one that is justified purely in terms of what you believe, regardless of whether the belief is true or false. ‘I and now’ (1989) argues against a substantial subjective conception of the self, using analogies between subjective and objective ways of thinking about time and subjective and objective ways of thinking about the self. And in the paper which shall be the focus of my attention here, ‘Nothing like experience’ (1992), Mellor contests arguments which try and derive anti-physicalist conclusions from reflections on the subjective character of experience. A common injunction is detectable: when doing metaphysics, keep the subjective where it belongs: inside the subject’s representation of the world. (shrink)

A primary goal of this chapter is to highlight neglected epistemic parallels between dualism and physicalism. Both dualist and physicalist arguments employ a combination of empirical data and armchair reflection; both rely on considerations stemming from how we conceptualize certain phenomena; and both aim to establish views that are compatible with scientific results but go well beyond the deliverances of empirical science. -/- I begin the chapter by fleshing out the distinctive commitments of dualism, in a way that illuminates the (...) interplay of epistemic and metaphysical elements within the dualist position. Section 2 outlines two influential arguments for dualism and explains how dualists defend those arguments from key criticisms. Sections 3 and 4 examine the most powerful objections to dualism: that it is inferior to physicalism as regards the theoretical virtue of simplicity, and that it cannot explain mental causation. I show that each of these objections to dualism depends on substantial assumptions that cannot be empirically justified. And the objection from mental causation rests on an ambitious assumption about how we conceptualize physical phenomena. Section 5 briefly reviews how epistemic considerations inform arguments on both sides of this debate. (shrink)

According to the Ability Hypothesis, knowing what it is like to have experience E is just having the ability to imagine or recognize or remember having experience E. I examine various versions of the Ability Hypothesis and point out that they all face serious objections. Then I propose a new version that is not vulnerable to these objections: knowing what it is like to experience E is having the ability todiscriminate imagining or having experience E from imagining or having any (...) other experience. I argue that if we replace the ability to imagine or recognize with the ability to discriminate, the Ability Hypothesis can be salvaged. (shrink)

We defend Laurence Nemirow’s and David Lewis’s Ability Hypothesis against Paul Raymont’s criticisms in defense of Jackson’s Knowledge Argument. According to the Ability Hypothesis, what Mary lacked when she was in her black-and-white room was a set of abilities; she did not know how to recognize or imagine certain types of experience. Her subsequent discovery of what it is like to experience color amounts to no more than her acquiring these abilities. Appealing to the Molyneux test, Raymont has argued that (...) knowledge of what an experience is like cannot be equated with the possession of any set of abilities, since one can be in possession of a recognitional ability concerning a certain type of experience without knowing what that experience is like. We argue that the intermodal recognitional ability in the Molyneux test and similar ones depends on previous experience and thus makes an implicit appeal to knowledge of what it is like. (shrink)

This dissertation contains four independent essays addressing a cluster of related topics in the philosophy of mind. Chapter 1: “Fundamentality Physicalism” argues that physicalism can usefully be conceived of as a thesis about fundamentality. The chapter explores a variety of other potential formulations of physicalism (particularly modal formulations), contrasts fundamentality physicalism with these theses, and offers reasons to prefer fundamentality physicalism over these rivals. Chapter 2:“Modal Rationalism and the Demonstrative Reply to the Master Argument Against Physicalism” introduces the Master Argument (...) Against Physicalism and investigates its crucial premise: the inference from an a priori gap between the physical and consciousness to a lack of necessitation between the two. I argue against the strong form of modal rationalism that underwrites the master argument and offer a more moderate rationalist view. I offer a novel demonstrative reply to the master argument, according to which a connection between conscious experience and demonstratives, not dualism, is the source of the epistemic gap between consciousness and the physical. Chapter 3: “Conceptual Mastery and the Knowledge Argument” argues that Frank Jackson’s famous anti-physicalist knowledge argument featuring Mary, a brilliant neuroscientist raised in a black and white room, founders on a dilemma. Either (i) Mary cannot know the relevant experiential truths because of trivial obstacles that have no bearing on the truth of physicalism or (ii) once the obstacles have been removed, Mary can know the relevant truths. Chapter 4: “Toward a Theory of Conceptual Mastery” investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I argue against three views of conceptual mastery, according to which conceptual mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. I propose and respond to objections to my own “meaning postulate view” of the conditions under which a thinker has mastery of a concept. (shrink)

This work advances a theory in the metaphysics of phenomenal consciousness, which the author labels “e-physicalism”. Firstly, he endorses a realist stance towards consciousness and physicalist metaphysics. Secondly, he criticises Strong AI and functionalist views, and claims that consciousness has an internal character. Thirdly, he discusses HOT theories, the unity of consciousness, and holds that the “explanatory gap” is not ontological but epistemological. Fourthly, he argues that consciousness is not a supervenient but an emergent property, not reducible and endowed with (...) original causal powers, with respect to the micro-constituents of the conscious entity. Fifthly, he addresses the “zombie argument” and the “supervenience argument” within the e-physicalism framework. Finally, he elaborates on the claim that phenomenal properties are physical and discusses the “knowledge argument”. (shrink)

Few these days dispute that the knowledge argument demonstrates an epistemic gap between the physical facts and the facts about experience. It is much more contentious whether that epistemic gap can be used to demonstrate a metaphysical gap of a kind that is inconsistent with physicalism. In this paper I will explore two attempts to block the inference from an epistemic gap to a metaphysical gap – the first from the phenomenal concept strategy, the second from Russellian monism – and (...) suggest how the proponent of the knowledge argument might respond to each of these challenges. In doing so, I will draw on recent discussions of grounding and essence in the metaphysics literature. (shrink)

This article assesses the reputation of Mary Somerville in the 1830s and suggests that critical confusion over her status in the changing world of early nineteenth-century science is not new. Drawing on Somerville’s own writings, contemporary newspaper and periodical reviews, political debates and unpublished manuscripts, Somerville's ‘uniqueness’ as a public figure is examined through the eyes of both the nascent scientific community of the time as well as the wider audience for her work. Somerville's status as a popularizer and an (...) educator is more complicated than may have previously been assumed and can be both confirmed and undermined by an analysis of contemporary public opinion. Although her works were directed at the public who indirectly paid her pension for services to science, Somerville's private and published comments about and within her writings offer an alternative interpretation. Despite an apparent turn to more popular works in order to bolster her finances, Mary Somerville relished the specialist aspect of her writings and valued the difficulties which prevented the ordinary reader from obtaining ultimate insight into celestial mechanics. (shrink)

The encounter of the cognitive apparatus with the phenomenal world had led to the emergence of independent thought processes either based on scientific method of enguiry or on meditative experiences. In the course of time these have developed into a systematized body of knowledge. They purport to provide peace and happiness, but when seduced by power a distorted value structure has been legitimized. The plethora of evidences suggest the 'self' has been incapacitated for long. The scientific experiences have been given (...) supreme status. The paper stresses the need to attain a beginner's mind so that looking within and looking without no longer remain intangible goals of education. The naodalities have been discussed to escape the bonds of conceptual limitations. Finally, it is suggested that this constructive role of optimizing the oppor tunities for formation of intellect, which moves beyond conventional intellectualism, will evolve into a com passionate world-serving intellect, and pave the way for peace and harmony in this turbulent world. (shrink)