Abstract: There is a long tradition of trying to analyze art either by providing a definition (essentialism) or by tracing its contours as an indefinable, open concept (anti-essentialism). Both art essentialists and art anti-essentialists share an implicit assumption of art concept monism. This article argues that this assumption is a mistake. Species concept pluralism—a well-explored position in philosophy of biology—provides a model for art concept pluralism. The article explores the conditions under which concept pluralism is appropriate, and argues that they (...) obtain for art. Art concept pluralism allows us to recognize that different art concepts are useful for different purposes, and what has been feuding definitions can be seen as characterizations of specific art concepts. (shrink)

Although it’s sometimes thought that pluralism about truth is unstable—or, worse, just a non-starter—it’s surprisingly difficult to locate collapsing arguments that conclusively demonstrate either its instability or its inability to get started. This paper exemplifies the point by examining three recent arguments to that effect. However, it ends with a cautionary tale; for pluralism may not be any better off than other traditional theories that face various technical objections, and may be worse off in facing them all.

Traditionally, theories of concepts in psychology assume that concepts are a single, uniform kind of mental representation. But no single kind of representation can explain all of the empirical data for which concepts are responsible. I argue that the assumption that concepts are uniformly the same kind of mental structure is responsible for these theories’ shortcomings, and outline a pluralist theory of concepts that rejects this assumption. On pluralism, concepts should be thought of as being constituted by multiple representational kinds, (...) with the particular kind of concept used on an occasion being determined by the context. I argue that endorsing pluralism does not lead to eliminativism about concepts as an object of scientific interest. (shrink)

In various essays, Paul Churchland explores the relevance of studies in cognitive science to issues in ethics. What emerges is a kind of ethical naturalism that has two components. The first component is a descriptive‐genealogical one whose purpose is to explain how people come to have their ethical beliefs. The second component is a normative one whose purpose is to explain why some values are better than other values. Given this distinction, the problem of integrating ethics with beliefs about the (...) world is a consequence of the traditional view that it is possible to naturalize descriptive‐genealogical ethics but not normative ethics. With this distinction as background, I critically examine Churchland's exploration of cognitive science's contribution to our understanding of the values and purposes that should direct our lives. The conclusion is twofold. First, using concepts from the American pragmatists, I argue that, pace Churchland, it is possible to bridge the descriptive‐normative gap in order to articulate an ethical naturalism that addresses the so‐called naturalistic fallacy but is not committed to an unpalatable relativism. Second, I argue that the sort of ethical naturalism that emerges has affinities to the postmodern ethics of Jean‐François Lyotard. (shrink)

A commentary on a target article by Alison Gopnik (1993) How we know our minds: the illusion of first-person knowledge of intentionality. Focusing on evidence of how children acquire a theory of mind, this commentary argues that there are internal inconsistencies in theories that both argue for the functional role of conscious experiences and the irreducibility of those experiences to third-person viewable information processing.

There are calls to expand the schema “ S knows that p ” to accommodate ways of knowing that are socially important but neglected in recent epistemology. A wider, more adequate conception of human knowing is needed that will include interested or motivated inquirers as “S,” and personal traits of persons as “ p .” Historically important treatments of knowing that accommodate these features deserve examination as part of the effort to create a broader epistemology. We find such a treatment (...) of knowing in Plato's Apology , 20 d-24 b, in which Socrates claims a bit of wisdom. We attend more carefully than others have to the concrete aspects of Socrates' encounters with interlocutors. (shrink)

Nonconceptualists maintain that there are ways of representing the world that do not reflect the concepts a creature possesses. They claim that the content of these representational states is genuine content because it is subject to correctness conditions, but it is nonconceptual because the creature to which we attribute it need not possess any of the concepts involved in the specification of that content. Appeals to nonconceptual content have seemed especially useful in attempts to capture the representational properties of perceptual (...) experiences, the representational states of pre-linguistic children and non-human animals, the states of subpersonal visual information-processing systems, and the subdoxastic states involved in tacit knowledge of the grammar of a language. Nonconceptual content is also invoked in the explanation of concept possession, concept acquisition, sensorimotor behaviour, and in the analysis of the notion of self-consciousness. The notion of nonconceptual content plays an important role in many discussions about the relationships between perception and thought. (shrink)

Much evidence suggests that, from a young age, humans are able to generalize information learned about a subset of a category to the category itself. Here, we propose that—beyond simply being able to perform such generalizations—people are biased to generalize to categories, such that they routinely make spontaneous, implicit category generalizations from information that licenses such generalizations. To demonstrate the existence of this bias, we asked participants to perform a task in which category generalizations would distract from the main goal (...) of the task, leading to a characteristic pattern of errors. Specifically, participants were asked to memorize two types of novel facts: quantified facts about sets of kind members and generic facts about entire kinds. Moreover, half of the facts concerned properties that are typically generalizable to an animal kind, and half concerned properties that are typically more idiosyncratic. We predicted that—because of the hypothesized bias—participants would spontaneously generalize the quantified facts to the corresponding kinds, and would do so more frequently for the facts about generalizable properties. In turn, these generalizations would lead to a higher rate of quantified-to-generic memory errors for the generalizable properties. The results of four experiments supported this prediction. Moreover, the same generalizable-versus-idiosyncratic difference in memory errors occurred even under cognitive load, which suggests that the hypothesized bias operates unnoticed in the background, requiring few cognitive resources. In sum, this evidence suggests the presence of a powerful bias to draw generalizations about kinds. (shrink)

Frank Jackson has given us an elegant and important book. It is, by a long shot, the most sophisticated defense of the use of conceptual analysis in philosophy that has ever been offered. But we also we find it a rather perplexing book, for we can’t quite figure out what Jackson thinks a conceptual analysis is. And until we get clearer on that, we’re not at all sure that conceptual analysis, as Jackson envisions it, is possible. The main reason for (...) our perplexity is that Jackson seems to be making some empirical assumptions about people’s intuitions and the psychological mechanisms that give rise to them, though it is far from clear exactly what these empirical assumptions are. Moreover, on what is perhaps the most natural reading, he is making at least one assumption about which many cognitive scientists who study concepts have serious doubts. In the first of our two sections, we will elaborate this theme. Our goal, in that section, is not so much to criticize as to seek clarification. It is a great virtue of this journal’s multiple review format that critics can pose questions to authors, and the authors get to reply. So we hope that in his reply Jackson will help us understand his defense of conceptual analysis by explaining more clearly what his empirical assumptions are; and if he is indeed making an assumption that many cognitive scientists would challenge, we hope he will tell us why he thinks that challenge is misguided. In the second section, our stance will be more critical. There is one empirical assumption about which Jackson is admirably clear and explicit. However, we think there is now good reason to think that this assumption is false. (shrink)

...the deepest motivation for intentional irrealism derives not from such relatively technical worries about individualism and holism as we.

I argue that any account of perceptual experience should satisfy the following two desiderata. First, it should account for the particularity of perceptual experience, that is, it should account for the mind-independent object of an experience making a difference to individuating the experience. Second, it should explain the possibility that perceptual relations to distinct environments could yield subjectively indistinguishable experiences. Relational views of perceptual experience can easily satisfy the first but not the second desideratum. Representational views can easily satisfy the (...) second but not the first desideratum. I argue that to satisfy both desiderata perceptual experience is best conceived of as fundamentally both relational and representational. I develop a view of perceptual experience that synthesizes the virtues of relationalism and representationalism, by arguing that perceptual content is constituted by potentially gappy de re modes of presentation. (shrink)

The inductive category formation framework, an influential set of theories of learning in psychology and artificial intelligence, is deeply flawed. In this framework a set of necessary and sufficient features is taken to define a category. Such definitions are not functionally justified, are not used by people, and are not inducible by a learning system. Inductive theories depend on having access to all and only relevant features, which is not only impossible but begs a key question in learning. The crucial (...) roles of other cognitive processes (such as explanation and credit assignment) are ignored or oversimplified. Learning necessarily involves pragmatic considerations that can only be handled by complex cognitive processes.We provide an alternative framework for learning according to which category definitions must be based on category function. The learning system invokes other cognitive processes to accomplish difficult tasks, makes inferences, analyses and decides among potential features, and specifies how and when categories are to be generated and modified. We also examine the methodological underpinnings of the two approaches and compare their motivations. (shrink)

I develop a view of the common factor between subjectively indistinguishable perceptions and hallucinations that avoids analyzing experiences as involving awareness relations to abstract entities, sense-data, or any other peculiar entities. The main thesis is that hallucinating subjects employ concepts (or analogous nonconceptual structures), namely the very same concepts that in a subjectively indistinguishable perception are employed as a consequence of being related to external, mind-independent objects or property-instances. These concepts and nonconceptual structures are identified with modes of presentation types. (...) Since a hallucinating subject is not related to any such objects or property-instances, the concepts she employs remain empty. I argue that the phenomenology of hallucinations and perceptions can be identified with employing concepts and analogous nonconceptual structures. By doing so, I defend an ontologically minimalist view of the phenomenology of experience that (1) vindicates Aristotelianism about types and (2) amounts to a naturalized view of the phenomenology of experience. (shrink)

Previous neural network models of concept learning were mainly implemented with supervised learning schemes. However, studies of human conceptual memory have shown that concepts may be learned without a teacher who provides the category name to associate with exemplars. A modular neural network architecture that realizes concept acquisition through two functionally distinct operations, categorizing and naming, is proposed as an alternative. An unsupervised algorithm realizes the categorizing module by constructing representations of categories compatible with prototype theory. The naming module associates (...) category names to the output of the categorizing module in a supervised mode. In such a modular architecture, the interface between the modules can be conceived of as an “information relay” that encodes, constrains, and propagates important information. Five experiments were conducted to analyze the relationships among internal conceptual codes and simple conceptual and lexical development. The first two experiments show a prototype effect and illustrate some basic characteristics of the system. The third experiment presents a bottom‐up model of the narrowing down of children's early lexical categories that honors mutual exclusivity. The fourth experiment introduces top‐down constraints on conceptual coding. The fifth experiment exhibits how hierarchical relationships between concepts are learned by the architecture, and also demonstrates how a spectrum of conceptual expertise may gradually emerge as a consequence of experiencing more with certain categories than with others. (shrink)