Many psychologists studying lay belief attribution and behavior explanation cite Donald Davidson in support of their assumption that people construe beliefs as inner causes. But Davidson’s influential argument is unsound; there are no objective grounds for the intuition that the folk construe beliefs as inner causes that produce behavior. Indeed, recent experimental work by Ian Apperly, Bertram Malle, Henry Wellman, and Tania Lombrozo provides an empirical framework that accords well with Gilbert Ryle’s alternative thesis that the folk construe beliefs as (...) patterns of living that contextualize behavior. (shrink)

The term ‘consciousness’ is a latecomer upon the stage of Western philosophy. The ancients had no such term. Sunoida, like its Latin equivalent conscio, meant the same as ‘I know together with’ or ‘I am privy, with another, to the knowledge that’. If the prefixes sun and cum functioned merely as intensifiers, then the verbs meant simply ‘I know well’ or ‘I am well aware that’. Although the ancients did indeed raise questions about the nature of our knowledge of our (...) own perceptions and thought, and introduced the idea of an inner sense, they did not characterize the mind as the domain of consciousness. Aristotelians conceived of the mind as the array of powers that distinguish humanity from the rest of animate nature. The powers of self-movement, of perception and sensation, and of appetite, are shared with other animals. What is distinctive of humanity, and what characterizes the mind, are the powers of the intellect – of reason, and of the rational will. Knowledge of these powers is not obtained by consciousness or introspection, but by observation of their exercise in our engagement with the world around us. The mediaevals followed suit. They likewise lacked any term for consciousness, although they too indulged in reflections upon ‘inner senses’ – in the wake of Avicenna's distinguishing, arguably to excess, five such senses. (shrink)

One of the most striking features of twentieth-century philosophy has been its obsession with language. For the most part, this phenomenon is greeted with hostile incredulity by external observers. Surely, they say, if philosophy is the profound and fundamental discipline which it has purported to be for more than two millennia, it must deal with something more serious than mere words, namely the things they stand for, and ultimately the essence of reality or of the human mind.

Social externalism is a thesis about the individuation-conditions of thoughts. Actually, the thesis applies only to a special category of ‘trained’ thoughts, thoughts which issue from trained thinking. It isn't that the thinker of such a thought has to have had special training about the subject-matter. It is rather that he or she needs to have acquired certain basic linguistic skills and values. For trained thoughts are thoughts whose contents are tailored to the demands of communication. Social externalism, as I (...) understand it, says that people who are competent in a public language are equipped to have certain thoughts whose contents are fixed by the lexical semantic norms of their language. (shrink)

Consider the following proposition: It is possible that all of our perceptual experiences are ‘delusive.’ According to Gilbert Ryle, is demonstrably absurd. In this paper I address four questions: What is Ryle’s argument against?; How persuasive is it?; What positions are ruled out if is absurd?; and How does Ryle’s position compare with contemporary work on skepticism?

This article considers how professional knowledge should be assessed. It is maintained that the assessment of professional know-how raises distinctive issues from the assessment of know-how more generally. Intellectualist arguments which suggest that someone's giving an account of how to F should suffice for attributing to them knowledge of how to F are set out. The arguments fail to show that there is no necessary distinction between two kinds of know-how, namely the ability to F and knowing that w is (...) a way to F, such that the latter is more fundamental. The consequences of this failure for our understanding of professional assessment are then considered. The issue of the assessment of tacit knowledge is then addressed. It is concluded that there is no context-dependent codifiable or articulable propositional knowledge of how to F which could be substituted for being able to F and that therefore tacit knowledge can only be assessed in performance. The parallel with Gettier cases is reviewed and it is concluded that the provenance of accounts of and justifications for the attribution of know-how are not matters of indifference to its assessment. Finally, the question of evaluability or what Ryle would have called the applicability of intelligence epithets is discussed in relation to its relevance to our procedures for assessing practical knowledge. Once again, it is concluded that excellent performance is necessary to attribute excellence in know-how. However, the ability to give an account of how and why an agent would do something in hypothetical circumstances is also very important for the assessment of professional knowledge. (shrink)

This paper assesses two different approaches to inner speech that can be found in the literature. One of them regards inner speech as a vehicle of conscious thought. The other holds that inner speech is better characterised as an activity derived from social uses of its outer counterpart. In this paper I focus on the explanatory power of each approach to account for the control of attention and behaviour in the context of executive tasks. I will argue that the vehicle (...) view cannot capture some central cases of inner speech in executive tasks because they cannot be described as cases of bringing thought into consciousness. Then I will offer a revised version of the activity view and I will apply it to some examples so as to show that it is better posited to account for them. I end by considering two objections to the activity view and a possible way to address them. (shrink)