This paper aims to examine the role of self-awareness ( svasaṃvedana ) for the Sautrāntika epistemological tenet known as the doctrine that cognition has a form ( sākārajñānavāda ). According to this theory, we perceive external objects indirectly through the mental forms that these objects throw into our minds, and this cognitive act is interpreted as self-awareness. However, if one were to interpret the cognitive act such that the subjective mental form ( grāhakākāra/svābhāsa ) grasps the objective mental form, the (...) position of the subjective mental form becomes problematic—it becomes superfluous, as can be demonstrated with reference to Dignāga’s explanation of the Sautrāntika’s pramāṇa-pramāṇaphala argument. As a result, self-awareness itself becomes precarious. In connection with this problem, an argument on the relationship between self-awareness and the yogic perception of other minds given by Dharmakīrti leads us to discover that self-awareness is important for establishing subjectivity, in order to avoid another person’s access to one’s own mental states. Through examining Pramāṇavārttika 3.448–459, this paper tries to find a way to interpret the svābhāsa -factor without relating to its object-factor ( grāhyākāra ), and to shed new light on the problem of subjectivity in the Sautrāntika epistemology. (shrink)

Christopher Peacocke’s Interlocking Account offers an example of the identity-based strategy for resolving the conceptual problem of other minds. According to the Identity Model, the sameness of meaning of a mental concept across inter-subjective domains is guaranteed by the sameness of the mental states to which the concept refers. Hence, for example, the meaning of the concept “pain” is fixed by the sameness of the sensation of pain to which the concept refers across inter-subjective fields. As an instance of this (...) model, the Interlocking Account draws its most fundamental strength from the claim that human beings are similar in so far as they are carriers of conscious mental states, and that similar mental concepts have similar mental contents across individuals. The implication of this is that when similar mental concepts are used to describe contents of experience by different persons, the meanings of the concepts used are fixed by the similarity of the contents of experience to which the concepts refer. This paper argues that this identity-based strategy fails for three main reasons: the identity relation it purports to establish between one’s own case and those of others is difficult to achieve; “the sense in which the relation of one's mind and those of others exhibits that identity is not clear;” and it is an argument by analogy in disguise. (shrink)

I defend the thesis that the constitutive aim of inquiring into some question, Q, is improving one’s epistemic standing with respect to Q. Call this the epistemic-improvement view. I consider and ultimately reject two alternative accounts of the constitutive aim of inquiry—namely, the thesis that inquiry aims at knowledge and the thesis that inquiry aims at belief—and I use my criticisms as a foil for clarifying and motivating the epistemic-improvement view. I also consider and reject a pair of normative theses (...) about when inquiry goes awry or is inappropriate. The first is the normative thesis defended by Dennis Whitcomb who claims that inquiry goes awry if it culminates in a belief that falls short of knowledge and that one should not inquire into Q if one already knows the answer to Q. The second is the normative thesis defended by Jane Friedman who claims that one should not inquire into Q if one already believes some complete answer to Q. (shrink)

Alec Hyslop defends a (modified) version of the traditional analogical inference to other minds and rejects alternatives, but only after subjecting each of...

En What Emotions Really Are y en otros artículos, Griffiths afirma que las clases naturales de los organismos vivos en Biología son cladistas. La afirmación está inmersa en una nueva teoría acerca de las clases naturales. En este trabajo examinaré los argumentos esgrimidos por Griffiths para sostener el estatus privilegiado de las clasificaciones cladistas frente a otras clasificaciones. No se discutirá la teoría de las clases naturales ofrecida, de cuyos méritos no dudo, sino su capacidad para ofrecer una solución en (...) la cuestión particular de qué sistema de clasificación de organismos debería utilizarse en Biología. In What emotions really are and in other papers Griffiths states that in Biology, natural classes ofliving organisms are clades. This assertion is made within the bounds of a new theory of natural classes. In this paper I wiIl consider the arguments employed by Griffiths to support the privileged status of the cladistic classification over other classifications. It is not Griffith's theory of natural classes what will be discussed, but his ability to offer a solution to the particular issue ofwhich classification system of organisms should be used in Biology. (shrink)