We propose another positive illusion that fits with McKay & Dennett's (M&D's) criteria for adaptive misbeliefs. This illusion is pervasive in adult reasoning but we focus on its prevalence in children's developing theories. It is a strongly held conviction arising from normal functioning of the doxastic system that confers adaptive advantage on the individual.

Naive physics beliefs can be systematically mistaken. They provide a useful test-bed because they are common, and also because their existence must rely on some adaptive advantage, within a given context. In the second part of the commentary we also ask questions about when a whole family of misbeliefs should be considered together as a single phenomenon.

From its inception Darwinian evolutionary biology has been seen as having a problematic relationship of fact and theory. While the forging of the modern evolutionary synthesis resolved most of these issues for biologists, critics continue to argue that natural selection and common descent are “only theories.” Much of the confusion engendered by the “evolution wars” can be clarified by applying the concept of phenomena, inferred from fact, and explained by theories, thus locating where legitimate dissent may still exist. By setting (...) such analysis in the context of research traditions, it is possible to gain further insight into the complex interplay of facts, phenomena, and theories. Two case studies are explored to assess the value of such approaches, one from within evolutionary biology, the Baldwin effect, and one from outside, intelligent design. (shrink)

This paper defends the position that the supposed gap between biological altruism and psychological altruism is not nearly as wide as some scholars (e.g., Elliott Sober) insist. Crucial to this defense is the use of James Mark Baldwin's concepts of “organic selection”and “social heredity” to assist in revealing that the gap between biological and psychological altruism is more of a small lacuna. Specifically, this paper argues that ontogenetic behavioral adjustments, which are crucial to individual survival and reproduction, are also crucial (...) to species survival. In particular, it is argued that human psychological altruism is produced and maintained by various sorts of mimicry and self-reflection in the aid of both individual and species survival. The upshot of this analysis is that it is possible to offer an account of psychological altruism that is closelytethered to biological altruism without reducing entirely the former to thelatter. (shrink)

It is important for the theory of knowledge to understand the factors involved in the generation of the capacities of knowledge. In the history of modern philosophy, knowledge is generally held to originate in either one or two sources, and the debates about these sources between philosophers have concerned their existence, or legitimacy. Furthermore, some philosophers have advocated scepticism about the human capacity to understand the origins of knowledge altogether. However, the developmental aspects of knowledge have received relatively little attention (...) both by past philosophers and in current philosophical discussions. This dissertation provides a historical approach to this developmental problem of knowledge by interpreting the developmental theories of knowledge of Maine de Biran (1766–1824) and Henri Bergson (18591941) from the perspective of a theory of the ‘generative factors of knowledge.’ It first studies the philosophies of Maine de Biran and Bergson separately and then brings together and compares the metaphilosophical aims drawn from these philosophers. The dissertation’s novel analysis, provided by its theory and structure, has far-reaching consequences. From a wide point of view, it fills in considerable scholarly gaps and provides great opportunities for future research in the study of the history of philosophy. From more specific points of view, it provides its most decisive contributions in such metaphysical and epistemological topics as the nature of causality, self-generated activity, the role of effort in knowing and learning, the complementary relationship between philosophy and science, and the non-conceptual basis of knowledge. (shrink)

Principles of constructivism are used here to explore how organisms develop tools, subagents, scaffolds, signs, and adaptations. Here I discuss reasons why organisms have composite nature and include diverse subagents that interact in partially cooperating and partially conflicting ways. Such modularity is necessary for efficient and robust functionality, including mutual construction and adaptability at various time scales. Subagents interact via material and semiotic relations, some of which force or prescribe actions of partners. Other interactions, which I call “guiding”, do not (...) have immediate effects and do not disrupt the evolution and learning capacity of partner agents. However, they modify the extent of learning and evolutionary possibilities of partners via establishment of scaffolds and constraints. As a result, subagents construct reciprocal scaffolding for each other to rebalance their communal evolution and learning. As an example, I discuss guiding interactions between the body and mind of animals, where the pain system adjusts mind-based learning to the physical and physiological constraints of the body. Reciprocal effects of mind and behaviors on the development and evolution of the body includes the effects of Lamarck and Baldwin. (shrink)