The expertise of managers, as with other professionals, consists in what they know and their particular knowledge base is knowledge that is embedded in practice. In spite of what some practice assumes, management expertise is situated, experiential and cannot be codified. We lack, however, a clear philosophical model of what it means to say of knowledge that it is embedded in practice. This paper seeks to address this need, presents a theory of expertise and explores a key element of the (...) theory concerning the role of judgement in perception. The theory articulates a number of key concepts and gives explanatory power to talk of situated knowledge. It also provides sufficient theoretical structure to bear upon practical policy issues such as how to teach, develop and assess expertise and how to deploy knowledge in setting management goals. (shrink)

We examine a crucial question for the World Wide Web: What does a Uniform Resource Identifier (URI) mean? Crucial for the next-generation Semantic Web, can it refer to things outside web-pages? The Web is a universal information space for naming and accessing information via URIs. However, the classical philosophical problems of meaning and reference that have been the source of debate within the philosophy of language return when the Web is given as the foundation for a knowledge representation with the (...) Semantic Web. Debates on the Semantic Web about the meaning and referential status of a URI are explored as analogues to debates about the meaning and reference of names in the philosophy of language. Three main positions are inspected: the logical position, as exemplified by the descriptivist theory of reference, the direct reference position, as exemplified by Putnam and Kripke’s causal theory of reference, and a Wittgensteinian position that views URIs as a public language, as exemplified by Web search engines. These positions show that debates within the philosophy of language are alive and well on the Web, and so in the philosophy of computer science. (shrink)

: I present an argument for the existence of nonconceptual representational content. The argument is compatible with McDowell's defence of conceptualism against those arguments for nonconceptual content that draw upon claims about the fine‐grainedness of experience. I present a case for nonconceptual content that concentrates on the idea that experience can possess representational content that cannot perform the function of conceptual content, namely figure in the subject's reasons for belief and action. This sort of argument for nonconceptual content is best (...) achieved with examples from auditory perception, especially our perception of music. (shrink)

Conceptualist accounts of the representational content of perceptual experiences have it that a subject _S_ can experience no object, property, relation, etc., unless _S_ "i# possesses and "ii# exercises concepts for such object, property, or relation. Perceptual experiences, on such a view, represent the world in a way that is conceptual.

In this paper, we first extract from Susan Carey’s seminal account of the origin of concepts a notion of rationality, which is applicable to human infants and non-human animals; significantly different from the notions of rationality prevalent in behavioral ecology and yet, like these notions, amenable to empirical testing; conceptually more fundamental than the latter notions. Relatedly, this notion underlies a proto-conceptuality ascribable, by a key component of Carey’s account, to human infants and non-human animals. Based on a Kantian-inspired analysis (...) of fully-fledged conceptuality and the type of rationality underlying it, we then show the profound difference between the type of rationality extracted from Carey’s account and the rationality of human adults; related fundamental differences between the types of conceptual representation that these types of rationality respectively ground. By showing this, we highlight fundamental aspects of conceptual representations that are missing from Carey’s account of the origin of concepts. Based on this, we finally argue that, as ingenious and explanatorily valuable as Carey’s account of the origin of concepts is, it is only a partial account of this origin. (shrink)

Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attempts to conceptualise the identity over time of mental powers qua individual assets (...) run into intractable difficulties. Hence ‘individual asset’ views of many abilities should be abandoned. Implications for education policy particularly in regard to assessment are explored. (shrink)

In this paper we examine the question of whether complexity-like explanations can be applied to the psychology of individuals, and its implications for the scope of complexity explanations of social phenomena. We start by outlining two representational-cum-computational models of the mind—a symbolic model and a networks or connectionist one—and their pros and cons. Based on this we then outline a radical, non-representational and non-computational alternative model that has been gaining ground recently, and which has significant affinities with complexity explanations in (...) social science. Deploying neo-Kantian considerations, we then argue that due to the discursivity, or conceptual dimension of our cognitive system, the radical alternative must be incorrect insofar as humans are concerned. Indeed, human psychology must involve, at least partly, a representational understanding of the sort provided by the symbolic model. Relatedly, we show how the discursiviry of human cognition complicates our psychology and makes it difficult to account for. Finally, we briefly address the question of how the complicated nature of individual psychology, implied by human discursivity, may affect complexity explanations of social behavior. (shrink)

The paper examines the Cartesian and the Strawsonian answers to the question of why self-applied and other-applied mental predicates mean the same. While these answers relate to different, complementary aspects of this question, they seem and are usually considered as incompatible. Indeed, their apparent incompatibility constitutes a major objection to the Cartesian answer. A primary aim of the paper is to show that the Strawsonian answer does not pose a real problem to the Cartesian answer. Unlike other attempts to show (...) this, the paper does not seek to undermine the Strawsonian answer. Indeed, its second aim is to defend this answer against these other attempts. The paper’s strategy in defending the Cartesian answer is to show that the framework underlying this answer can — indeed, for internal reasons, must — accommodate the Strawsonian answer. By showing this, the paper also shows that a Cartesian framework can provide a comprehensive answer to the aforementioned question, which is its third aim. (shrink)

Provides a certain conception of the target of a theory of intentionality in terms of five properties (aboutness, non-existence, aspectuality, generality, and semantic normativity) and provides a guided tour of how different styles of theories of intentionality can meet up these requirements.

A number of prominent philosophers advance the following ideas: (1) Meaning is use. (2) Meaning is an intrinsically normative notion. Call (1) the use thesis, hereafter UT, and (2) the normativity thesis, hereafter NT. They come together in the view that for a linguistic expression to have meaning is for there to be certain proprieties governing its employment.1 These ideas are often associated with a third.

This paper discusses the current fashion for brain-based learning, in which value-laden claims about learning are grounded in neurophysiology. It argues that brain science cannot have the ‘authority’ about learning that some seek to give it. It goes on to discuss whether the claim that brain science is relevant to learning involves a category mistake. The heart of the paper tries to show how the contribution of brain science to our grasp of the nature of learning is limited in principle. (...) Finally the paper explores the potential of brain science to illuminate specific learning disabilities. (shrink)

Are there sensory states that, unlike mere sensory registrations, require an explanatory framework that goes beyond biology? Based on a reconstruction of Kant’s a priori, transcendental psychology, contemporary Kantians answer this question in the positive but dramatically limit the scope of psychology. In contrast, naturalistically oriented deflationists answer it in the negative, thereby not giving psychology any explanatory role whatsoever. In his recent monumental book Origins of Objectivity, Burge argues against both of these approaches and seeks to develop an intermediate (...) approach between them. This he does by embedding Kantian transcendental psychology in contemporary science of perception, thereby naturalizing the former and considerably broadening the scope of psychology. In this paper I critically examine Burge’s naturalized Kantianism, thereby defending transcendental Kantianism. To this end, I first outline Kantian transcendental psychology of perception, highlighting the features that distinguish it from biology. I then show how Burge naturalizes this psychology by embedding its most fundamental notions in contemporary science of perception. Based on all this, I conclude the paper by arguing for two closely related claims. First, that transformed into empirical psychology, Kantian transcendental psychology loses the features that distinguish it from biology. Second, that genuine perception starts at the high cognitive level for which transcendental psychology accounts and not at the rather low or elementary level on which Burge focuses. (shrink)

This paper defends an epistemic conservatism - propositional knowing-that suffices for capturing all the fine details of the knowledge of experienced nurses that depends on the complex ways in which they are embedded in shared fields of activity. I argue against the proliferation of different ways of knowing associated with the work of Dreyfus and Benner. I show how propositional knowledge can capture the detail of the phenomenology that motivates the Dreyfus/Benner proliferation.

The problem of the “identity of identity and nonidentity”, which haunted German idealism, has two closely related aspects. The first, epistemological aspect concerns the possibility of knowledge of an objective world. The second, transcendental aspect, concerns the question of how thoughts can be directed towards the world. Reconstructing McDowell’s Kantian account of intentionality as a purported resolution of the transcendental aspect of IINI, I pose the following dilemma for McDowell’s account: Either part ways with Kant’s purported resolution of IINI at (...) a crucial point, thereby being driven towards an approach that McDowell firmly opposes, indeed cannot accept, or follow Kant to the letter, and then face, head-on, a deep problem that Kant’s purported resolution of IINI faces. Parting ways, as I show, with Kant’s purported resolution of IINI, McDowell finds himself impaled upon the first horn of this dilemma. Were he, however, to respond by following Kant to the letter, McDowell would find himself impaled upon the second horn. Thus, I conclude, McDowell’s account of intentionality fails. (shrink)

Action explanations that cite dynamic beliefs and desires cannot be modelled as causal explanations. The contents of dynamic psychological states cannot be treated as the causal antecendents to behaviour. Behavioural patterns cannot be explained in virtue of the patterns of operations performed upon the intentional antecedents to behaviour. Dynamic intentional states are persisting regulatory devices for behaviour that provide couplings with the environment. Behavioural patterns emerge from choice couplings rather than being produced by patterns for operating upon intentional antecendents to (...) behaviour in cognition. (shrink)