I introduce and argue for the importance of a cognitive state that I call alief. An alief is, to a reasonable approximation, an innate or habitual propensity to respond to an apparent stimulus in a particular way. Recognizing the role that alief plays in our cognitive repertoire provides a framework for understanding reactions that are governed by nonconscious or automatic mechanisms, which in turn brings into proper relief the role played by reactions that are subject to conscious regulation and deliberate (...) control. (shrink)

I introduce and argue for the importance of a cognitive state that I call alief. An alief is, to a reasonable approximation, an innate or habitual propensity to respond to an apparent stimulus in a particular way. Recognizing the role that alief plays in our cognitive repertoire provides a framework for understanding reactions that are governed by non‐conscious or automatic mechanisms, which in turn brings into proper relief the role played by reactions that are subject to conscious regulation and deliberate (...) control. (shrink)

In his essay ‘Of the Standard of Taste’, Hume identifies two standards of taste: the general rules of art and the joint verdict of true judges. From this the following questions arise: Why did Hume present two standards? And, how should we understand the relation between them? We must first get a firmer grasp on each of the standards that Hume presents. Hence, this paper has two main goals. The first is to understand the general rules of art in the (...) light of Hume’s philosophical method, which is consonant with Newtonian methods of analysis and synthesis. The second is to provide a new interpretation of what Hume takes to be the joint verdict of true judges. In my interpretation, the joint verdict of true judges constitutes the standard of taste, not because their verdicts converge, but because their verdicts encompass blameless differences. With this new foundation for understanding the two standards, I will present my own reading of the relation between them. (shrink)

This paper supports the contention that the general rules introduced by Hume in the Treatise on Human Nature (THN 1.3.15) are a selection mechanism for inductive inferences, which rejects two sources of inefficiency : (i) from emotional origin, which would reduce the uneasiness coming from a possible failure in the uniformity of nature ; (ii) from cognitive origin, which would tolerate the possible overflow of the imagination on judgment. A growing consensus in recent decades, which distinguishes between two kinds of (...) rules — extensive and corrective — is at the basis of this device. Whereas the extensive rules allow us to go beyond a singular experience and derive a wider range of inferences, the corrective rules, whose command opposes the philosopher to the vulgar, control and rectify the effects of extensive rules alone, so as to eliminate emotional and cognitive inefficiencies, and to make inferences that, borrowing the expression to Peirce, we will designate as abductive. (shrink)

This paper attempts to give a complete and coherent account of how Hume’s moral psychology can explain the cultivation of moral character. I argue that the outcome of a fully formed moral character is an agent who strengthens her calm moral sentiments into settled principles of action. I then take up the question of how the process of strengthening moral sentiments might occur, rejecting the possibilities of sympathy, “reflection,” and “resolution” because either they are too weak or else they make (...) the passion violent, preventing the essential calm nature of moral sentiments. I next argue that custom and the non-moral motives of pride and the love of fame play the critical roles in character formation. Custom can be considered as both the process of education, whereby certain impressions are habitually and formally inculcated into us by educators, and the process of experience in society and conversation, whereby we learn to associate pleasure with the virtues and pain with the vices. In both these processes, Hume implicitly appeals to certain non-moral motives, especially pride and the love of fame, in order to launch the effects of custom. (shrink)

This paper advances an interpretation of what Hume called ‘the general rules’: natural principles of belief-formation that nevertheless can be augmented via reflection. According to Hume, reflection is, in part, what separates the wise from the vulgar. In this paper, I argue that for Hume being wise must therefore be, to some degree, voluntary. Hume faced a significant problem in attempting to reconcile his epistemic normativity, i.e. his claims about what we ought to believe, with his largely involuntarist theory of (...) the mind. Reflection on the General Rules, and an interpretation of that reflection as voluntary, helps explain not only Hume's theory of belief, but also how he hoped to reconcile epistemic normativity with naturalism about the mental. (shrink)

Hume is justly famous for his criticisms of theistic proofs. However, what is less well-known is that Hume also criticized the claim that belief in God, simply because it is natural, is justified without supporting argument. Hume certainly encountered this claim in his own Protestant milieu, as various textual clues throughout his corpus indicate. His own endorsement of natural beliefs raises the possibility that religious belief might be justified without argument. One of Hume's chief aims in The Natural History of (...) Religion was to show that religious belief is not natural in a way that makes it justified without argument. (shrink)

Hume claims that education is ‘disclaimed by philosophy, as a fallacious ground of assent to any opinion’ (T 1.3.10.1) and that it is ‘never... recogniz'd by philosophers’ (T 1.3.9.19). He is usually taken to be referring here to indoctrination. I argue, however, that his main concern is with association and those philosophers who emphasize the epistemic dangers of the imagination. These include Locke, Hutcheson and Descartes, but not Hume himself. Hume praises education, highlighting its role in the formation of general (...) rules, and in fostering social conditions that encourage the growth of knowledge and moral virtue. (shrink)