This dissertation contains four independent essays addressing a cluster of related topics in the philosophy of mind. Chapter 1: “Fundamentality Physicalism” argues that physicalism can usefully be conceived of as a thesis about fundamentality. The chapter explores a variety of other potential formulations of physicalism (particularly modal formulations), contrasts fundamentality physicalism with these theses, and offers reasons to prefer fundamentality physicalism over these rivals. Chapter 2:“Modal Rationalism and the Demonstrative Reply to the Master Argument Against Physicalism” introduces the Master Argument (...) Against Physicalism and investigates its crucial premise: the inference from an a priori gap between the physical and consciousness to a lack of necessitation between the two. I argue against the strong form of modal rationalism that underwrites the master argument and offer a more moderate rationalist view. I offer a novel demonstrative reply to the master argument, according to which a connection between conscious experience and demonstratives, not dualism, is the source of the epistemic gap between consciousness and the physical. Chapter 3: “Conceptual Mastery and the Knowledge Argument” argues that Frank Jackson’s famous anti-physicalist knowledge argument featuring Mary, a brilliant neuroscientist raised in a black and white room, founders on a dilemma. Either (i) Mary cannot know the relevant experiential truths because of trivial obstacles that have no bearing on the truth of physicalism or (ii) once the obstacles have been removed, Mary can know the relevant truths. Chapter 4: “Toward a Theory of Conceptual Mastery” investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I argue against three views of conceptual mastery, according to which conceptual mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. I propose and respond to objections to my own “meaning postulate view” of the conditions under which a thinker has mastery of a concept. (shrink)

Externalism is widely endorsed within contemporary philosophy of mind and language. Despite this, it is far from clear how the externalist thesis should be construed and, indeed, why we should accept it. In this entry I distinguish and examine three central types of externalism: what I call foundational externalism, externalist semantics, and psychological externalism. I suggest that the most plausible version of externalism is not in fact a very radical thesis and does not have any terribly interesting implications for philosophy (...) of mind, whereas the more radical and interesting versions of externalism are quite difficult to support. (shrink)

The question of whether content externalism poses a threat to the traditional view of self-knowledge has been much debated. Compatibilists have tried to diffuse the threat by appealing to the self-verifying character of reflexive judgments about our own thoughts, while incompatibilists have strenuously objected that this does not suffice. In my paper I argue that this debate is fundamentally misconceived since it is based, on both sides, on the problematic notion of ‘knowledge of content’. What this shows, I argue, is (...) not that content externalism is unobjectionable, but that the real challenge to content externalism is not an epistemological one. The real difficulty concerns the content externalist’s seemingly necessary commitment to the idea that individuals have an incomplete grasp of the concepts that go into their own thoughts. This idea poses a threat not to self-knowledge, I argue, but rather to our first- and second-order reasoning abilities. (shrink)

Agents can think using concepts they do not fully understand. This paper investigates the question “Under what conditions does a thinker fully understand, or have mastery of, a concept?” I lay out a gauntlet of problems and desiderata with which any theory of concept mastery must cope. I use these considerations to argue against three views of concept mastery, according to which mastery is a matter of holding certain beliefs, being disposed to make certain inferences, or having certain intuitions. None (...) of these attitudes is either necessary or sufficient for mastery. I propose and respond to objections to my own recognition view of the conditions under which a thinker has mastery of a concept. (shrink)

In this article I offer a naturalistic defence of semantic externalism. I argue against the following: (1) arguments for externalism rest mainly on conceptual analysis; (2) the community conceptual norms relevant to individuation of propositional attitudes are quasi-analytic; (3) externalism raises serious questions about knowledge of propositional attitudes; and (4) externalism might be OK for “folk psychology” but not for cognitive science. The naturalist alternatives are as follows. (1) Community norms are not anything like a priori; sometimes they are incoherent. (...) (2) Often propositional attitudes lack determinate content: we do not know the content of thoughts or sentences because there is no fully definite content to be known. (3) Often achieving determinate content is a major socially mediated cognitive achievement that depends on just the factors of social and environmental embedding posited as individuative by externalists, so (4) externalism explains how people can, sometimes, come to have, and to know, determinate attitude contents. (5) Reference and content, for both thought and language, are determined by complex and messy dialectical relations involving many such environmental and social factors; consequently, determinate reference, truth-conditions, etc., are somewhat uncommon outcomes. (6) The basic semantic relation is (typically imperfect) socially mediated accommodation between perceptual, cognitive, linguistic, classificatory and inferential dispositions and relevant causal structures in the environment. (7) This accommodation explains how concepts, language, taxonomies, etc., contribute to individuals' rational inductive, explanatory and practical achievements. (8) So externally individuated propositional attitudes are required for cognitive science explanations of individual human rationality and its inductive and explanatory achievements. “Individual rationality ain't (entirely) in the individual head.”. (shrink)