Can one have imaginative access to experiential perspectives vastly different from one’s own? Can one successfully imagine what it’s like to live a life very different from one’s own? These questions are particularly pressing in contemporary society as we try to bridge racial, ethnic, and gender divides. Yet philosophers have often expressed considerable pessimism in this regard. It is often thought that the gulf between vastly different experiential perspectives cannot be bridged. This chapter explores the case for this (...) pessimism. Though the case is often less implicit, the chapter identifies two different arguments that can be found in the literature: the Epistemic Arrogance argument and the Too Big a Gulf argument. Both arguments are found to be considerably weaker than is usually thought. But even if the case for pessimism is unsuccessful, discussion of that case suggests the importance of treading carefully in taking up imaginative explorations of different experiential perspectives. The chapter thus concludes with a cautionary note in this regard. (shrink)

Often in our everyday lives, for instance, in decision-taking, empathizing with others, and engaging with fictions, we are able to imagine what a particular emotion feels like. This chapter analyzes the structure of these imaginings as a kind of experiential imagining. After introducing the topic (section 1), I argue that these imaginings cannot be explained exclusively by their content and that a focus on the mode of imagining is required. We not only imagine having emotions, but we also imagine (...) them experientially, and this means that we imagine feeling them (section 2). I proceed to analyze the content of such imaginings in terms of the phenomenal properties of emotions undergone from a particular subjective perspective within the imagined scenario (section 3). Next, I argue that the mode in which such emotions are experientially imagined requires other-oriented perspective-shifting and the recreation of an emotion-like state (section 4). I examine how we recreate emotion-like states in two cases: when the emotion has been previously felt (section 5) and when it has not been previously experienced (section 6). The main findings are summarized in the conclusion (section 7). (shrink)

What kind of mental state is episodic memory? I defend the claim that it is, in key part, imagining the past, where the imagining in question is experiential imagining. To remember a past episode is to experientially imagine how things were, in a way controlled by one’s past experience of that episode. Call this the Inclusion View. I motive this view by appeal both to patterns of compatibilities and incompatibilities between various states, and to phenomenology. The bulk of the (...) paper defends the account against four objections. Imagining and remembering seem to differ in whether they are active or passive, in the forms of singular content they involve, in their relations to observation and in their relations to belief. I argue that these differences can be accommodated, and some even explained, once we flesh out what else is involved in episodic memory, in addition to imagining the past. (shrink)

In this entry I will offer a systematic novel taxonomy of our imaginative abilities coherent with standard treatments in cognitive science, philosophy of mind and aesthetics. In particular, I will distinguish between the non-propositional imagination and the propositional imagination, which include several further sub-varieties such as the objectual imagination, imagery, experiential imagination, supposition, make-believe and more.

The aim of this article is to present the disagreement between Moran and Walton on the nature of our affective responses to fiction and to defend a view on the issue which is opposed to Moran’s account and improves on Walton’s. Moran takes imagination-based affective responses to be instances of genuine emotion and treats them as episodes with an emotional attitude towards their contents. I argue against the existence of such attitudes, and that the affective element of such responses (...) should rather be taken to be part of what is imagined. In this respect, I follow Walton; and I also agree with the latter that our affective responses to fiction are, as a consequence, not instances of real emotion. However, this gives rise to the challenge to be more specific about the nature of our responses and explain how they can still involve a phenomenologically salient affective element, given that propositionally imagining that one feels a certain emotion is ruled out because it may be done in a dispassionate way. The answer —already suggested, but not properly spelled out by Walton— is that affectively responding to some fictional element consists in imaginatively re-presenting an experience of emotional feeling towards it. The central thought is that the conscious and imaginative representation of the affective character of an instance of genuine emotion itself involves the respective phenomenologically salient affective element, despite not instantiating it. (shrink)

Much recent work in philosophy of memory discusses the question whether episodic remembering is continuous with imagining. This paper contributes to the debate between continuists and discontinuists by considering a previously neglected source of evidence for continuism: the linguistic properties of overt memory and imagination reports (e.g. sentences of the form 'x remembers/imagines p'). I argue that the distribution and truth-conditional contribution of episodic uses of the English verb 'remember' is surprisingly similar to that of the verb 'imagine' – (...) even when compared to the distribution of other experiential attitude verbs like 'see', 'hallucinate', or 'dream'. This holds despite the presence of some remarkable truth-conditional differences between 'remember' and 'imagine'. I show how these differences can be explained by a continuist account of remembering on which remembering is past-directed, referential, and accurate experiential imagining. (shrink)

When introduced around 1925, interdisciplinarity, grounded in the notion of the unity of knowledge, was meant to reconnect the fragmented and specialized disciplines of academia. However, interdisciplinary research became more and more challenging as the plurality and heterogeneity of disciplinary perspectives and insights increased. Insisting on this divergence and diversity, Julie Thompson Klein has nonetheless contributed in important ways to convergence in interdisciplinarity with her work on the process of integration as interdisciplinarity's defining feature. Of course, she is aware that (...) the increasing inclusion of extra-academic stakeholders in transdisciplinary research constitutes a fundamental challenge to integrative interdisciplinarity. This challenge implies that next to academic contributions, experiential knowledge, interests, and norms must be recognized as valuable to the process, and stakeholder expectations of applicable results must be met. Exploring the future by extending this crucial development further, this article focuses on the actionability of knowledge as an additional criterion for effective interdisciplinarity and transdisciplinarity, as it is in Action Research. With action options for stakeholders being an important goal for such research, it is argued that joint deliberation about these options must be part of the process, aiming for reflective equilibrium. At the same time, an important role for imagination is defended, enabling adequate consideration of action options with their ramifications and implications. The future of interdisciplinarity, it is concluded, will entail an important role for the actionability criterion and for the related role of imagination of potential outcomes, much greater roles than these now have. (shrink)

This essay defends the claim that episodic remembering is a mental action by arguing that episodic remembering and sensory- or experience-like imagining are of a kind in a way relevant for agency. Episodic remembering is a type of imaginative project that involves the agential construction of imagistic-content and that aims at (veridically) representing particular events of the personal past. Neurally intact adults under normal conditions can token experiential memories of particular events from the personal past (merely) by intending or (...) trying to. An agent’s ability to actively remember depends not only on her being able to determine that some memory event occurs but on her ability to construct the relevant scene at will as well. I claim that the ability to guide construction with respect to imagistic-content is distinctive feature of a subset of active imagining. Episodic remembering is of a kind with that subset of active imagining by being a process of agential construction of imagistic-content, in this case, scene construction that aims at (veridically) representing the personal past. Agential scene construction in the context of remembering is the agent’s exploring her personal past as a highly circumscribed region of modal space. (shrink)

The main purpose of this dissertation is to examine critically and discuss the role of imagination in science and religion, with particular emphasis on its possible epistemic, creative, and meaning-making functions. In order to answer my research questions, I apply theories and concepts from contemporary philosophy of mind on scientific and religious practices. This framework allows me to explore the mental state of imagination, not as an isolated phenomenon but, rather, as one of many mental states that co-exist (...) and interplay in our cogntive architecture. Based on the philosophical discourse of philosophy of mind, four types of imagination are indentified and conceptualized: sensory, propositional, experiential, and creative imagination. These categories are then employed on five phenomena that can be found in scientific and religious environments: metaphors, models, thought experiments, aspect perception, and - in the religious case - rituals. In relation to the concept of religious "seeing" I consider how imaginings may influence visionary experiences and visualization, and compare these phenomena with cases of scientific visualization and eureka experiences. In regard to scientific and religious models, a distinction is made between, on the one hand, two notions of truth and, on the other hand, truth-independent meaning-making. In light of these categories, I differentiate between, and critically discuss, the use of imagination in doxastic, non-doxastic and fictionalist accounts. In light of this investigation, I formulate and defend the position of interactivism, which acknowledges a constant interplay between different attitudes and mental states. In my examination of rituals and scientific and religious thought experiments, special attention is given to the mental capacity to recreate the experiences that are entailed in an imagined scenario. At the end of the investigation, I consider the possible impact that my study might have on how we view science and religion as well as the dialogue bewteen these two fields. (shrink)

In his paper, The Transparency of Experience, M.G.F. Martin has put forward a well- known – though not always equally well understood – argument for the disjunctivist, and against the intentional, approach to perceptual experiences. In this article, I intend to do four things: (i) to present the details of Martin’s complex argument; (ii) to defend its soundness against orthodox intentionalism; (iii) to show how Martin’s argument speaks as much in favour of experiential intentionalism as it speaks in favour (...) of disjunctivism; and (iv) to argue that there is a related reason to prefer experiential intentionalism over Martin’s version of disjunctivism. (shrink)

If, as argued in some simulationist accounts, empathy aims at grasping the phenomenal richness of the other’s experience and resonating with it, it is difficult to explain our empathy with emotions that we have never experienced ourselves. According to a long philosophical tradition, imagination is constrained by experience. We have to be acquainted with the qualitative feel of the other’s experience in order to imagine it. A critical view of simulationist accounts would claim that if we cannot imagine how (...) the other feels because we are not acquainted with it, empathy cannot take place. Contrary to such criticism, this paper takes a moderately optimistic view of the simulationist claim. It develops a model to explain how we imagine the other’s emotions by drawing on phenomenal concepts, affective memories, and imaginative scaffoldings. I argue that this model can explain how we empathize with the other’s emotions regardless of whether these are familiar or novel to us. However, in the latter case, the imagined phenomenal quality is not identical but probably only similar to the other’s emotion. This similarity suffices for us to speak about empathy. (shrink)

The relationship between the phenomenology of imagination and the phenomenology of memory is an interestingly complicated one. On the one hand, there seem to be important similarities between the two, and there are even occasions in which we mistake an imagining for a memory or vice versa. On the other hand, there seem to be important differences between the two, and we can typically tell them apart. This paper explores various attempts to delineate a phenomenological marker differentiating imagination (...) and memory, with a special focus on two proposed markers that have generated considerable philosophical discussion: the feeling of pastness and the feeling of familiarity. As we will find, neither of them proves to be up to the task at hand. However, by way of a deeper exploration of the feeling of familiarity, we are able to tease out some important morals for efforts to differentiate imagination and memory on phenomenological grounds and, more generally, for efforts to engage in a descriptive phenomenological enterprise. (shrink)

Creativity pervades human life. It is the mark of individuality, the vehicle of self-expression, and the engine of progress in every human endeavor. It also raises a wealth of neglected and yet evocative philosophical questions: What is the role of consciousness in the creative process? How does the audience for a work for art influence its creation? How can creativity emerge through childhood pretending? Do great works of literature give us insight into human nature? Can a computer program really be (...) creative? How do we define creativity in the first place? Is it a virtue? What is the difference between creativity in science and art? Can creativity be taught? The new essays that comprise The Philosophy of Creativity take up these and other key questions and, in doing so, illustrate the value of interdisciplinary exchange. Written by leading philosophers and psychologists involved in studying creativity, the essays integrate philosophical insights with empirical research. CONTENTS I. Introduction Introducing The Philosophy of Creativity Elliot Samuel Paul and Scott Barry Kaufman II. The Concept of Creativity 1. An Experiential Account of Creativity Bence Nanay III. Aesthetics & Philosophy of Art 2. Creativity and Insight Gregory Currie 3. The Creative Audience: Some Ways in which Readers, Viewers and/or Listeners Use their Imaginations to Engage Fictional Artworks Noël Carroll 4. The Products of Musical Creativity Christopher Peacocke IV. Ethics & Value Theory 5. Performing Oneself Owen Flanagan 6. Creativity as a Virtue of Character Matthew Kieran V. Philosophy of Mind & Cognitive Science 7. Creativity and Not So Dumb Luck Simon Blackburn 8. The Role of Imagination in Creativity Dustin Stokes 9. Creativity, Consciousness, and Free Will: Evidence from Psychology Experiments Roy F. Baumeister, Brandon J. Schmeichel, and C. Nathan DeWall 10. The Origins of Creativity Elizabeth Picciuto and Peter Carruthers 11. Creativity and Artificial Intelligence: a Contradiction in Terms? Margaret Boden VI. Philosophy of Science 12. Hierarchies of Creative Domains: Disciplinary Constraints on Blind-Variation and Selective-Retention Dean Keith Simonton VII. Philosophy of Education (& Education of Philosophy) 13. Educating for Creativity Berys Gaut 14. Philosophical Heuristics Alan Hájek. (shrink)

What is the scope of our conscious mental agency, and how do we acquire self-knowledge of it? Both questions are addressed through an investigation of what best explains our inability to form judgemental thoughts in direct response to practical reasons. Contrary to what Williams and others have argued, it cannot be their subjection to a truth norm, given that our failure to adhere to such a norm need not undermine their status as judgemental. Instead, it is argued that we cannot (...) form judgements at will because we subjectively experience them as responses to epistemic reasons, and because this is incompatible with our experiential awareness of direct mental actions, such as instances of imagining. However, this latter awareness does not extend to indirect agency, which relies on epistemic or causal processes as means. Judging may therefore still count as an indirect action - just like, say, breaking a window by throwing a stone. (shrink)

In Tulving’s initial characterization, episodic memory was one of multiple memory systems. It was postulated, in pursuit of explanatory depth, as displaying proprietary operations, representations, and substrates such as to explain a range of cognitive, behavioural, and experiential phenomena. Yet the subsequent development of this research program has, paradoxically, introduced surprising doubts about the nature, and indeed existence, of episodic memory. On dominant versions of the ‘common system’ view, on which a single simulation system underlies both remembering and imagining, (...) there are no processes unique to memory to support robust generalizations with inductive potential. Eliminativism about episodic memory seems to follow from the claim that it has no dedicated neurocognitive system of its own. After identifying this under-noticed threat, we push back against modern eliminativists by surveying recent evidence that still indicates specialized mechanisms, computations, and representations that are distinctly mnemic in character. We argue that contemporary realists about episodic memory can retain lessons of the common system approach while resisting the further move to eliminativism. (shrink)

Firstly, the "Metaverse" possesses two distinctive features, "thickness" and "imagination," promising the public a structure of unknown scenarios but with unclear definitions. Attempts to establish an open framework through incompleteness, however, fail to facilitate interactions between humans and the scenario. Due to the dilemma of "digital twinning," the "Metaverse" cannot be realized as "another universe". Hence, the "Metaverse" is, in fact, only a virtual experiential territory created by aggregating technologies that offer immersion and interactivity. Secondly, when artificial intelligence (...) serves as a key supporting technology for the "Metaverse," it presents multifaceted existential risks, manifested as safety, cognitive, and ethical dilemmas. Finally, we propose that the framework for responsible "Metaverse" governance should be constructed through three pathways: collective responsibility, realism, and the co-governance of the virtual and real. (shrink)

Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum though theory (...) (curriculum content, including traditional subjects) and practice (practical learning as experiential education). Nevertheless, many place-based accounts discount Indigenous conceptions of place, which are integral to Indigenous ways of knowing, being and doing, especially in relation to the ontological relationship to Land and Country. Indigenous philosophy has the potential to inform what place-based education means by students developing a ‘sense of place’ when engaging with local communities as their ‘own’ place. In this article we re-imagine the community of inquiry as a place-responsive pedagogy by learning from Indigenous philosophy, and recentring Indigenous notions of place in experiential learning. In addition to exploring the pedagogical potential of a place-responsive account of the community of inquiry, we look to the implications for teacher preparation. (shrink)

Keepsakes are nostalgic objects par excellence. We value keepsakes because they prompt nostalgic memories of the past. But perhaps more importantly, we also value them because they afford a feeling of contact with that which they remind us of. Drawing on work in philosophy and psychology, this chapter aims to give an account of the nature and value of keepsakes as nostalgic objects. Keepsakes, it argues, are objects that bear a material continuity with some person, event, or place from one’s (...) past to which one has a personal attachment. To understand the distinctive experiential value of keepsakes as nostalgic objects, however, the chapter argues that we need to invoke the imagination. Keepsakes manifest the presence of the past by prompting one to imaginatively project what a keepsake is historically connected with onto the object as one experiences it in the present. (shrink)

A theory of learning for the future advocates the teaching of a preparedness to respond in a creative way to difference and otherness. This includes an ability to act imaginatively in situations of uncertainties. John Dewey’s pragmatism holds the key to such a learning theory his view of the continuous meetings of individuals and environments as experimental and playful. That pragmatism has not yet been acknowledged as a relevant learning theory for the future may be due to the immediate connotation (...) and the many interpretations associated with the term ‘experience’, which is at the heart of Dewey’s educational thinking. Dewey defi ned experience in a way that is not well understood within educational research, and in a way that is easily confused with the term ‘experiential learning’. The latter refers to the importance of participants’ ‘experiences’ derived from bodily actions and stored in memory as more or less tacit knowledge. (shrink)

Debate between the A- and B-theories has rested on the supposition that there is a clear difference between A- and B-time. I argue that this supposition is mistaken for two reasons. We cannot distinguish the two conceptions of time by means of Bergsonian intuition. Unless we can do so, we cannot distinguish them at all. I defend by imagining various ways to intuit the two kinds of time, and maintaining that none of them works. I defend by showing that the (...) issue is an experiential one, unlike metaphysical issues that are less connected to experience. My conclusion is that no progress will be made in the debate between the two theories until it becomes clear what the difference is between the two kinds of time. (shrink)

This paper offers a social phenomenological reading of the globally binding practice of 'social distancing' in light of the precautionary measures against the spreading of the Covid-19 virus. Amid speculation about the far-reaching effects of temporarily applicable measures and foresights about the advent of an ethos that has been heralded by the media as the 'new normal', the ubiquitous phenomenon of social distancing calls for a fundamental ontological elucidation. The purported hermeneutic that is situated in the broader place branding and (...) experiential marketing literatures places Covid-19 in the shoes of Being, and, therefore, imagines how Being would behave ontologically if it were a virus. By positing that the virus does operate like Being, five these are formulated as experiential interpretive categories with regard to the ontological status of Covid-19. The adopted approach makes the following contributions to the extant literature: First, it addresses a wholly new phenomenon in place branding, namely a pre-branded place that is non-negotiable, globally applicable and seemingly equivalent to pure void. Second, it advances the application of phenomenological research in experiential consumption by highlighting the aptness of the so far peripheral (in the marketing discipline) strand of Heideggerian fundamental ontology. Third, it expands the notion of place in the place branding literature, by showing how spatialization is the outcome of temporalization, in line with the adopted phenomenological perspective. (shrink)

This paper introduces post-place branding in the context of the post-representationalist turn in marketing research by drawing on Deleuze and Guattari’s (A thousand plateaus: capitalism and schizophrenia, University of Minnesota Press, Minneapolis, 1987) theory of nomadology. By engaging critically with fundamental concepts in the place and destination branding literature, post-place branding offers an alternative perspective to entrenched definitions of subjectivity, place, and event experiencing, by effecting a paradigmatic shift from processing monad to nomad, from event as symbolic structure to micro-events, (...) from pre-constituted place to spacing in the process of deand reterritorializations. Post-place branding is illustrated by re-imagining the brand architectural components of the experiential events of 70,000 Tons of Metal and The Boiler Room. The analysis culminates in a metaphorical modeling exercise that draws nomadological guidelines for brandcomms’ message strategy. (shrink)

International human rights law is profoundly oxymoronic. Certain well-known international treaties claim a universal character for human rights, but international tribunals often interpret and enforce these either narrowly or, if widely, they rely upon sovereign states to enforce the rights against themselves. International lawyers and diplomats have usually tried to resolve the apparent contradiction by pressing for more general rules in the form of treaties, legal doctrines, and institutional procedures. Despite such efforts, aliens remain who are neither legal nor illegal (...) and who thereby slip through a discourse that claims universality. I ask, why does international legal discourse claim a universality of human rights enforceable by impartial, politically neutral tribunals when it also recognises that a state may refuse to recognise some groups as “persons”? I turn to the works of Bernhard Waldenfels for an explanation. To that end, I briefly outline two examples of state-centered human rights treaties. I then reconstruct Waldenfels’ explanation as to how a territorial sense of space needs an alien exterior to the space. The territorial structure assumes time is frozen as of the date of the foundation of the structure. The body of the alien is taken as a biological body. The personality, motives, and actions of the alien are the consequence of the imagination of people inside the territorial boundary. The dominant international legal discourse reinforces and institutionalises such a territorial sense of space and frozen time because the territorial state is considered the primary legal subject of international law. I also retrieve, however, an experiential but concealed sense of space and time. To retrieve this sense of space and time requires that lawyers see the world through the twilight of legality heretofore ignored as pre-legal. (shrink)

My aim in this paper is to go some way towards showing that the maintenance of hard and fast dichotomies, like those between mind and body, and the real and the virtual, is untenable, and that technological advance cannot occur with being cognisant of its reciprocal ethical implications. In their place I will present a softer enactivist ontology through which I examine the nature of our engagement with technology in general and with virtual realities in particular. This softer ontology is (...) one to which I will commit Kant, and from which, I will show, certain critical moral and emotional consequences arise. It is my contention that Kant’s logical subject is necessarily embedded in the world and that Kant, himself, would be content with this view as an expression of his inspired response to the ‘‘scandal to philosophy... that the existence of things outside us... must be accepted merely on faith’’ [Bxl]. In keeping with his arguments for the a priori framing of intuition, the a priori structuring of experience through the spontaneous application of the categories, the synthesis of the experiential manifold, and the necessity of a unity of apperception, I will present an enactivist account of agency in the world, and argue that it is our embodied and embedded kinaesthetic engagement in our world which makes possible the syntheses of apprehension, reproduction and recognition, and which, in turn, make possible the activity of the reproductive or creative imagination. (shrink)

Psychological momentum (PM) is thought to be a force that influences judgment, emotion, and performance. Based on a review of the extant literature, we elucidate two distinct approaches that researchers have adopted in their study of PM: the input-centered approach and the output-centered approach. Consistent with the input-centered approach, we conceptualize PM as a process whereby temporal and contextual PM-like stimuli (i.e., perceptual velocity, perceptual mass, perceptual historicity, and perceptually interconnected timescales)—initially perceived as an impetus—are extrapolated to imagined future outcomes (...) through mental simulation. In turn, and consistent with the output-centered approach, we posit that mental simulation elicits experiential (e.g., perceptual, cognitive, emotional) and behavioral states that govern goal pursuit, and that the pursuit of goals further influences perceptions of self, environment, and action quality. In all, we suggest that PM is interdependently linked to perceptions and behaviors in the sense that PM both influences and is influenced by changes in self-perceptions, environmental perceptions, and behavior, and we conclude by linking the PM construct to recent work on prospection. (shrink)

Preface/Introduction: The question under discussion is metaphysical and truly elemental. It emerges in two aspects — how did we come to be conscious of our own existence, and, as a deeper corollary, do existence and awareness necessitate each other? I am bold enough to explore these questions and I invite you to come along; I make no claim to have discovered absolute answers. However, I do believe I have created here a compelling interpretation. You’ll have to judge for yourself. -/- (...) What follows is the presentation of three essays I have worked on over the past several years seeing publication for the first time. “Hollows of Experience” was written first as an invited chapter for a collection on the ontology of consciousness. However, when cuts became necessary, my chapter got the knife. Its length has prohibited it from publication in any print journal. “Myth and Mind” was written next as a journal article, but as my involvement with it grew so did its length, so it has also idled on my websty awaiting its call. “From Panexperientialism to Conscious Experience” was written most recently, but it is the only one to have been available to the public elsewhere than my own website. Under the name, “The Continuum of Experience”, it was Target Article #95 on the recently closed Karl Jaspers Forum (for discussion purposes only). -/- I have put them in a different sequence here, for reasons of logical sense. Up first, “Panexperientialism” deals with an idea difficult for many to accept, namely that conscious experience is a particular mode of symbolically reflected experience that is largely unique to our species. However, I aver that experienced sensation in itself (as found, for example, in autonomic sensory response systems) goes “all the way down” into nature, and thus the title, panexperientialism. -/- Understanding this idea is helpful to dealing with the focus on language in Part I of “Hollows”, next, since here speech and general symbolic interaction in general are found to be the catalysts for the creation of our consciously experienced world (our “lived reality”). In Part II, however, I explore how experienced sensations must be coeval with existence, and, with even greater temerity, how all this sensational existence might have arisen within some literally inconceivable background of awareness-in-itself that yet has a dynamism that occasionally breaks into existence as experiential events and entities. (The latter may sound wacky, but physicists and cosmologists are themselves attempting to come to terms with that which seethes with vast potential energy in what they refer to as the quantum vacuum.) -/- “Myth and Mind” was put third since it deals with a major lacuna in “Hollows” — that presumed prehistoric period when members of our species made the painful crossing of the symbolic threshold into the beginnings of cultural consciousness. Speech plays a central role here, too, but I look more at narrative structures from the dawn of self-awareness when ritual and myth became vital to human survival. Why would fantastic stories and bizarre rituals be necessary? I speculate that growing foresight led to the unavoidable realization of certain mortality, from which, in turn, emerged the secondary realization that we were now alive. In contrast to our yet-to-come death, we have life here and now, and by ritually identifying with a symbolically expanded mythic, i.e., sacred, reality, we may continue to live on after bodily death, just as our ancestors and loved ones must also do. Language and mythmaking are necessary to avoid mortal despair and they remain at the core of human consciousness. -/- As Ernst Cassirer (1944) has noted, language and myth are “twin creatures”, both metaphoric webs over a reality we can never wholly comprehend. We live in the symbolic and construct our works of imagination and wars of conquest to make life meaningful, to feel immortal, and to sense that we ourselves participate in a reality greater than ourselves. No doubt we do, but this does not mean our culturally constructed self-identities survive the death of our bodies, and it does not imply that our symbolic concepts can ever indicate the ultimate truth. We simply must symbolize an extended reality that was sacred to our ancestors: “Is it not our way, as illusory as it may be, to force continuance on our world and our life in the face of their inevitable ending? Are we not compelled to extend those imaginary horizons as far as we can despite the terror and the sometime joy their extension incites? Is their closure not a form of death?” (Crapanzano, p. 210) -/- Of course, this leaves me in the uncomfortable position of being forced to admit that this venture of mine must inevitably be another attempt at meaningful mythmaking. But what else could it be? This is certainly not a scientific proof though it is indeed an academically rigorous exploration. (Just try to count the citations!) I hope the reader will judge my thesis on the basis of its coherence, the sense of meaning it evokes, my intellectual responsibility, and, finally, the engagement it inspires. If you have read my expositions and found yourself immersed in the timeless questions I here call forth, I would call these writings successful (even if you violently disagree with my answers). -/- I am very grateful to Huping Hu for granting me this special issue of JCER in which to present my ideas in some detail. He has patiently dealt with my exuberant approach and allowed the many changes I kept coming up with right until the final publication date. I also wish to thank the many potential commentators who politely replied to my invitation, and, even more, I thank those who made time to write actual commentaries. -/- References -/- Cassirer, E. (1944). An Essay on Man: An Introduction to a Philosophy of Human Culture. New Haven/London: Yale UP. -/- Crapanzano, V. (2004). Imaginative Horizons: An Essay in Literary-Philosophical Anthropology. Chicago: U of Chicago Press. -/- Gregory M. Nixon University of Northern British Columbia Prince George, British Columbia, Canada Email: [email protected] Websty: http://members.shaw.ca/doknyx. (shrink)

The nature and consequences of readers’ affective engagement with literature has, in recent years, captured the attention of experimental psychologists and philosophers alike. Psychological studies have focused principally on the causal mechanisms explaining our affective interactions with fictions, prescinding from questions concerning their rational justifiability. Transportation Theory, for instance, has sought to map out the mechanisms the reader tracks the narrative experientially, mirroring its descriptions through first-personal perceptual imaginings, affective and motor responses and even evaluative beliefs. Analytical philosophers, by contrast, (...) have largely focussed on the problems fiction poses for traditional theories of rationality (as in the ‘Paradox of Fiction), challenging fiction’s wider epistemic value. The result has been a theoretical impasse in which the power of fiction to affectively ‘transport’ a reader is at once often lauded (by psychologists) as a privileged route to interpersonal understanding, and condemned (by philosophers) as an abdication of the authority of reason. This chapter surveys some of the central claims on both sides, tracing the source of the debate to competing conceptions of rationality. (shrink)

We intend to demonstrate that human perception is better understood when thought from the perspective of Aristotelian-Thomistic Philosophy. After concluding for its existence, Descartes, in the 17th century, concludes that there are ideas that we all possess, such as the idea of “perfection”. This idea cannot result from experience, and it’s God the source of the idea of perfection in us, and the one who guarantees the existence not only of external reality but also of our own correct reasoning. Very (...) far from the God of Thomas Aquinas who is Alpha and Omega, Descartes' god is a god situated and secondary between the subject and reality which, in turn, is guaranteed by God, in a vicious circle between God and the subject. It’s a subjective or logical God, such as Kant's, but not a real God. Reality is, therefore, subjectively intelligible and truth objectively achieved, and the principle of causality is, in this way, subjectively valid. Reality is intelligible not because it’s provided by intelligible forms — by intelligible (and not only sensitive matter) that we, in fact, perceive — but because it is a reality presented by extension that is nothing more than a reflection of the logical-mathematical universe, thought by Modernity and which, with this thinker, is innate to the subject. This is a pure and finished reason. The extensive reality is purged of subjective elements; it is logical-mathematical (therefore, it is thought). It’s a kind of idealism and not realism and which results in a physicalist and materialist view of reality. Materialism, called physicalism in mainstream culture, consists of the idea that there is a world out there that is not experiential. It is material, but the way the word is used here has a strict conceptual definition. Matter is something that can be specifically described by numbers. It's a world without qualities. The world is purely quantitative and, because we are part of this world, we are also quantitative. The entire world of qualities that, deep down, constitutes our reality, is generated, according to materialism, in a not very well specified way and by a brain inside our head. The world outside has no flavors, colors, smells or sounds. We cannot see it because it has no qualities. The best we can do is imagine it as some kind of set of mathematical equations floating in the void. (shrink)

Episodic memory is sometimes described as mental time travel. This suggests three ideas: that episodic memory offers us access to the past that is quasi-experiential, that it is a source of knowledge of the past, and that it is, at root, passive. I offer an account of episodic memory that rejects all three ideas. The account claims that remembering is a matter of representing the past to oneself, in a way suitably responsive to how one experienced the remembered episode (...) to be. I argue that episodic memory is active, in the way this view suggests. I clarify the idea that it is, as the view also implies, not a source of knowledge but an expression of knowledge the subject already has. And I suggest the view need not limit memories to states that are in any way experience-like. This position offers a way to articulate the relations between episodic memory and related phenomena: factual memory, generic memory, remembering-how and anticipation. And it allows us to explain how we know which aspects of our episodic memory states to take seriously and which (such as the shift to an observer perspective on the remembered events) to treat as merely incidental. (shrink)

Aristotle and the classical rhetoricians conceived of metaphor as a figure of speech in which one thing is given a name or an attribute of another thing on the basis of some resemblance that exists between the two things. Wallace Stevens conceived of metaphor not as the production of pre-existing resemblances observed in nature but the “creation of resemblance by the imagination” (NA: 72). Resemblance, and not identity, according to Stevens, is the fundamental relation between the two terms of (...) metaphor. This is akin to contemporary accounts of metaphor in terms of the phenomenological or experiential seeing of one thing as another thing (Yoos 1971; Davidson 1979; Camp 2006a,b; Semino 2008; Ritchie 2013). Seeing one thing as another thing on the basis of resemblance or similarity implies that the one thing is not the other. I do two main things in this paper: one, I appraise the theoretical value of Wallace Stevens’ conception of metaphor as the creation of resemblance by the imagination; and two, I pose a challenge to the view that takes resemblance as fundamental to metaphor, arguing that in the cases I present, thinking of the relation as identity and not resemblance, concurs with our ontological commitments to the things compared in the metaphor. In the final analysis, I suggest that Stevens conception of metaphor as metamorphosis can meet the challenge: rather than thinking of the ‘is’ (identity) of metaphor as an ‘as’ (resemblance), for Stevens, the ‘as’ (resemblance) of metaphor metamorphosize into an ‘is’ (identity). (shrink)

Comparisons between audiobook listening and print reading often boil down to the fact that audiobooks impose limitations on the recipient’s continuous in-depth reflection. As a result, audiobook listening is considered a shallow alternative to reading. This chapter critically revisits the following three intuitions commonly associated with such comparisons: 1) Audiobooks elicit more mental imagery than print. 2) Audiobooks invite more inattentive processing than print. 3) Audiobook listening is more contingent on the environment than print reading. Instead of postulating the superiority (...) of print over audio, the chapter argues that the three intuitions are largely based on a misconception of print reading, its experiential characteristics, and its function. (shrink)

Drawing on archival and published sources from 1926 to 1932, this chapter analyzes “Three Independent Factors in Morals” (1930) as a blueprint to Dewey’s chapters in the 1932 Ethics. The 1930 presentation is Dewey’s most concise and sophisticated critique of the quest in ethical theory for the central and basic source of normative justification. He argued that moral situations are heterogeneous in their origins and operations. They elude full predictability and are not controllable by the impositions of any abstract monistic (...) principle. Moral life instead has at least three distinct experiential roots that cannot be encompassed in one ideal way to proceed. More specifically, Dewey hypothesized that each of the primary Western ethical systems (represented for him by Aristotle, Kant, and the British moralists) represents a basic, non-arbitrary force, or factor of moral life: aspiration, obligation, and approbation, respectively. Each factor is expressed in that system’s leading fundamental concept: good, duty, and virtue, respectively. Yet he contended that aspirations, obligations, and approbations are distinctive phenomena that cannot be blanketed by a single covering concept. By exposing Dewey’s own generalizations to scrutiny, the promises and limitations of his approach can be critically evaluated. (shrink)

​Imagination will remain a mystery—we will not be able to explain imagination—until we can break it into parts we already understand. Explaining Imagination is a guidebook for doing just that, where the parts are other ordinary mental states like beliefs, desires, judgments, and decisions. In different combinations and contexts, these states constitute cases of imagining. This reductive approach to imagination is at direct odds with the current orthodoxy, according to which imagination is a sui generis (...) mental state or process—one with its own inscrutable principles of operation. Explaining Imagination upends that view, showing how, on closer inspection, the imaginings at work in hypothetical reasoning, pretense, the enjoyment of fiction, and creativity are reducible to other familiar mental states—judgments, beliefs, desires, and decisions among them. Crisscrossing contemporary philosophy of mind, cognitive science, and aesthetics, Explaining Imagination argues that a clearer understanding of imagination is already well within reach. (shrink)

Several disputes about the nature of experience operate under the assumption that experiences have parts, including temporal parts. There's the widely held view, when it comes to temporal experiences, that we should follow James' exhortation that such experiences aren't mere successions of their temporal parts, but something more. And there's the question of whether it is the parts of experiences which determine whole experiences and the properties they have, or whether the determination goes instead from the whole to the parts, (...) as holists have it. But what are parts, or temporal parts, of experiences exactly—what does it mean to say that an experience is “part” of another? Are the participants in those disputes talking about the same thing—is there a univocal notion of “experiential part” available? Are there different kinds of experiential parts? And if there are, is there a systematic way of carving them out? More importantly, how should we conceive of the temporal parts of experiences, and how can we establish that experiences really do have temporal parts, against those who reject the notion? (shrink)

Imaginative representations are crucial to the generation of action--both pretense and plain action. But well-known theories of imagination on offer in the literature [1] fail to describe how perceptually-formatted imaginings (mental images) and motor imaginings function in the generation of action and [2] fail to recognize the important fact that spatially rich imagining can be integrated into one's perceptual manifold. In this paper, I present a theory of imagining that shows how spatially rich imagining functions in the generation of (...) action. I also describe the imaginative structures behind two under-explored forms of action: semi-pretense and pretense layering. In addition, I suggest that my theory of imagining meshes better than the competitors with current work in cognitive and affective neuroscience. (shrink)

I argue for the existence of imaginative beliefs: mental states that are imaginative in format and doxastic in attitude. I advance two arguments for this thesis. First, there are imaginings that play the functional roles of belief. Second, there are imaginings that play the epistemic roles of belief. These arguments supply both descriptive and normative grounds for positing imaginative beliefs. I also argue that this view fares better than alternatives that posit distinct imaginative and doxastic states to account for the (...) same phenomena. Along the way, I demonstrate the theoretical significance of imaginative beliefs by showing how they pose a challenge for standard taxonomies of the mind, clarify the sense in which imagination is occurrent and voluntary, explain the justificatory role of the imagination, and point to a deep but underappreciated symmetry between imagistic and non-imagistic thought. (shrink)

This chapter considers the potential of artificial intelligence (AI) to exhibit creativity and imagination, in light of recent advances in generative AI and the use of deep neural networks (DNNs). Reasons for doubting that AI exhibits genuine creativity or imagination are considered, including the claim that the creativity of an algorithm lies in its developer, that generative AI merely reproduces patterns in its training data, and that AI is lacking in a necessary feature for creativity or imagination, (...) such as consciousness, agency, metacognitive awareness, or the use of mental imagery. In each case, a counterargument is provided that AI already has or soon will overcome the apparent barrier. In some instances, this is because the critical features deemed lacking in AI may not be necessary for human creativity and imagination either. In others, it is because important developmental and structural similarities between humans and generative AI have been insufficiently appreciated. (shrink)

In the first section of this paper, after briefly arguing for the assumption that experiential content is propositional, I’ll distinguish three interpretations of the claim that experience has content (the Mild, Medium, and Spicy Content Views). In the second section, I’ll flesh out Naïve Realism in greater detail, and I’ll reconstruct what I take to be the main argument for its incompatibility with the Content Views. The third section will be devoted to evaluation of existing arguments for the Mild (...) Content View (the arguments from accuracy and appearing), and the development of what I take to be a stronger argument (the argument from belief generation). In the final section, I’ll identify a flaw in the argument for the incompatibility of Naïve Realism with the Content Views, which opens the door to a reconciliation. (shrink)

A brief historical and conceptual account of the concept of imagination.

Imaginative immersion refers to a phenomenon in which one loses oneself in make-believe. Susanna Schellenberg says that the best explanation of imaginative immersion involves a radical revision to cognitive architecture. Instead of there being an attitude of belief and a distinct attitude of imagination, there should only be one attitude that represents a continuum between belief and imagination. -/- We argue otherwise. Although imaginative immersion is a crucial data point for theorizing about the imagination, positing a continuum (...) between belief and imagination is neither necessary nor sufficient for explaining the phenomenon. In addition, arguing against Schellenberg’s account reveals important but underappreciated lessons for theorizing about the imagination and for interpreting boxological representations of the mind. (shrink)

Imagination seems to play an epistemic role in philosophical and scientific thought experiments, mindreading, and ordinary practical deliberations insofar as it generates new knowledge of contingent facts about the world. However, it also seems that imagination is limited to creative generation of ideas. Sometimes we imagine fanciful ideas that depart freely from reality. The conjunction of these claims is what I call the puzzle of knowledge through imagination. This chapter aims to resolve this puzzle. I argue that (...) imagination has an epistemic role to play, but it is limited to the context of discovery. Imagination generates ideas, but other cognitive capacities must be employed to evaluate these ideas in order for them to count as knowledge. Consideration of the Simulation Theory's so-called "threat of collapse” provides further evidence that imagination does not, on its own, yield new knowledge of contingent facts, and it suggests a way to supplement imagination in order to get such knowledge. (shrink)

Imagination comes with varying degrees of sensory accompaniment. Sometimes imagining is phenomenologically lean (cognitive imagining); at other times, imagining involves or requires sensory presentation such as mental imagery (sensory imagining). Philosophers debate whether contradictions can obtain in fiction and whether cognitive imagining is robust enough to explain our engagement with fiction. In this paper, I defend the Principle of Poetic License by arguing for the Permissive View of fictional truth: we can have fictions in which a contradiction is true, (...) everything is true, or nothing is true. I show that imagination-based worries about impossible, unlimited, and empty fictions can be shown to be about sensory imagination and that sensory imagination isn’t necessary for fictional truth. (shrink)

The point of this paper is to reveal a dogma in the ordinary conception of sensory imagination, and to suggest another way forward. The dogma springs from two main sources: a too close comparison of mental imagery to perceptual experience, and a too strong division between mental imagery and the traditional propositional attitudes (such as belief and desire). The result is an unworkable conception of the correctness conditions of sensory imaginings—one lacking any link between the conditions under which an (...) imagining aids human action and inference and the conditions under which it is veridical. The proposed solution is, first, to posit a variety of imaginative attitudes—akin to the traditional propositional attitudes—which have different associated correctness (or satisfaction) conditions. The second part of the solution is to allow for imaginings with “hybrid” contents, in the sense that both mental images and representations with language-like constituent structure contribute to the content of imaginings. (shrink)

The aim of the paper is to argue that the difference between creative and non-creative mental processes is not a functional/computational, but an experiential one. In other words, what is distinctive about creative mental processes is not the functional/computational mechanism that leads to the emergence of a creative idea, be it the recombination of old ideas or the transformation of one’s conceptual space, but the way in which this mental process is experienced. The explanatory power of the functional/computational theories (...) and the experiential account is compared and it is pointed out that if creativity is a natural kind, it is not a functional/computational, but an experiential natural kind. (shrink)

What role does the imagination play in scientific progress? After examining several studies in cognitive science, I argue that one thing the imagination does is help to increase scientific understanding, which is itself indispensable for scientific progress. Then, I sketch a transcendental justification of the role of imagination in this process.

Using path-breaking discoveries of cognitive science, Mark Johnson argues that humans are fundamentally imaginative moral animals, challenging the view that morality is simply a system of universal laws dictated by reason. According to the Western moral tradition, we make ethical decisions by applying universal laws to concrete situations. But Johnson shows how research in cognitive science undermines this view and reveals that imagination has an essential role in ethical deliberation. Expanding his innovative studies of human reason in Metaphors We (...) Live By and The Body in the Mind, Johnson provides the tools for more practical, realistic, and constructive moral reflection. (shrink)

Vendler’s :161–173, 1979) puzzle about imagination is that the sentences ‘Imagine swimming in that water’ and ‘Imagine yourself swimming in that water’ seem at once semantically different and semantically the same. They seem semantically different, since the first requires you to imagine ’from the inside’, while the second allows you to imagine ’from the outside.’ They seem semantically the same, since despite superficial dissimilarity, there is good reason to think that they are syntactically and lexically identical. This paper sets (...) out the puzzle and offers a novel solution. Our proposal is that, just as there is knowledge-wh, there is also imagining-wh and that the inside/outside distinction Vendler points to is properly understood as a distinction within imagining-wh. In particular, to imagine swimming from the inside is to imagine what it feels like to swim, while to imagine swimming from the outside is to imagine what it looks like to swim. We show that this proposal is well grounded in both the semantics and syntax of ‘imagine.’ We also argue it makes better sense than its rivals of the data Vendler found so puzzling. (shrink)

The verb 'imagine' admits of perspectival modification: we can imagine things from above, from a distant point of view, or from the point of view of a Russian. But in such cases, there need be no person, either real or imagined, who is above or distant from what is imagined, or who has the point of view of a Russian. We call this the puzzle of perspectival displacement. This paper sets out the puzzle, shows how it does not just concern (...) language, but also states of imagining themselves, and then presents a solution. The solution draws on the idea that many reports of imagining conceal a distinctive kind of question, and such concealed questions have an extra argument place for (what we will call) an experiencer from whose perspective things are imagined. This solution has a range of advantages over other proposals in the literature, and helps to advance two debates concerning perspectival engagement with fiction. (shrink)

Traditionally, philosophers have been skeptical that the imagination can justify beliefs about the actual world. After all, how could merely imagining something give you any reason to believe that it is true? However, within the past decade or so, a lively debate has emerged over whether the imagination can justify empirical belief and, if so, how. This paper provides a critical overview of the recent literature on the epistemology of imagination and points to avenues for future research.

Imagination contributes to human agency in ways that haven't been well understood. I argue here that pathways from imagistic imagining to emotional engagement support three important agential capacities: 1. bodily preparedness for potential events in one's nearby environment; 2. evaluation of potential future action; and 3. empathy-based moral appraisal. Importantly, however, the kind of pathway in question (I-C-E-C: imagining-categorization-emotion-conceptualization) also enables engagement with fiction. So human enchantment with fiction is a consequence of imaginative pathways that make us the kind (...) of agents we are. Finally, I use this approach to address imaginative resistance and the paradox of fiction. [The version archived here is a penultimate draft. Please email me at [email protected] to receive a pdf of the final in accordance with fair use.]. (shrink)