Ethologists and others studying animal behavior in a spirit are in need of a descriptive language and method that are neither anachronistically bound by behaviorist scruples nor prematurely committed to particular Just such an interim descriptive method can be found in intentional system theory. The use of intentional system theory is illustrated with the case of the apparently communicative behavior of vervet monkeys. A way of using the theory to generate data - including usable, testable data - is sketched. The (...) underlying assumptions of this approach can be seen to ally it directly with theorizing in evolutionary biology, which has recently come under attack from Stephen Gould and Richard Lewontin, who castigate it as the Their arguments, which are strongly analogous to B. F, Skinner's arguments against point to certain pitfalls that attend the careless exercise of such thinking (and rival varieties of thinking as well), but do not constitute a fundamental objection to either adaptationist theorizing or its cousin, intentional system theory. (shrink)

No response that was not as long and intricate as the two commentaries combined could do justice to their details, so what follows will satisfy nobody, myself included. I will concentrate on one issue discussed by both commentators: the relationship between evolution and teleological (or intentional) explanation. My response, in its brevity, may have just one virtue: it will confirm some of the hunches (or should I say suspicions) that these and other writers have entertained about my views. For more (...) closely argued defenses of my points, see Dennett 1990a,b,c; 1991a,b. (shrink)

Charles Clark; Why Teachers Need Philosophy, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 241–252, https://doi.org/10.1111/j.1467-.

Professor Whitty has endorsed the consensus that research into education is empirical social science, distinguishing ‘educational research’ which seeks directly to influence practice, and ‘education research’ that has substantive value but no necessary practical application.The status of the science here is problematic. The positivist approach is incoherent and so supports neither option. Critical educational science is virtually policy-inert. The interpretive approach is empirically sound but, because of the value component in education, does not support education research either, or account for (...) this component.A solution to the latter problem is sought in the debate between Carr and Hirst on the relationship between philosophy and education. This shows Carr making claims that rely on a conception of philosophy that he rejects, while Hirst insists on this conception, uses it to justify practical claims, but denies that this is possible.To achieve a practically relevant analysis of educational research, both need to include second-order, normative, conceptual enquiry into the philosophies that drive educational policy-making and partly regulate teaching methodology. Deweyan, first-order, ‘reflective practice’ needs, then, to be supplemented with second-order reflection.Educational research is philosophy- not science-driven, and is value-led. Consequently, it has the status not of scientific discovery but of practical recommendation. (shrink)

Charles Clark; Child-centred Education and the ‘Growth’ Metaphysic, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 75–88, https://do.

Este artículo se enmarca en el contexto del actual debate entre los representantes de las disciplinas de la filosofía de la mente y las ciencias cognitivas, por un lado, y los fenomenólogos, por el otro, en torno al estatuto de la consciencia y la naturaleza de la acción. A partir de la recuperación de la obra crítica del filósofo canadiense Charles Taylor, quien en The Explanation of Behaviour (1964) se enfrentó a los presupuestos del conductismo psicológico, cuyos presupuestos modificados aún (...) están presentes en buena medida en las doctrinas cognitivistas, se ofrecen argumentos (1) contra la pretensión reduccionista de explicar lo humano a partir de lo no humano, sin por ello minimizar la importancia de las investigaciones mecanicistas, pero atentos al carácter ineludiblemente teleológico de la acción; y (2) contra el olvido insistente en lo que respecta al estatuto de los animales no humanos y el reconocimiento de la necesidad de una demarcación más fluida entre la existencia humana, animal no humana e inanimada. This article is part of the current debate between representatives from the disciplines of philosophy of mind and cognitive sciences on one hand, and the phenomenologists, on the other, about the status of consciousness and the nature of action. The recovery of the critical work of Canadian philosopher Charles Taylor, who in The Explanation of Behaviour (1964) faced the behaviorist challenge to humanism, and whose principles are still largely present in the cognitivists doctrines, allows us to argue against the reductionist claim that the human can be explain through the non-human, without downplaying the importance of the mechanistic research in the relevant areas, but attentive to the inescapably teleological nature of action. And against the insistent forgetfulness in regard to the status of animals and nonhuman animal which means to recognize the need for a more fluid demarcation between the human, the non-human and the inanimate. (shrink)

Within his earliest contributions to the human sciences, Charles Taylor challenged dominant behavioral views by advancing a hermeneutical conception of human agency. For Taylor, persons continually...

The purpose of this article is to explore the epistemological foundations of narrative research in education. In particular, I seek to explain how one can obtain knowledge, given its origin in teachers' subjective experiences. The problem with rhetorical and aesthetic criteria that narrative researchers use to warrant their knowledge claims is not that they don't meet a correspondence criterion of truth as post-positivists contend, but rather that they fail to connect teachers' ethical views with their practice. Since narrative research is (...) aimed at understanding teachers' actions and not at seeking some kind of mechanism in teachers' behaviour, the link between past experiences and present teaching practice is not causal but teleological. I suggest that although the knowledge claims of narrative researchers may not be justified (because they don't meet the criteria of truth as correspondence theory), we might nonetheless be intellectually entitled to accept them. Entitlement is an epistemic right or warrant that constitutes knowledge as justification, but uses different reasons—teleological not causal explanations. I offer three criteria to establish entitlement to accept narrative researchers' findings: (1) the meeting of rhetorical standards such as plausibility, adequacy, and persuasion; (2) the inclusion of teachers' stories about their pedagogical practice; (3) the meeting of ethical criteria that connects a teacher's actions to an articulate and defensible end-in-view or vision of the good. (shrink)

What could someone represent that would enable her to track, at least within limits, others' perceptions, knowledge states and beliefs including false beliefs? An obvious possibility is that she might represent these very attitudes as such. It is sometimes tacitly or explicitly assumed that this is the only possible answer. However, we argue that several recent discoveries in developmental, cognitive, and comparative psychology indicate the need for other, less obvious possibilities. Our aim is to meet this need by describing the (...) construction of a minimal theory of mind. Minimal theory of mind is rich enough to explain systematic success on tasks held to be acid tests for theory of mind cognition including many false belief tasks. Yet minimal theory of mind does not require representing propositional attitudes, or any other kind of representation, as such. Minimal theory of mind may be what enables those with limited cognitive resources or little conceptual sophistication, such as infants, chimpanzees, scrub-jays and human adults under load, to track others' perceptions, knowledge states and beliefs. (shrink)

The lack of consensus on how to characterize humans’ capacity for belief reasoning has been brought into sharp focus by recent research. Children fail critical tests of belief reasoning before 3 to 4 years (Wellman, Cross, & Watson, 2001; Wimmer & Perner, 1983), yet infants apparently pass false belief tasks at 13 or 15 months (Onishi & Baillargeon, 2005; Surian, Caldi, & Sperber, 2007). Non-human animals also fail critical tests of belief reasoning but can show very complex social behaviour (e.g., (...) Call & Tomasello, 2005). Fluent social interaction in adult humans implies efficient processing of beliefs, yet direct tests suggest that belief reasoning is cognitively demanding, even for adults (e.g., Apperly, Samson & Humphreys, 2005). We interpret these findings by drawing an analogy with the domain of number cognition, where similarly contrasting results have been observed. We propose that the success of infants and non-human animals on some belief reasoning tasks may be best explained by a cognitively efficient but inflexible capacity for tracking belief-like states. In humans this capacity persists in parallel with later-developing, more flexible but more cognitively demanding theory of mind abilities. (shrink)

The standard paradigm for mental causation is a person’s acting for a reason. Something happens - she intentionally φ’s - the occurrence of which we explain by citing a relevant belief or desire. In the present context, I simply take for granted the following two conditions on the appropriateness of this explanation. First, the agent φ’s _because_ she believes/desires what we say she does, where this is expressive of a _causal_ dependence.1 Second, her believing/desiring this gives her a _reason_ for (...) φ-ing: recognizing that she has this belief/desire makes her φ-ing intelligible as rational in the light of her other attitudes and circumstances. A further condition must be met, though, if this is to be a genuine psychological explanation, a case of her acting _for_ the reason in question. Consider the following example of Davidson’s (1973, p. 79). An exhausted climber is desperate to rid herself of the weight and danger of holding her partner on a rope; and her sudden realization that simply letting go would achieve this so unnerves her that her grip loosens slightly and he falls. Her releasing him causally depends upon her having this belief and desire, which provide _a_ reason for doing what she does. But this is not _why_ she does it: it would be at best misleading to say that she dropped him, intentionally, because she was fed up with holding his weight, or because she thought that she might otherwise fall. Her letting go does not depend upon her having these reasons in the right way. The reason-giving relation is causally irrelevant. If we are to explain a person’s acting _for_ a reason, then her doing. (shrink)

This paper argues that, while there is a difference between personal and sub-personal explanation, claims of autonomy should be treated with scepticism. It distinguishes between horizontal and vertical explanatory relations that might hold between facts at the personal and facts at the sub-personal level. Noting that many philosophers are prepared to accept vertical explanatory relations between the two levels, I argue for the stronger claim that, in the case of at least three central personal level phenomena, the demands of explanatory (...) adequacy require postulating horizontal explanatory relations. (shrink)

Compatibilists regard subsumption under certain sorts of deterministic psychological laws as sufficient for free will. As _bona fide_ laws, their existence poses problems for the thesis of the unalterability of laws, a cornerstone of the Consequence Argument against compatibilism. The thesis is challenged, although a final judgment must wait upon resolution of controversies about the nature of laws. Another premise of the Consequence Argument affirms the supervenience of mental states on physical states, a doctrine whose truth would not undermine the (...) autonomy of psychological laws, a condition of free will. Requirements for compatibilist acceptance of physicalism are described. (shrink)

In these notes, unadorned page numbers under 350 refer to Dennett (1987) - The Intentional Stance, hereafter referred to as Stance - and ones over 495 refer to Dennett (1988) - mostly to material by him but occasionally to remarks of his critics. Since the notes will focus on disagreements, I should say now that I am in Dennett’s camp and am deeply in debt to his work in the philosophy of mind, which I think is wider, deeper, more various (...) and more fruitful than mine or anyone else’s. Still, I have some ideas and emphases that I think he could profit from. In the final chapter of Stance Dennett compares his work with that of several others, including me. He sees me as having a position like his, the main difference being that I think (as he doesn’t) that our attributions of mental content can always be highly determinate (pp. 347f). In fact, there are differences between us but this isn’t one of them. I want to get this straight, so as to clear the decks for the positive points I am going to make. There is some indeterminacy and there could be lots of it; Dennett’s case for that is unanswerable. As for how much there actually is: I don’t know and don’t even suspect; there is simply no declared issue between Dennett and myself on that. Nor do we disagree on a related matter. If there is no evidence that settles whether the animal believes that P or believes that Q, should we say that nevertheless one of these is right, and it’s just that we can’t know which it is? Dennett says No. I perfectly agree. (shrink)

This paper replies to criticisms of the author's accounts of intending ("journal of philosophy", 1973), wanting ("philosophical studies", 1973), and common-sense explanations of intentional actions; and it extends the nomological theory of intentional action developed in those and other articles. the paper argues, negatively, that theoretical construct accounts of intentional concepts do not entail implausible views of self-knowledge, nor assimilate reasons to mechanical causes; and, positively, that both the way in which reasons render intelligible the actions they explain and the (...) apparently non-contingent relation certain reasons bear to the actions they explain can be accommodated by a sound nomological theory of intentional action. (shrink)

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

How should we assess programs dedicated to education in virtue? One influential answer draws on quantitative research designs. By measuring the inputs and processes that produce the highest levels of virtue among participants according to some reasonable criterion, in this view, we can determine which programs engender the most desired results. Although many outcomes of character education can undoubtedly be assessed in this way, taken on its own, this approach may support favorable judgments about programs that indoctrinate rather than educate, (...) because education in character entails teleological thinking that is volitional not merely determined. I argue instead that proper assessment of virtue requires an expansive view of character education in both particular and common goods that avoids the tendency to indoctrinate and an inclusive conception of measurement that takes into account qualitative in addition to quantitative methodologies. (shrink)

In recent years, the integration of philosophical with scientific theorizing has started to yield new insights. This chapter surveys some recent philosophical and empirical work on the nature and structure of action, on conscious agency, and on our knowledge of actions.

By focusing on the idea that agency involves causal sensitivity to reasons, Rowland Stout shows how agency is one of the most useful ways into the philosophy of mind: if one can understand what it is to be a free and rational agent, then one can understand what it is to be a conscious subject of experience. Some of the questions considered include: Is all action intentional action? Is intentional action characterized by its relation with possible justification? Do beliefs motivate (...) actions or do facts? What is the nature of the causal process of acting? Are intentions independent components in the explanation of action? (shrink)

My topic is the materialist appropriation of empiricism – as conveyed in the ‘minimal credo’ nihil est in intellectu quod non fuerit in sensu (which interestingly is not just a phrase repeated from Hobbes and Locke to Diderot, but is also a medical phrase, used by Harvey, Mandeville and others). That is, canonical empiricists like Locke go out of their way to state that their project to investigate and articulate the ‘logic of ideas’ is not a scientific project: “I shall (...) not at present meddle with the Physical consideration of the Mind” (Essay, I.i.2, in Locke 1975; which Kant gets exactly wrong in his reading of Locke, in the Preface to the A edition of the first Critique). Indeed, I have suggested elsewhere, contrary to a prevalent reading of Locke, that the Essay is not the extension to the study of the mind of the methods of natural philosophy; that he is actually not the “underlabourer” of Newton and Boyle he claims politely to be in the Epistle to the Reader (Wolfe and Salter 2009, Wolfe 2010). Rather, Locke says quite directly if we pay heed to such passages, “Our Business here is not to know all things, but those which concern our Conduct” (Essay, I.i.6). There would be more to say here about what this implies for our understanding of empiricism (see Norton 1981 and Gaukroger 2005), but instead I shall focus on a different aspect of this episode: how a non-naturalistic claim which falls under what we now call epistemology (a claim about the senses as the source of knowledge) becomes an ontology – materialism. That is, how an empiricist claim could shift from being about the sources of knowledge to being about the nature of reality (and/or the mind, in which case it needs, as David Hartley saw and Denis Diderot proclaimed more overtly, an account of the relation between mental processes and the brain). (David Armstrong, for one, denied that there could be an identification between empiricism and materialism on this point: eighteenth-century history of science seems to prove him wrong: see Armstrong 1968 and 1978.) Put differently, I want to examine the shift from the logic of ideas in the seventeenth century (Locke) to an eighteenth-century focus on what kind of ‘world’ the senses give us (Condillac), to an assertion that there is only one substance in the universe (Diderot, giving a materialist cast to Spinozism), and that we need an account of the material substrate of mental life. This is neither a ‘scientific empiricism’ nor a linear developmental process from philosophical empiricism to natural science, but something else again: the unpredictable emergence of an ontology on empiricist grounds. (shrink)