According to the knowledge argument, physicalism fails because when physically omniscient Mary first sees red, her gain in phenomenal knowledge involves a gain in factual knowledge. Thus not all facts are physical facts. According to the ability hypothesis, the knowledge argument fails because Mary only acquires abilities to imagine, remember and recognise redness, and not new factual knowledge. I argue that reducing Mary’s new knowledge to abilities does not affect the issue of whether she also learns factually: I (...) show that gaining specific new phenomenal knowledge is required for acquiring abilities of the relevant kind. Phenomenal knowledge being basic to abilities, and not vice versa, it is left an open question whether someone who acquires such abilities also learns something factual. The answer depends on whether the new phenomenal knowledge involved is factual. But this is the same question we wanted to settle when first considering the knowledge argument. The ability hypothesis, therefore, has offered us no dialectical progress with the knowledge argument, and is best forgotten. (shrink)

What follows for the ability hypothesis reply to the knowledge argument if knowledge-how is just a form of knowledge-that? The obvious answer is that the ability hypothesis is false. For the ability hypothesis says that, when Mary sees red for the first time, Frank Jackson’s super-scientist gains only knowledge-how and not knowledge-that. In this paper I argue that this obvious answer is wrong: a version of the ability hypothesis might be true even (...) if knowledge-how is a form of knowledge-that. To establish this conclusion I utilize Jason Stanley and Timothy Williamson’s well-known account of knowledge-how as “simply a species of propositional knowledge” . I demonstrate that we can restate the core claims of the ability hypothesis – that Mary only gains new knowledge-how and not knowledge-that – within their account of knowledge-how as a species of knowledge-that. I examine the implications of this result for both critics and proponents of the ability hypothesis. (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)

There are close parallels between Frank Jackson's case of black-and-white Mary and David Lewis's case of the two omniscient gods. This essay develops and defends what may be called “the ability hypothesis” about the knowledge that the gods lack, by adapting Lewis's ability hypothesis about the knowledge that Mary acquires. What the gods might lack despite their propositional omniscience is not any distinctive kind of information, but certain abilities of introspection. The motivating idea is that knowledge (...) one acquires by exercising introspective abilities cannot fail to be knowledge about oneself or indexical knowledge. So in order to envisage the gods' epistemic situation coherently, we need to assume that they lack those introspective abilities. But once we recognize that, it turns out that positing a special kind of information is a gratuitous addition. The two gods' ignorance simply consists in their lack of introspective abilities. (shrink)

David Lewis and Laurence Nemirow claim that knowing what an experience is like is knowing-how, not knowing-that. They identify this know-how with the abilities to remember, imagine, and recognize experiences, and Lewis labels their view ‘the Ability Hypothesis’. The Ability Hypothesis has intrinsic interest. But Lewis and Nemirow devised it specifically to block certain anti-physicalist arguments due to Thomas Nagel and Frank Jackson . Does it?

ABSTRACT: I argue that the Ability Hypothesis cannot really accommodate the knowledge intuition that drives the knowledge argument and therefore fails to defend physicalism. When the thought experiment is run with, instead of Mary, an advanced robot Rosemary, for whom there presumably is no distinction between knowledge-how and knowledge-that, proponents of the Ability Hypothesis would have to give a far-fetched and counterintuitive explanation of why Rosemary wouldn’t learn anything new upon release. View HTML Send article to (...) KindleTo send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about sending to your Kindle. Note you can select to send to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply. Find out more about the Kindle Personal Document Service.The Knowledge Intuition and the Ability HypothesisVolume 51, Issue 2Huiming Ren DOI: https://doi.org/10.1017/S0012217312000467Your Kindle email address Please provide your Kindle email.@free.kindle.com@kindle.com Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Dropbox To send this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Dropbox. The Knowledge Intuition and the Ability HypothesisVolume 51, Issue 2Huiming Ren DOI: https://doi.org/10.1017/S0012217312000467Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Send article to Google Drive To send this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about sending content to Google Drive. The Knowledge Intuition and the Ability HypothesisVolume 51, Issue 2Huiming Ren DOI: https://doi.org/10.1017/S0012217312000467Available formats PDF Please select a format to send. By using this service, you agree that you will only keep articles for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services. Please confirm that you accept the terms of use. Cancel Send ×Export citation Request permission. (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 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)

One diagnosis of what is wrong with the Knowledge Argument rests on the Ability Hypothesis. This couples an ability analysis of knowing what an experience is like together with a denial that phenomenal propositions exist. I argue against both components. I consider three arguments against the existence of phenomenal propositions and find them wanting. Nevertheless I deny that knowing phenomenal propositions is part of knowing what an experience is like. I provide a hybrid account of knowing what (...) an experience is like which is the coherent expression of a single idea: knowing what an experience is like is knowing what it would be like to have the phenomenal content of the experience as the content of an experience one is currently having. I explain how my conclusions indicate that the focus of discussion should be on the alleged explanatory gap between phenomenal facts and physical facts and not on the Knowledge Argument. The latter is a poor expression of the difficulty Physicalists face. (shrink)

[This is an earlier, much longer and more detailed version of my entry on LOTH in the _Stanford Encyclopedia of Philosophy_] The Language of Thought Hypothesis (LOTH) is an empirical thesis about thought and thinking. For their explication, it postulates a physically realized system of representations that have a combinatorial syntax (and semantics) such that operations on representations are causally sensitive only to the syntactic properties of representations. According to LOTH, thought is, roughly, the tokening of a representation that (...) has a syntactic (constituent) structure with an appropriate semantics. Thinking thus consists in syntactic operations defined over representations. Most of the arguments for LOTH derive their strength from their ability to explain certain empirical phenomena like productivity, systematicity of thought and thinking. (shrink)

One diagnosis of what is wrong with the Knowledge Argument rests on the Ability Hypothesis. This couples an ability analysis of knowing what an experience is like together with a denial that phenomenal propositions exist. I argue against both components. I consider three arguments against the existence of phenomenal propositions and find them wanting. Nevertheless I deny that knowing phenomenal propositions is part of knowing what an experience is like. I provide a hybrid account of knowing what (...) an experience is like which is the coherent expression of a single idea: knowing what an experience is like is knowing what it would be like to have the phenomenal content of the experience as the content of an experience one is currently having. I explain how my conclusions indicate that the focus of discussion should be on the alleged explanatory gap between phenomenal facts and physical facts and not on the Knowledge Argument. The latter is a poor expression of the difficulty Physicalists face. (shrink)

Scientific and technological progress might change people’s capabilities or incentives in ways that would destabilize civilization. For example, advances in DIY biohacking tools might make it easy for anybody with basic training in biology to kill millions; novel military technologies could trigger arms races in which whoever strikes first has a decisive advantage; or some economically advantageous process may be invented that produces disastrous negative global externalities that are hard to regulate. This paper introduces the concept of a vulnerable world: (...) roughly, one in which there is some level of technological development at which civilization almost certainly gets devastated by default, i.e. unless it has exited the “semi-anarchic default condition”. Several counterfactual historical and speculative future vulnerabilities are analyzed and arranged into a typology. A general ability to stabilize a vulnerable world would require greatly amplified capacities for preventive policing and global governance. The vulnerable world hypothesis thus offers a new perspective from which to evaluate the risk-benefit balance of developments towards ubiquitous surveillance or a unipolar world order. (shrink)

A comprehensive introduction to the Language of Though Hypothesis (LOTH) accessible to general audiences. LOTH is an empirical thesis about thought and thinking. For their explication, it postulates a physically realized system of representations that have a combinatorial syntax (and semantics) such that operations on representations are causally sensitive only to the syntactic properties of representations. According to LOTH, thought is, roughly, the tokening of a representation that has a syntactic (constituent) structure with an appropriate semantics. Thinking thus consists (...) in syntactic operations defined over representations. Most of the arguments for LOTH derive their strength from their ability to explain certain empirical phenomena like productivity, systematicity of thought and thinking. (shrink)

In the first part of the article, an account of moral judgment in terms of emotional dispositions is given. This account provides an expressivist explanation of three important features of moral demands: inescapability, authority independence and meriting. In the second part of the article, some ideas initially put forward by Christopher Boehm are developed and modified in order to provide a hypothesis about the evolution of the ability to token moral judgments. This hypothesis makes evolutionary sense of (...) inescapability, authority independence and meriting. It does so by referring to the selection pressures generated in the Late Pleistocene by large-game hunting. If the hypothesis is correct, we can say that, in a sense, meat made us moral. (shrink)

This article analyzes the extended mind hypothesis that has been discussed during the past two decades following the article “The Extended Mind” by Andy Clark and David Chalmers. It examines the position of active externalism and notes the shortcomings of the arguments supporting this position as proposed by Clark and Chalmers. It is demonstrated that the cultural-historical psychology developed by Vygotsky represents an alternative means of substantiating the extended mind hypothesis. Interpreting Vygotsky’s position as “active social externalism,” the (...) author contrasts Vygotsky’s theory with the active externalism of Clark and Chalmers, as well as with the classical externalism advocated by Putnam and Burge, showing the advantage of Vygotsky’s approach. This advantage has been seen in the ability of Vygotsky’s active social externalism to avoid the problems faced by other externalist approaches to explaining the mind. (shrink)

The choice to cooperate or compete with others confronts us on a daily basis, and it is plausible that we use our mentalising skills to aid decision-making in such situations. We investigated the relationship between mentalising and decision-making in the prisoner's dilemma in adults with autism spectrum disorders , who show impaired mentalising, and normal adults. After completion of three versions of the prisoner's dilemma, we conducted a semi-structured interview. This interview attempted to elicit a participant's spontaneous strategy when playing (...) each version of the game, as well as on their conception of the nature and strategy choice of their opponents . Contrary to expectations, the behavioural choices of the adults with and without ASD were quantitatively similar, as were the qualitative responses to questions used in the interview. The consistency of the evidence from both measures suggests that mentalising ability was not involved in selecting the choices made in these prisoner's dilemma tasks. Instead they suggest the hypothesis that a purely logical strategy may have been adopted. The introspections of at least a subgroup of high-functioning individuals with ASD can on the whole be trusted and this use of mixed methods strengthens the validity of the conclusions drawn. (shrink)

This paper illustrates the interplay between theory development and data analysis by considering the ability of the rational expectations hypothesis to explain the empirical cointegration structure found in the term structure. It finds that although a standard no-arbitrage theory that incorporates rational expectations can explain some of the properties of Treasury Bill yields, this theoretical explanation is incomplete. A broader-based explanation that accounts for government debt and time-varying risk premia can improve predictions of yield movements, relative to those (...) predictions based solely on a bill yield spread. (shrink)

The Red Queen hypothesis, or the ability organisms have to control and regulate the available trophic energy, is a recently proposed parameter for measuring fitness. Firstly, this hypothesis is analysed in terms of its heuristic power. Secondly, the claimed causal dependence between this parameter and a, still controversial, law of constant extinction is judged to be unjustified, however reasonable such a claim appears to be. Finally, the ubiquity of competition in nature which is seemingly required by the (...) Red Queen and supposedly realized at the expense of a mutualistic alternative, is deemed to be a questionable assumption. (shrink)

Work on 'can' in Action Theory is dichotomized into two styles of analysis: what I call the indeterministic analysis, whereby for x to be able to do A means that there is no obstacle to x's doing A, and the hypothetical analysis, which asserts that x is able to do A if and only if x will do A if x tries. This paper explores the general hypothesis that 'can' is two-ways ambiguous, that a sense of opportunity corresponds to (...) and a sense of ability to something after the pattern of, and that a general concept of 'can' of the kind often sought after by action theorists requires a certain kind of integration of both concepts into a unified definition. The two previous most well-worked-out attempts to lay out a program along these lines, those of Sellars and Chisholm, are analyzed in detail in the hope of smoothing out some of the technical differences to provide foundations for further work of this type. An attempt is made to integrate the program with some recent developments in the concept of ability in the social sciences. The applicability of this work to some very vexing and significant problems in the social sciences is suggested. (shrink)

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement, conventional religious beliefs and paranormal beliefs with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and (...) paranormal beliefs when controlling for cognitive ability as well as religious engagement, sex, age, political ideology, and education. Participants more willing to engage in analytic reasoning were less likely to endorse supernatural beliefs. Further, an association between analytic cognitive style and religious engagement was mediated by religious beliefs, suggesting that an analytic cognitive style negatively affects religious engagement via lower acceptance of conventional religious beliefs. Results for types of God belief indicate that the association between an analytic cognitive style and God beliefs is more nuanced than mere acceptance and rejection, but also includes adopting less conventional God beliefs, such as Pantheism or Deism. Our data are consistent with the idea that two people who share the same cognitive ability, education, political ideology, sex, age and level of religious engagement can acquire very different sets of beliefs about the world if they differ in their propensity to think analytically. (shrink)

Chimpanzee and hunter-gatherer intergroup aggression differ in important ways, including humans having the ability to form peaceful relationships and alliances among groups. This paper nevertheless evaluates the hypothesis that intergroup aggression evolved according to the same functional principles in the two species—selection favoring a tendency to kill members of neighboring groups when killing could be carried out safely. According to this idea chimpanzees and humans are equally risk-averse when fighting. When self-sacrificial war practices are found in humans, therefore, (...) they result from cultural systems of reward, punishment, and coercion rather than evolved adaptations to greater risk-taking. To test this “chimpanzee model,” we review intergroup fighting in chimpanzees and nomadic hunter-gatherers living with other nomadic hunter-gatherers as neighbors. Whether humans have evolved specific psychological adaptations for war is unknown, but current evidence suggests that the chimpanzee model is an appropriate starting point for analyzing the biological and cultural evolution of warfare. (shrink)

I report the results of a follow-up study, designed to address concerns raised by Kurthy and Lawford-Smith in response to my original study on intuitions about moral obligation (ought) and ability (can). Like the results of the original study, the results of the follow-up study do not support the hypothesis that OIC is intuitive. The results of both studies suggest that OIC is probably not a principle of ordinary moral cognition. As I have argued in my paper, I (...) take this to mean that OIC can no longer be taken as axiomatic. It must be argued for without appealing to intuitions. (shrink)

The question of language development and origin is a subject that is vital to our understanding of what it means to be human. This is reflected in the large range of academic disciplines that are dedicated to the subject. Language development has in particular been related to studies in cognitive capacity and the ability for mind reading, often termed a theory of mind. The Social Brain Hypothesis has been the only attempt to correlate a cognitive scale of complexity (...) incorporating a theory of mind and intentionality orders to the archaeological record and hominin phylogeny. However, a method is still lacking that allows a correlation of the orders of intentionality to the archaeological signatures that represent the physical expression of hominin behaviour. This paper is primarily concerned with introducing a new theoretical perspective – termed the identity model – which facilitates such a correlation between a scale of cognitive acuity, hominin behaviour through the archaeological record and subsequently language development within an evolutionary context. (shrink)

The aim of this paper is to draw the attention of those conducting research on imagery to the different kinds of visual information deployed by expert drawers compared to non-expert drawers. To demonstrate this difference I draw upon the cognitive science literature on vision and imagery to distinguish between three different ways that visual phenomena can be represented in memory: structural descriptions, denotative descriptions, and configural descriptions. Research suggests that perception and imagery deploy the same mental processes and that the (...) drawing of one's imagery would require the simultaneous deployment of these very processes. I reason that drawing a picture of one's imagery is not possible. I hypothesize that when required to draw a picture from memory, both expert and non-expert drawers access their denotative description of the object rather than their imagery. I then suggest how my hypothesis could be tested and if accurate, how this finding would impact upon the design and interpretation of experiments on imagery when drawing is involved. I also suggest why the constraints that perception places upon the simultaneous deployment of imagery appear not to cause the same constraints in autistic savant drawers and visual agnosia patients. (shrink)

This paper will discuss the origin of the human mind, and the qualitative discontinuity between human and animal cognition. We locate the source of this discontinuity within the language faculty, and thus take the origin of the mind to depend on the origin of the language faculty. We will look at one such proposal put forward by Hauser et al. (Science 298:1569-1579, 2002), which takes the evolution of a Merge trait (recursion) to solely explain the differences between human and animal (...) cognition. We argue that the Merge-only hypothesis fails to account for various aspects of the human mind. Instead we propose that the process of lexicalisation is also unique to humans, and that this process is key to explaining the vast qualitative differences. We will argue that lexicalisation is a process through which concepts are reformatted to be able to take on semantic features and to take part in grammatical relations. These are both necessary conditions for a grammatical mind and the increased ability to express conceptual content. We therefore propose a possible explanans for the discontinuity between humans and animals, namely that merge with lexicalisation (and consequently semantic features and grammatical relations) is a minimal requirement for the human mind. (shrink)

Is there a world beyond the senses? Can we perceive future events before they occur? Is it possible to communicate with others without need of our complex sensory-perceptual apparatus that has evolved over hundreds of millions of years? Can our minds/souls/personalities leave our bodies and operate with all the knowledge and information-processing ability that is normally dependent upon the physical brain? Do our personalities survive physical death?

The challenge of intercultural relations has become an important issue in many societies. In spite of the claimed value of intercultural diversity, successful outcomes as predicted by the contact hypothesis are but one possibility; on occasions intercultural contact leads to intolerance and hostility. Research has documented that one key mediator of contact is perspective taking. Differences in perspective are significant in shaping perceptions of contact and reactions to it. The ability to take the perspective of the other and (...) to understand it in its own terms is a necessary condition for successful intergroup outcomes. This paper sheds light on the processes involved in intercultural perspective taking by elaborating the notion of the point of view based on social representations theory. The point of view provides a theory of social positioning that can analyse cultural encounters between social actors, and identify the conditions for positive relations. Insights are drawn from a study of public views on the relative merits of science and religion, following a documentary by Richard Dawkins in which it was suggested that religion is a source of evil. The findings demonstrate that the point of view may be categorised according to a three-way taxonomy according to the extent to which it is open to another perspective. A point of view may be monological—closed to another's perspective entirely, dialogical—open to the possibility of another perspective while maintaining some percepts as unchallengeable, or metalogical—open to another's perspective based on the other's frame of reference. (shrink)

Humans grasp discrete infinities within several cognitive domains, such as in language, thought, social cognition and tool-making. It is sometimes suggested that any such generative ability is based on a computational system processing hierarchical and recursive mental representations. One view concerning such generativity has been that each of the mind’s modules defining a cognitive domain implements its own recursive computational system. In this paper recent evidence to the contrary is reviewed and it is proposed that there is only one (...) supramodal computational system with recursion in the human mind. A recursion thesis is defined, according to which the hominin cognitive evolution is constituted by a recent punctuated genetic mutation that installed the general, supramodal capacity for recursion into the human nervous system on top of the existing, evolutionarily older cognitive structures, and it is argued on the basis of empirical evidence and theoretical considerations that the recursion thesis constitutes a plausible research program for cognitive science. (shrink)

Grodzinsky's Tree-Pruning Hypothesis can be extended to explain agrammatic comprehension disorders. Although agrammatism is evidence for syntactic modularity, there is no evidence for its anatomical modularity or for its localization in the frontal lobe. Agrammatism results from diffuse left hemisphere damage – allowing the emergence of the limited right hemisphere linguistic competence – rather than from damage to an anatomic module in the left hemisphere.

The cerebellum probably obeys the rules of sensorimotor integration common in the nervous system. One such a rule is formulated: the nervous system organizes spatial frames of reference for the sensorimotor apparatus and produces voluntary movements by shifting their origin points. We give examples of spatial frames of reference for different single- and multi-joint movements including locomotion and also illustrate that the process of motor development and learning may depend critically on the formation of appropriate frames of reference and the (...) organism's ability to manage them. We suggest that a solution to the problem of sensorimotor integration may not be trivial and may actually change the mental and experimental paradigms used in the understanding of the cerebellum and other brain structures, [HOUK et al.; SIMPSON et al.; SMITH; TIIACH]. (shrink)

Darwin's Hypothesis Nonviolence Samsara The Noble Road to the Eight Virtues Respect for Life The Infinite, the Absolute, the Eternal The Will The Narrow Door The Author 127 127 128 130 131 131 132 132 135 ...

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)

Established wisdom in cognitive science holds that the everyday folk psychological abilities of humans -- our capacity to understand intentional actions performed for reasons -- are inherited from our evolutionary forebears. In _Folk Psychological Narratives_, Daniel Hutto challenges this view and argues for the sociocultural basis of this familiar ability. He makes a detailed case for the idea that the way we make sense of intentional actions essentially involves the construction of narratives about particular persons. Moreover he argues that (...) children acquire this practical skill only by being exposed to and engaging in a distinctive kind of narrative practice. Hutto calls this developmental proposal the narrative practice hypothesis. Its core claim is that direct encounters with stories about persons who act for reasons supply children with both the basic structure of folk psychology and the norm-governed possibilities for wielding it in practice. In making a strong case for the as yet underexamined idea that our understanding of reasons may be socioculturally grounded, Hutto not only advances and explicates the claims of the NPH, but he also challenges certain widely held assumptions. In this way, _Folk Psychological Narratives_ both clears conceptual space around the dominant approaches for an alternative and offers a groundbreaking proposal. (shrink)

The article examines the viability of called ‘the knowledge argument’ that was designed to prove the irreducibility of the subjective, phenomenal aspect of experience to the physical. It is argued that this argument can successfully be defended against its criticism. Its critics are represented here by two physicalist approaches: the mode of presentation hypothesis (here Paul Churchland), and the ability hypothesis (here David Lewis and Laurence Nemirow). The defense of the general soundness of the knowledge argument is (...) based on some important insights on the issue in question of Frank Jackson and Howard Robinson. It is argued that the physicalist counterarguments to the knowledge argument seem inadequate. The article concludes that it appears that the knowledge argument has still kept a significant amount of its initial force. (shrink)

This paper explores the ramifications of the extended cognition thesis in the philosophy of mind for contemporary epistemology. In particular, it argues that all theories of knowledge need to accommodate the ability intuition that knowledge involves cognitive ability, but that once this requirement is understood correctly there is no reason why one could not have a conception of cognitive ability that was consistent with the extended cognition thesis. There is thus, surprisingly, a straightforward way of developing our (...) current thinking about knowledge such that it incorporates the extended cognition thesis. (shrink)

This paper assesses the so-called “direct-perception” model of empathy. This model draws much of its inspiration from the Phenomenological tradition: it is offered as an account free from the assumption that most, if not all, of another’s psychological states and experiences are unobservable and that one’s understanding of another’s psychological states and experiences are based on inferential processes. Advocates of this model also reject the simulation-based approach to empathy. I first argue that most of their criticisms miss their target because (...) they are directed against the simulation-based approach to mindreading. Advocates of this model further subscribe to an expressivist conception of human behavior and assume that some of an individual’s psychological states (e.g. her goals and emotions, not her beliefs) can be directly perceived in the individual’s expressive behavior. I argue that advocates of the direct-perception model face the following dilemma: either they embrace behaviorism or else they must recognize that one could not understand another’s goal or emotion from her behavior alone without making contextual assumptions. Finally, advocates of the direct-perception model endorse the narrative competency hypothesis, according to which the ability to ascribe beliefs to another is grounded in the ability to understand narratives. I argue that this hypothesis is hard to reconcile with recent results in developmental psychology showing that preverbal human infants seem able to ascribe false beliefs to others. (shrink)

How do we go about weighing evidence, testing hypotheses, and making inferences? According to the model of _Inference to the Best Explanation_, we work out what to infer from the evidence by thinking about what would actually explain that evidence, and we take the ability of a hypothesis to explain the evidence as a sign that the hypothesis is correct. In _Inference to the Best Explanation_, Peter Lipton gives this important and influential idea the development and assessment (...) it deserves. The second edition has been substantially enlarged and reworked, with a new chapter on the relationship between explanation and Bayesianism, and an extension and defence of the account of contrastive explanation. It also includes an expanded defence of the claims that our inferences really are guided by diverse explanatory considerations, and that this pattern of inference can take us towards the truth. This edition of _Inference to the Best Explanation_ has also been updated throughout and includes a new bibliography. (shrink)

Recently, psychologists have explored moral concepts including obligation, blame, and ability. While little empirical work has studied the relationships among these concepts, philosophers have widely assumed such a relationship in the principle that “ought” implies “can,” which states that if someone ought to do something, then they must be able to do it. The cognitive underpinnings of these concepts are tested in the three experiments reported here. In Experiment 1, most participants judge that an agent ought to keep a (...) promise that he is unable to keep, but only when he is to blame for the inability. Experiment 2 shows that such “ought” judgments correlate with judgments of blame, rather than with judgments of the agent’s ability. Experiment 3 replicates these findings for moral “ought” judgments and finds that they do not hold for nonmoral “ought” judgments, such as what someone ought to do to fulfill their desires. These results together show that folk moral judgments do not conform to a widely assumed philosophical principle that “ought” implies “can.” Instead, judgments of blame play a modulatory role in some judgments of obligation. (shrink)

Many philosophers, psychologists, and medical practitioners believe that killing is no worse than letting die on the basis of James Rachels's Bare-Difference Argument. I show that his argument is unsound. In particular, a premise of the argument is that his examples are as similar as is consistent with one being a case of killing and the other being a case of letting die. However, the subject who lets die has both the ability to kill and the ability to (...) let die while the subject who kills lacks the ability to let die. Modifying the latter example so that the killer has both abilities yields a pair of cases with morally different acts. The hypothesis that killing is worse than letting die is the best explanation of this difference. (shrink)

In a new paper, David. J. Chalmers examines eleven possible solutions to the meta-problem of consciousness, ‘the problem of explaining why we think that there is a problem of consciousness.’ The present paper argues that Chalmers overlooks an explanation that he has otherwise taken seriously, and which a number of philosophers, physicists, and computer scientists have taken seriously as well: the hypothesis that we are living in a computer simulation. This paper argues that a particular version of the simulation (...) hypothesis is at least as good of a solution to the meta-problem of consciousness as many explanations Chalmers considers, and may even be a better one—as it may be the best solution to a much broader meta-philosophical problem: the ‘meta-problem of everything’, the problem of explaining why our world has the quantum-mechanical, relativistic, and philosophical features it does. (shrink)

This study investigates the hypothesis that the advantage corporate social performance (CSP) yields in attracting human resources depends on the degree of job choice possessed by the job seeking population. Results indicate that organizational CSP is positively related to employer attractiveness for job seekers with high levels of job choice but not related for populations with low levels suggesting advantages to firms with high levels of CSP in the ability to attract the most qualified employees.

One hundred and three participants solved conflict and non-conflict versions of four reasoning tasks using a two-response procedure: a base rate task, a causal reasoning task, a denominator neglect task, and a categorical syllogisms task. Participants were asked to give their first, intuitive answer, to make a Feeling of Rightness judgment, and then were given as much time as needed to rethink their answer. They also completed a standardized measure of IQ and the actively open-minded thinking questionnaire. The FORs of (...) both high- and low-capacity reasoners were responsive to conflict, such that FORs were lower for conflict relative to non-conflict problems. Consistent with the quantity hypothesis, high-capacity reasoners made a greater distinction between conflict and non-conflict items on measures of Type 2 thinking, namely, rethinking time and probability of changing answers. In contrast to the quality hypothesis, however, this rethinking time did not advantage the ability of the high-capacity group to produce normative answers, except for the base rate task. Indeed, we observed that the correlation between capacity and the probability of normative answers emerged at the initial response, rather than after rethinking. (shrink)

A generative grammar for a language L generates one or more syntactic structures for each sentence of L and interprets those structures both phonologically and semantically. A widely accepted assumption in generative linguistics dating from the mid-60s, the Generative Grammar Hypothesis , is that the ability of a speaker to understand sentences of her language requires her to have tacit knowledge of a generative grammar of it, and the task of linguistic semantics in those early days was taken (...) to be that of specifying the form that the semantic component of a generative grammar must take. Then in the 70s linguistic semantics took a curious turn. Without rejecting GGH, linguists turned away from the task of characterizing the semantic component of a generative grammar to pursue instead the Montague-inspired project of providing for natural languages the same kind of model-theoretic semantics that logicians devise for the artificial languages of formal systems of logic, and “formal semantics” continues to dominate semantics in linguistics. This essay argues that the sort of compositional meaning theory that would verify GGH would not only be quite different from the theories formal semanticists construct, but would be a more fundamental theory that supersedes those theories in that it would explain why they are true when they are true, but their truth wouldn’t explain its truth. Formal semantics has undoubtedly made important contributions to our understanding of such phenomena as anaphora and quantification, but semantics in linguistics is supposed to be the study of meaning. This means that the formal semanticist can’t be unconcerned that the kind of semantic theory for a natural language that interests her has no place in a theory of linguistic competence; for if GGH is correct, then the more fundamental semantic theory is the compositional meaning theory that is the semantic component of the internally represented generative grammar, and if that is so, then linguistic semantics has so far ignored what really ought to be its primary concern. (shrink)

Visualizing and mental imagery are thought to be cognitive states by all sides of the imagery debate. Yet the phenomenology of those states has distinctly visual ingredients. This has potential consequences for the hypothesis that vision is cognitively impenetrable, the ability of visual processes to ground perceptual warrant and justification, and the distinction between cognitive and perceptual phenomenology. I explore those consequences by describing two forms of visual ambiguity that involve visualizing: the ability to visually experience a (...) picture surface as flat after it has caused volumetric nonconceptual contents, and the ability to use a surface initially perceived as flat to visualize three-dimensional scenes. In both cases, the visual processes which extract viewer-centered volumetric shapes have to rely solely on monocular depth cues in the absence of parallax and stereopsis. Those processes can be cognitively penetrated by acts of visualizing, including ones that draw on conceptual information about kinds. However, the penetrability of the visual processes does not weaken their ability to provide perceptual warrant and justification for beliefs. The reason is that picture perceptions—whether they are stimulus -driven or based on acts of visualizing—are different to object perceptions both phenomenologically and in terms of their functional roles as states. Thus, although the penetrability of the visual processes does mean that subjects can have visual experiences with contradictory contents, perceptual belief is adopted at most towards one set of contents, and questions of warrant and justification are raised only for those contents. A rule-proving exception is provided by trompe-l’oeils. (shrink)

In this paper, I show that the question of how dual process theories of reasoning and judgement account for conflict between System 1 (heuristic) and System 2 (analytic) processes needs to be explicated and addressed in future research work. I demonstrate that a simple additive probability model that describes such conflict can be mapped on to three different cognitive models. The pre-emptive conflict resolution model assumes that a decision is made at the outset as to whether a heuristic or analytic (...) process will control the response. The parallel-competitive model assumes that each system operates in parallel to deliver a putative response, resulting sometimes in conflict that then needs to be resolved. Finally, the default-interventionist model involves the cueing of default responses by the heuristic system that may or may not be altered by subsequent intervention of the analytic system. A second, independent issue also emerges from this discussion. The superior performance of higher-ability participants on reasoning tasks may be due to the fact that they engage in more analytic reasoning ( quantity hypothesis ) or alternatively to the fact that the analytic reasoning they apply is more effective ( quality hypothesis ). (shrink)