With respect to the topic of “powers and abilities,” most readers will associate David Hume with his multi-pronged critique of traditional attempts to make robust explanatory use of those notions in a philosophical or scientific context. But Hume’s own philosophy is also structured around the attribution to human beings of a variety of basic faculties or mental powers – such as the reason and the imagination, or the various powers involved in Hume’s account of im- pressions of reflection (...) and the passions. Indeed, there is a clear case to be made that, despite his deflationary account of our concept of power, Hume continues to treat certain basic powers or faculties as forming the explanatory bedrock for his new “science of man”. In this essay, I will discuss how this apparent conflict between the “critical” (if not outright skeptical) and “constructive” aspects of Hume’s discussion of powers and abilities is best resolved – with special attention to the question of how this illuminates Hume’s place in the development of early modern conceptions of the proper method for philosophy. (shrink)

This is the first comprehensive study of the early modern logic of ideas. It is also a profound contribution to our understanding of the interaction between Aristotelianism and new philosophy and between rationalism and empiricism.

In March 1808 at the Institut de France, the German physician Franz Joseph Gall, together with his assistant Johann Gaspar Spurzheim, unveiled his rather controversial doctr...

This article deals with some aspects of the study of the mind between the 1920s and 1940s at the University of Paris. Traditionally the domain of philosophy, the study of the mind was encroached upon by other disciplines such as history of science, ethnology, sociology and psychology. These disciplines all had weak institutional status and were struggling to constitute themselves as autonomous. History of science did not as a rule reject its relationship with philosophy, whereas ethnology, sociology and psychology were (...) constructing their identities by breaking away from philosophy. A discussion about Lévy-Bruhl’s La mentalité primitive, hosted by the Société Française de Philosophie in 1923, showed that the positions of philosophers, sociologists and psychologists about the questions posed by the book, namely the fixity and universality of the mind, were strictly linked with their views about the ‘scientificity’ of ethnology. A compromise between fixity and historical transformation of the mind was put forward by Gaston Bachelard, who institutionally represented the discipline of history and philosophy of science. This discipline was institutionally linked to ethnology, psychology and sociology, but, unlike them, had no claim to ‘scientificity’. Bachelard realized this compromise by breaking the unity of the mind and by employing an extra-institutional discipline: psychoanalysis. His freedom of choice corresponded with an increasingly weak institutional position for the discipline of history and philosophy of science. (shrink)

The present paper offers an analogical support for the use of rational intuition, namely, if we regard sense perception as a mental faculty that (in general) delivers justified beliefs, then we should treat intuition in the same manner. I will argue that both the cognitive marks of intuition and the role it traditionally plays in epistemology are strongly analogous to that of perception, and barring specific arguments to the contrary, we should treat rational intuition as a source of prima (...) facie justified beliefs. There are two main arguments against the intuition-perception analogy that I will consider and find lacking. First is that while we do use perceptions as evidence to believe certain propositions, in fact no one ever does use intuition evidentially. The second argument, stemming from experimental philosophy, grants that philosophers do use intuitions evidentially, but this practice is fatally unlike that of perception, in that perception yields warranted beliefs and intuition does not. (shrink)

Leibniz maintains that even though God’s intellect contains all possibles, some of these possibles are not compossible. This incompossibility of some possibles is supposed to explain which collections of possibles are possible worlds and why God does not actualize the collection of all possibles. In order to fully understand how this works, we need to establish what precisely Leibniz takes to be the source of incompossibility, that is, which divine attribute or faculty gives rise to the incompossibility of certain possibles. (...) Different interpretations answer this question in different ways. This chapter explores the role that God’s faculties play on some of the standard interpretations of Leibniz’s notion of incompossibility and argues that we are faced with a dilemma: even though incompossibility must somehow arise from God’s faculties, none of the faculties usually distinguished seems up to the task. To escape this dilemma, we need to revise the traditional understanding of the divine faculties. More specifically, we need to recognize wisdom as an attribute that is distinct from intellect, power, and will and that is the source of incompossibility. (shrink)

This paper introduces a novel conceptualisation of mental imagery; namely, that is grease for the mind’s gears (MGT). MGT is not just a metaphor. Rather, it describes an important and overlooked higher-order function of mental imagery: that it aids various mental faculties discharge their characteristic functional roles. MGT is motivated by reflection on converging evidence from clinical, experimental and social psychology and solves at least two neglected conceptual puzzles about mental imagery. The first puzzle concerns (...) imagery’s architectural promiscuity; that is, its ability to assist diverse mental faculties and perform many different functions when doing so. The second puzzle concerns how to square imagery’s architectural promiscuity with its psychopathological relevance; that is, its being a maintaining cause, and possibly even a partial constituent, of several psychological disorders, including post-traumatic stress disorder, bipolar disorder and major depressive disorder. Mental imagery helps and harms human psychology to extreme degrees and this is something that calls for elucidation. MGT says that instead of facing perplexing heterogeneities here, we instead face a significant unity. On this score, MGT is argued to be superior to the currently dominant conception of imagery in the philosophical literature; namely, as a perception-like state of mind. (shrink)

Mediaeval psychological theory was a “faculty psychology”: a confederation of semiautonomous sub-personal agents, the interaction of which constitutes our psychological experience. One such faculty was intellective appetite, that is, the will. On what grounds was the will taken to be a distinct faculty? After a brief survey of Aristotle's criteria for identifying and distinguishing mental faculties, I look in some detail at the mainstream mediaeval view, given clear expression by Thomas Aquinas, and then at the dissenting views of (...) John Duns Scotus and William of Ockham. I conclude with some reflections on why the mainstream mediaeval view was discarded by Descartes. (shrink)

Kant stated that there are three mental faculties: cognition, feeling, and desire. The faculty of feeling has received the least scholarly attention, despite its importance in Kant's broader thought, and this volume of new essays is the first to present multiple perspectives on a number of important questions about it. Why does Kant come to believe that feeling must be described as a separate faculty? What is the relationship between feeling and cognition, on the one hand, and desire, (...) on the other? What is the nature of feeling? What do the most discussed Kantian feelings, such as respect and sublimity, tell us about the nature of feeling for Kant? And what about other important feelings that have been overlooked or mischaracterized by commentators, such as enthusiasm and hope? This collaborative and authoritative volume will appeal to Kant scholars, historians of philosophy, and those working on topics in ethics, aesthetics, and emotions. (shrink)

In spite of the wide variety of approaches to ethics training it is still debatable which approach has the highest potential to enhance professionals’ integrity. The current effort assesses a novel curriculum that focuses on metacognitive reasoning strategies researchers use when making sense of day-to-day professional practices that have ethical implications. The evaluated trainings effectiveness was assessed by examining five key sensemaking processes, such as framing, emotion regulation, forecasting, self-reflection, and information integration that experts and novices apply in ethical decision-making. (...) Mental models of trained and untrained graduate students, as well as faculty, working in the field of physical sciences were compared using a think-aloud protocol 6 months following the ethics training. Evaluation and comparison of the mental models of participants provided further validation evidence for sensemaking training. Specifically, it was found that trained students applied metacognitive reasoning strategies learned during training in their ethical decision-making that resulted in complex mental models focused on the objective assessment of the situation. Mental models of faculty and untrained students were externally-driven with a heavy focus on autobiographical processes. The study shows that sensemaking training has a potential to induce shifts in researchers’ mental models by making them more cognitively complex via the use of metacognitive reasoning strategies. Furthermore, field experts may benefit from sensemaking training to improve their ethical decision-making framework in highly complex, novel, and ambiguous situations. (shrink)

This work draws together the strands of doctrine into the epistemological theory that Hume called a mental geography, which translates in modern terms into a faculty theory of knowledge. This theory forms the foundation of Hume's other best-known doctrines and, the author argues, is essential to their proper understanding.

This work draws together the strands of doctine into the epistemological theory that Hume called 'a mental geography, ' which translates in modern terms into a faculty theory of knowledge. This theory forms the foundation of Hume's other best-known doctrines and, the author argues, is essential to their proper understanding.

This work locates the historical and conceptual foundations of cognitive science in the "commonsense" psychology of the philosopher Thomas Reid. I begin with Reid's attack on his rationalist and empiricist competitors of the 17th and 18th centuries. I then present his positive theory as a sophisticated faculty psychology appealing to innateness of mental structure. Reidian psychological faculties are equally trustworthy, causally independent mental powers, and I argue that they share nine distinct properties. This distinguishes Reidian 'intentionalism' from (...) idealist 'representationalism,' which derive cognitive content either from the inherited structure of faculties of from the occurrent structure of sensory activity. ;Next, I turn to consciousness and reflection for a contemporary Reidian response to traditional phenomenology. Unlike reflection, faculties of reason and remembrance are not causally mediated by consciousness. My interpretation of Reid is that 'Humean causation' of individual faculty structure accounts only for 'natural intentionality,' while 'efficient causation' of faculty interrelations accounts for cognitive 'personal intentionality.' ;I then proceed by adopting a form of computational description for reconstructing this view as a computational theory of mind. I contrast functional analyses in explanations of some capacities with computational and componential analyses in explanations of other, intentional capacities, in which some processes must be taken to semantically encode and govern the roles of others. This step reconstructs the Reidian notion of intentional operations as requiring an explanation of component faculties and their representation-governed interactions. I argue that properties of faculties delimiting these interactions under Reid's theory parallel those in Fodor's essay on the "modularity of mind," although the reasons given for individual criteria are often very different. Fodor also proposes a trichotomous mental structure, but I find that a third level of "central systems" is a myth engendered by causal information theory. Such an analysis cannot capture generalizations over the internal representation of semantic roles that determines the character of faculty relations. This requirement for any computational account of cognition is precisely the motivation for the reconstructed Reidian theory. Thus, it comports more favorably with the explanatory program constitutive of a computational cognitive science. (shrink)

Each of Kant’s three Critiques offers an account of the nature of a mental faculty and arrives at this account by means of a procedure I call ‘faculty analysis’. Faculty analysis is often regarded as among the least defensible aspects of Kant’s position; as a consequence, philosophers seeking to inherit Kantian ideas tend to transpose them into a different methodological context. I argue that this is a mistake: in fact faculty analysis is a live option for philosophical inquiry today. (...) My argument is as follows: Faculty analysis is a live option for certain kinds of philosophical theories if so-called “agentialist” views about the nature of belief are correct. There are good reasons for thinking that such views are correct. So faculty analysis should not be dismissed out of hand. Since the first premise in this argument bears a lot of weight, a large part of the paper is devoted to clarifying and defending it, in part by arguing that Kant himself holds a version of agentialism about belief. (shrink)

In several texts, Kant announces that there are three distinct mental faculties: cognition, desire, and feeling. This trinitarian commitment should give us pause, for many people operate instead with a dualist model of reason and emotion, where desire and feeling are usually squished together under emotion. Here, as elsewhere, the Kantian model is more complicated. On Kant's view, each of the three faculties has its own specific work to do and generates its own kinds of representations. We (...) do not simply have emotions that... (shrink)

This work draws together the strands of doctine into the epistemological theory that Hume called "a mental geography, " which translates in modern terms into a ...

The notion of the ‘free harmony of the faculties’ has baffled many of Kant's readers and also attracted much criticism. In this paper I attempt to shed light on this puzzling notion. By doing so, I aim to challenge some of the criticisms that this notion has attracted, and to point to its relevance to contemporary debates in aesthetics. While most of the literature on the free harmony is characterized by what I regard as an ‘extra-aesthetic approach’, I propose (...) ‘an aesthetic approach’ to the harmony. Such an aesthetic interpretation explains why aesthetic judgement, but not cognitive judgement, is based on a free agreement of the faculties in distinctively aesthetic terms. By contrast, an extra-aesthetic approach to Kant's aesthetic theory does not explain what it is in beautiful objects as beautiful that calls for a free agreement of the faculties. I argue that this approach is limited, and suggest an alternative to it by articulating the necessary reciprocity and explanatory interdependence between the form and value of beautiful objects and the form of the mental activity that underlies judgements of taste. My proposal is not only aesthetic, but also normative in its attempt to carve up a space for a distinct form of aesthetic normativity, the one that Kant describes as ‘free lawfulness’ or ‘lawfulness without a law’. I opt for a specifically normative variant of aesthetic interpretation because I believe that Kant is committed to the view of aesthetic judgement as normatively autonomous and irreducible. (shrink)

This study synthesizes current information from the various fields of cognitive science in support of a new and exciting theory of mind. Most psychologists study horizontal processes like memory and information flow; Fodor postulates a vertical and modular psychological organization underlying biologically coherent behaviors. This view of mental architecture is consistent with the historical tradition of faculty psychology while integrating a computational approach to mental processes. One of the most notable aspects of Fodor's work is that it articulates (...) features not only of speculative cognitive architectures but also of current research in artificial intelligence. (shrink)

The chapter advances two theses involving Descartes and the mind. The first concerns Descartes' conception of mental faculties, particularly the intellect. As I read the _Meditations_, a fundamental aim of that work is to make the reader aware of the deliverances of the pure intellect, perhaps for the first time. Descartes' project is to alter the reader's Aristotelian beliefs about the faculty of the intellect and its relation to the senses, while at the same time coaxing her to (...) use the pure intellect to perceive the first truths of metaphysics. His anti-Aristotelian understanding of the power of pure intellect undergirds his attempted revolution in metaphysics and physics. The second thesis pertains to Descartes' naturalism about the mind. Descartes typically is seen as having excluded mind from nature, thereby deanimating (literally, "de-souling") the physical world and making it safe for a full-scale mechanistic physics. This attitude effectively makes the mind into "a convenient receptacle for the chips and whittlings of science, rather than a possible object of scientific knowledge" (E. A. Burtt). In contrast, I argue that Descartes included (at least some functions and states of) mind as part of nature, that despite his dualism he continued an established tradition of treating the operations of the senses as open to empirical investigation, and that in virtue of his dualism he initiated a new line of thought leading to the search for specifically psychophysical laws, that is, laws linking non-mental bodily states to states of mind. The precise senses in which Descartes did and did not include *mind* under the rubric *nature* is problematic; but he did use language suggesting that even the intellect is a natural constituent of the human being, as when he ascribed intellectual cognitions to "the natural light.". (shrink)

This chapter discusses what is the specific difference of mental function, relative to the general concept of a biological function. It contrasts various approaches of this problem through evolutionary psychology, developmental system theory and neuroscientific growth theory models. It concludes that an holistic, dynamic approach to mental function suggests to reject the traditional division in mental faculties.

This paper compares and contrasts Mencius's moral philosophy with recent development in cognitive science regarding mental capacity to understand moral rules and principles. Several cognitive scientists argue that the human mind has innate cognitive and emotive foundations of morality. In this paper, Mencius's moral theory is interpreted from the perspective of faculty psychology and cognitive modularity, a theoretical hypothesis in cognitive science in which the mind is understood as a system of specialized mental components. Specifically, Mencius's Four Beginnings (...) (the basic human emotions that serve as the foundations of morality) are interpreted as vertical faculties, comparable to Scottish philosopher Thomas Reid's moral faculties. (shrink)

Because other cultures classify mental disorders very differently from ours, it behooves us to inquire into the philosophical and cultural sources of our own guiding nosological categories. This paper is a philosophical exploration into the historical and theoretical bases of the late nineteenth-century, Kraepelinian division between disorders of mood or affect, and schizophrenia, in which our present day nosological categories are rooted. By tracing the early nosologists’ divisions into eighteenth-century and Kantian faculty psychology, and following the fate of faculty (...) psychology through the nineteenth century, we discover genealogical elements of our taxonomy likely to affect clinical diagnosis and understanding. (shrink)

Although Descartes’ characterization of the mind has sometimes been seen as too ‘moral’ and too ‘intellectualist’ to serve as a modern notion of consciousness, this article re-establishes the idea that Descartes’ way of doing metaphysics contributed to a novel delineation of the sphere of the mental. Earlier traditions in moral philosophy and religion certainly emphasized both a dualism of mind and body and a contrast between free intellectual activities and forcibly induced passions. Recent scholastic and neo-Stoic philosophical traditions, moreover, (...) drew attention to the disparity between the material and the immaterial, as well as to the possibility of a retreat into the personal realm of one’s own mind. Yet none of these moral and religious assessments of the relation between mind and body were motivated by the purely epistemological interest that we find in Descartes in setting apart a world of consciousness from the world of physics. The present article explains how Descartes made use of specific theological and moral philosophical theories in his own analysis of mental faculties; how he changed the orientation of metaphysics itself in the direction of a phenomenology of the mental; how he never returned to the naive idea of offering a dualist foundation for ethics; and how his mechanicism may have motivated his epistemological transformation of the science of metaphysics. In all these various ways, Descartes inaugurated an understanding of human mental life on the basis of physiological rather than metaphysical considerations, a view of psychology that is related to the experience of human individuals, and a naturalistic characterization of the mind in terms of a domain of consciousness rather than of moral conscience. (shrink)

This paper explores the link between rules of grammar, grammar formalisms and the architecture of the language faculty. In doing so, it provides a flexible meta-level theory of the language faculty through the postulation of general axioms that govern the interaction of different components of grammar. The idea is simply that such an abstract formulation allows us to view the structure of the language faculty independently of specific theoretical frameworks/formalisms. It turns out that the system of rules, axioms and constraints (...) of grammar cannot beexplicitlyrepresented in a general architecture of the language faculty — which circumvents the ontological mismatch of mental representations and formal/axiomatic properties of language. Rather, the system of rules, axioms, constraints of grammar isintentionallyprojected by humans, and this projection realizes/instantiates what Dascal (1992) calls ‘psychopragmatics’. Relevant implications for linguistic theory, learnability and (computational) models of language processing are also explored. (shrink)

Human brain is a highly evolved coordinating mechanism in the species Homo sapiens. It is only in the last 100 years that extensive knowledge of the intricate structure and complex functioning of the human brain has been acquired, though a lot is yet to be known. However, from the beginning of civilisation, people have been conscious of a 'mind' which has been considered the origin of all scientific and cultural development. Philosophers have discussed at length the various attributes of consciousness. (...) At the same time, most of the philosophical or scientific frameworks have directly or indirectly implied mind-body duality. It is now imperative that we develop an integrated approach to understand the interconnection between mind and consciousness on one hand and brain on the other. This paper begins with the proposition that the structure of the brain is analogous, at least to certain extent, to that of the computer system. Of course, it is much more sophisticated and complex. The second proposition is that the Chomskyean concept of 'mental organs' is a good working hypothesis that tries to characterise this complexity in terms of an innate cognitive framework. By following this dual approach, brain as a data processing system and brain as a superstructure of intricately linked mental organs, we can move toward a better understanding of 'mind' within the framework of empirical science. The one 'mental organ' studied extensively in Chomskyean terms is 'language faculty' which is unique in its relation to brain, mind and consciousness. (shrink)

In a dynamic world, mechanisms allowing prediction of future situations can provide a selective advantage. We suggest that memory systems differ in the degree of flexibility they offer for anticipatory behavior and put forward a corresponding taxonomy of prospection. The adaptive advantage of any memory system can only lie in what it contributes for future survival. The most flexible is episodic memory, which we suggest is part of a more general faculty of mental time travel that allows us not (...) only to go back in time, but also to foresee, plan, and shape virtually any specific future event. We review comparative studies and find that, in spite of increased research in the area, there is as yet no convincing evidence for mental time travel in nonhuman animals. We submit that mental time travel is not an encapsulated cognitive system, but instead comprises several subsidiary mechanisms. A theater metaphor serves as an analogy for the kind of mechanisms required for effective mental time travel. We propose that future research should consider these mechanisms in addition to direct evidence of future-directed action. We maintain that the emergence of mental time travel in evolution was a crucial step towards our current success. (shrink)

The core argument in this paper is that, to reconstruct the last unwritten section on Judging in Hannah Arendt's Life of the Mind , it is necessary to address what Arendt was doing with the book as a whole and how the different parts relate internally to one another. This is no easy matter, especially as the existing sections on Thinking and Willing are quite different in tone from one another. My proposition is that the work should be read as (...) a critique of the life of the `modern' mind, and especially of the differentiation of the modern mind into distinct and reified faculties. The work as a whole is an attempt to understand the distorted forms of modernization that result from the division of the life of the mind into opposing faculties. It is, so to speak, a critique of the combined and uneven development of the life of the modern mind. While Arendt famously argues that the activity of thinking itself conditions people against evildoing, the spectre that informs her analysis of both thinking and willing is the danger of nihilism inherent in these mental activities. The work raises vital questions concerning the conditions under which this danger is actualized and the means by which it might be averted. What this entails for our reconstruction of the missing section on judgment is that, rather than see it as the core of Arendt's contribution to political thought or as the promised solution to an impasse, we should explore the equivocations of judging. This aporetic reading of the text helps clarify Arendt's concerns over the separation of the life of the mind from the world and the role of both judging and understanding in renewing its connections to the world. (shrink)

This essay examines Samuel Taylor Coleridge's Logic and its interpretation of Kant's “science of transcendental analysis” as a theory of the cognitive faculties and their “inherent forms” or “several functional powers”. I explain why Coleridge characterises transcendental analysis as an “investigation into the constitution and constituent forms” of the faculties, and consider the reasons behind his schematic division of such inquiry into “transcendental [ … ] Æsthetic, Logic, and Noetic”. I argue that Coleridge's claims about the forms, operations, (...) and contents that derive from different cognitive powers, and the philosophical method that enables us to prove such derivation, are based on Kant's theory of “transcendental reflection”. I also explain how Coleridge's facultative conception of transcendental analysis relates to recent scholarship on Kant's accounts of (i) our cognitive capacities and (ii) the purposes of transcendental reflection. My essay does not aim to defend Coleridge's interpretation of Kant, but rather to provide a clearer picture of how this interpretation informs Coleridge's analysis of cognitive activity and mental content in Logic, including his “transcendental noetic”, which seeks to explain the possibility of the kind intellectual intuition that Kant explicitly denies. (shrink)

“All that we require, and which can only be given us by the present advance of the single sciences, is a chemistry of the moral, religious, aesthetic ideas and sentiments, as well as of those impulses which we experience in ourselves both in the great and in the small phases of cultural and societal intercourse, and even in solitude.” In this passage from the opening paragraph of Human, All Too Human, Nietzsche prepares the ground for the transvaluation of modern culture (...) by means of a call for a renewed and enlarged understanding of chemical science. The need is a response to the dulling of modern culture: whereas the classical world-view attempted in vain to overcome such opposites as truth and error, or life and death, by seeing them from the perspective of an immutable standpoint, the more recent historical method has merely tended to dilute them in some supposedly fundamental element. Why does chemistry provide the model for the forthcoming transvaluation? (shrink)

This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus on work, money, and (...) the acquisition of things. It is argued that this state of mind constitutes a self-disabling mental illness, which for a society becomes pathological ideology, and for the individual takes the form of clinical narcissism. (shrink)

According to the mental continuity claim (MCC), human mental faculties are physical and beneficial to human survival, so they must have evolved gradually from ancestral forms and we should expect to see their precursors across species. Materialism of mind coupled with Darwin’s evolutionary theory leads directly to such claims and even today arguments for animal mental properties are often presented with the MCC as a premise. However, the MCC has been often challenged among contemporary scholars. It (...) is usually argued that only humans use language and that language as such has no precursors in the animal kingdom. Moreover, language is quite often understood as a necessary tool for having representations and forming beliefs. As a consequence, by lacking language animals could not have developed representational systems or beliefs. In response to these worries, we aim to mount a limited defense of the MCC as an empirical hypothesis. First, we will provide a short historical overview of the origins of the MCC and examine some of the motives behind traditional arguments for and against it. Second, we will focus on one particular question, namely whether language as such is necessary for having beliefs. Our goal is to show that there is little reason to think language is necessary for belief. In doing so, we will challenge a view of belief that is widely accepted by those working in animal cognition, namely representational belief, and we will argue that if belief is non-representational, then different research questions and methods are required. We will conclude with an argument that to study the evolution of belief across species, it is essential to begin the study of subjects in their social and ecological environment rather than in contexts that are not ecologically valid along the social and ecological dimensions. Thus, rather than serving as a premise in an argument 3 in favor of animal minds, the MCC can only be defended by empirical investigation, but importantly, empirical investigation of the right sort.. (shrink)

In this chapter we examine the tendency to view future-oriented mental time travel as a unitary faculty that, despite task-driven surface variation, ultimately reduces to a common phenomenological state. We review evidence that FMTT is neither unitary nor beholden to episodic memory: Rather, it is varied both in its memorial underpinnings and experiential realization. We conclude that the phenomenological diversity characterizing FMTT is dependent not on the type of memory activated during task performance, but on the kind of subjective (...) temporality associated with the memory in play. (shrink)

In this paper, I intend to examine the conception of metaphor developed by fourteenth-century nominalist philosophers, in particular William of Ockham and John Buridan, but also the Ockhamist philosophers who were condemned by the 1340 statute of the faculty of arts of the University of Paris. According to these philosophers, metaphor is a transfer of meaning from one word to another. This transfer is based on some similarity, and is intentionally produced by a speaker. My aim is to study whether (...) this view on metaphor is related to a specific view on the relation between thought, language, and communication. With this case study, I intend to argue that the view on the nature of thought one holds does not necessarily determine what the nature and function of metaphor are. I will show that the three philosophical doctrines under study diverge in their understanding of the mechanisms of a metaphor, while they share the same view on the nature of thought, namely that thought is a mental language. (shrink)

Image schemas are mental constructs central to human cognitive psychology. The neurobiological grounding of these structures has been suggested by experimental research both in non-human primates and lower animals . However, their applicability as concrete cognitive products has not been explored yet in zoosemiotics. This study shows that image schemas are highly instrumental to making sense of the impersonations of two animals featured in biology research studies and wildlife documentary films: the mimic octopus and the Gibb’s sea spider crab (...) . In analysing the movements and postures of these animals, it is argued that image schemas underlie recurring patterns of animal bodily experience and response, which ties image-schematic structures to non-human intersubjectivity. In line with the pluralistic view of zoosemiotics , this paper takes an intermediary position in the continuity–discontinuity debate regarding communication in humans and animals. In this regard, the complexity of the creative behavioural models of the animals examined leaves the door open for the existence of sophisticated mental life in non-human species. (shrink)

Abstract One perspective in contemporary linguistic theory defends the idea that the language faculty may result from the combinations of diverse systems and principles. As a case study, I critique a recent proposal by Juan Uriagereka and colleagues according to which the evolutionary emergence of the language faculty can be identified through studying the computational structure of knots as present within the fossil record. I here argue that the ability to conceptualize and, thereby, create knots is not parasitic on the (...) ability to conceptualize and create language. On the contrary, these two domains are entirely distinct, unrelatable in terms of their computational complexity, expressive power or, most importantly, in terms of their requisite mental operations and principles. The overall approach defended here can profitably be employed in the study of the relationship between language and thought, as I briefly discuss in the case of the role of language in spatial reorientation. (shrink)

In the United States, only 6% of the 1.5 million faculty in degree-granting postsecondary institutions is Black. Research shows that, while many institutions tout the idea of diversity recruitment, not much progress has been made to diversify faculty ranks, especially at research-intensive institutions. We're Not Ok shares the experiences of Black faculty to take the reader on a journey, from the obstacles of landing a full-time faculty position through the unique struggles of being a Black educator at a predominantly white (...) institution, along with how these deterrents impact inclusion, retention, and mental health. The book provides practical strategies and recommendations for graduate students, faculty, staff, and administrators, along with changemakers, to make strides in diversity, equity, and inclusion. More than a presentation of statistics and anecdotes, it is the start of a dialogue with the intent of ushering actual change that can benefit Black faculty, their students, and their institutions. (shrink)

I’m grateful to the commentators for their thoughtful and thought-provoking replies. Psychiatric service-users often feel disempowered relative to a profession (psychiatry) and so sometimes enlist the aid of another profession (philosophy) to redress the balance. All well and good, but it is vital in this context not to set one’s critical faculties on one side. Although Dr Kious1 thinks that is just what I have done, what I was trying to do was to call a halt to the uncritical (...) use of a piece of philosophy, the concept of testimonial injustice. It is a fine tool in many contexts, it is the newest tool in the …. (shrink)

ObjectiveTo investigate the effects of cell phone dependence on mental health among undergraduates during the COVID-19 pandemic and further identify the determinants that may affect their mental health in China.MethodsThe data were collected from 602 students at a medical school in Shanghai via an online survey conducted from December 2021 to February 2022. The Mobile Phone Addiction Index and Depression Anxiety Stress Scale were applied to evaluate CPD and mental health, respectively. Independent sample t-test and one-way analysis (...) of variance were employed to compare the means of continuous variables among categorical groups. Correlations between continuous variables were detected using Pearson's correlation analysis. Univariable and multivariable logistic regressions were employed to identify the determinants of mental health.ResultsAmong the 402 eligible students, 73.88% were women with an average age of 20.19 ± 2.36 years. On average, the DASS score was 32.20 ± 11.07, the CPD score was 36.23 ± 11.89, and the cell phone use duration was 7.67 ± 3.61 h/day. CPD was found to have a negative effect on mental health among college students in Shanghai. Additionally, cell phone use duration, age, being senior students, faculty-student relationship, insomnia, tobacco use, obesity, and life satisfaction were clarified as contributing factors to mental health among college students.ConclusionHigh degree of CPD could have a negative effect on college students' mental health, which might lead to some psychological problems. Appropriate actions and effective interventions are highly needed to prevent severe psychological injuries among college students in China. (shrink)

John Buridan uses the concepts of actus and habitus in his psychology to explain the difference between actual or occurrent thoughts and the dispositions to think those same thoughts. But since mental qualities are immaterial, Buridan must finesse his account of material qualities to save the psychological phenomena. He argues that thoughts and dispositions are really distinct from the human soul and from each other, and that because a thought and its corresponding disposition are different kinds of quality, we (...) cannot say that they differ merely in terms of intensity. This leaves him with the unresolved problem of explaining how one kind of psychological quality can be caused by another that is qualitatively distinct from it. (shrink)

Pedagogy, power and practice ethics: clinical teaching in psychiatric/mental health settings Often, baccalaureate nursing students initially approach a psychiatric mental health practicum with uncertainty, and even fear. They may feel unprepared for the myriad complex practice situations encountered. In addition, memories of personal painful life events may be vicariously evoked through learning about and listening to the experiences of those diagnosed with mental disorders. When faced with such challenging situations, nursing students often seek counsel from the clinical (...) and/or classroom faculty. Pedagogic boundaries may begin to blur in the face of student distress. For the nurse educator, several questions arise: Should a nurse educator provide counseling to students? How does one best negotiate the boundaries between ‘counselor’, and ‘caring educator’? What are the limits of a caring and professional pedagogic relation? What different knowledges provide guidance and to what differential consequences for ethical pedagogic relationships? This paper offers a comparative analysis of three philosophical stances to examine differences in key assumptions, pedagogic positioning, relationships of power/knowledge, and consequences for professional ethical pedagogic practices. While definitive answers are difficult, the authors pose several questions for consideration in discerning how best to proceed and under what particular conditions. (shrink)

Ever since Chomsky, language has become the paradigmatic example of an innate capacity. Infants of only a few months old are aware of the phonetic structure of their mother tongue, such as stress-patterns and phonemes. They can already discriminate words from non-words and acquire a feel for the grammatical structure months before they voice their first word. Language reliably develops not only in the face of poor linguistic input, but even without it. In recent years, several scholars have extended this (...) uncontroversial view into the stronger claim that natural language is a human-specific adaptation. As I shall point out, this position is more problematic because of a lack of conceptual clarity over what human-specific cognitive adaptations are, and how they relate to modularity, the notion that mental phenomena arise from several domain-specific cognitive structures. The main aim of this paper is not to discuss whether or not language is an adaptation, but rather, to examine the concept of modularity with respect to
the evolution and development of natural language.
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The following discussion aims to illuminate further the way in which morphologically complex words are represented in the mental lexicon. It is argued that the dual-mechanism model can accommodate the linguistic and psycholinguistic evidence currently available, not only on German inflection (as pointed out in the target article) but also on other languages (as presented in several commentaries). Associative single-mechanism models of inflection, on the other hand, provide only partial accounts.

Hardenberg/Novalis uses the concept of drive in his Fichte Studies as well as later in an almost exuberant manner. He is inspired by conceptions from Reinhold, Fichte, Platner, and Schiller. According to him, drives stand for the forces and forms of expression of human nature. They represent the mental energies of humans, such as seeing, thinking, or feeling, which arise from the uncontrollable realm of the unconscious. Thus, according to a statement in the Monologue, “this urge to speak [Sprachtrieb, (...) drive of language] were the mark of the inspiration of language, the working of language within me”. Moreover, his statement from the Fichte Studies, “The drive to be an I is at the same time the drive to think and to feel”, emphasises the importance of not only understanding human thought in a classical way but also exploring its close relationship to the realm of feelings. In this manner, Hardenberg impressively reflects on the reciprocity of thinking and feeling as the fundamental form of philosophising. (shrink)