Those concerned with Locke’s Essay have largely ignored his account of reflection. I present and defend an interpretation of Locke’s theory of reflection on which reflection is not a variety of introspection; rather, for Locke, we acquire ideas of our mental operations indirectly. Furthermore, reflection is involuntary and distinct from consciousness. The interpretation I present also explains reflection’s role in the acquisition of non-sensory ideas (e.g., ideas of pleasure, existence, succession, etc.). I situate this reading within the secondary literature on (...) reflection and discuss its consequences for interpretations of Locke’s views on empiricism, knowledge, and personal identity. -/- -/- . (shrink)

Philosophers today have largely given up on the project of categorizing being. Aristotle’s ten categories now strike us as quaint, and no attempt to improve on that effort meets with much interest. Still, no one supposes that reality is smoothly distributed over space. The world at large comes in chunks, and there remains a widespread intuition, even among philosophers, that some of these chunks have a special sort of unity and persistence. These, we tend to suppose, are most truly agents (...) and subjects, and are what exist in the most proper sense of the term. We believe, in other words, in substances. (shrink)

Questions concerning the nature of representation and what representations are about have been a staple of Western philosophy since Aristotle. Recently, these same questions have begun to concern neuroscientists, who have developed new techniques and theories for understanding how the locus of neurobiological representation, the brain, operates. My dissertation draws on philosophy and neuroscience to develop a novel theory of representational content.

Hume claims that education is ‘disclaimed by philosophy, as a fallacious ground of assent to any opinion’ (T 1.3.10.1) and that it is ‘never... recogniz'd by philosophers’ (T 1.3.9.19). He is usually taken to be referring here to indoctrination. I argue, however, that his main concern is with association and those philosophers who emphasize the epistemic dangers of the imagination. These include Locke, Hutcheson and Descartes, but not Hume himself. Hume praises education, highlighting its role in the formation of general (...) rules, and in fostering social conditions that encourage the growth of knowledge and moral virtue. (shrink)

RESUMEN: La teoría causal formulada por Kripke y Putnam es la teoría semántica dominante de los términos de género natural y, en especial, de los términos de sustancia. La teoría semántica de los términos de sustancia de Locke ha sido, supuestamente, refutada por aquélla. Según Putnam, la teoría de Locke ha pasado por alto dos importantes contribuciones a la semántica, y principalmente a la referencia, de los términos de sustancia, a saber, la contribución de la sociedad y la del entorno. (...) El objetivo de este artículo es argüir que la teoría de Locke puede incorporar la primera contribución y que alguien que en principio sostuviese una teoría como la de Locke podría verse llevado a aceptar también la segunda contribución.ABSTRACT: The causal theory put forward by Kripke and Putnam is the dominant semantic theory of natural kind terms and especially of substance terms. Locke’s semantic theory of substance terms has supposedly been rebutted by it. Locke’s theory has, according to Putnam, overlooked two significant contributions to the semantics, and mainly to the reference, of substance terms, namely, the contribution of the society and that of the environment. This paper aims to argue that Locke’s theory is able to embrace the first contribution and that someone who initially held a theory like Locke’s could be led to accept also the second one. (shrink)