46 ideas
| 11970 | Logicians like their entities to exhibit a maximum degree of purity [Kaplan] |
| Full Idea: Logicians like their entities to exhibit a maximum degree of purity. | |
| From: David Kaplan (Transworld Heir Lines [1967], p.97) | |
| A reaction: An important observation, which explains why the modern obsession with logic has often led us down the metaphysical primrose path to ontological hell. |
| 11989 | For Russell, expressions dependent on contingent circumstances must be eliminated [Kaplan] |
| Full Idea: It is a tenet of Russell's theory that all expressions, and especially definite descriptions, whose denotation is dependent upon contingent circumstances must be eliminated. | |
| From: David Kaplan (How to Russell a Frege-Church [1975], II) |
| 15682 | Even fairly simple animals make judgements based on categories [Gelman] |
| Full Idea: All organisms form categories: even mealworms have category-based preferences, and higher-order animals such as pigeons or octopi can display quite sophisticated categorical judgements. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: [She cites some 1980 research to support this] This comes as no surprise, as I take categorisation as almost definitive of what a mind is. My surmise is that some sort of 'labelling' system is at the heart of it (like Googlemail labels!). |
| 15691 | Children accept real stable categories, with nonobvious potential that gives causal explanations [Gelman] |
| Full Idea: By five children assume that a variety of categories have rich inductive potential, are stable over outward transformations, include crucial nonobvious properties, have innate potential, privilege causal features, can be explained causally, and are real. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Intro') | |
| A reaction: This is Gelman's helpful summary of the findings of research on childhood essentialising, and says the case for this phenomenon is 'compelling'. |
| 11969 | Models nicely separate particulars from their clothing, and logicians often accept that metaphysically [Kaplan] |
| Full Idea: The use of models is so natural to logicians ...that they sometimes take seriously what are only artefacts of the model, and adopt a bare particular metaphysics. Why? Because the model so nicely separates the bare particular from its clothing. | |
| From: David Kaplan (Transworld Heir Lines [1967], p.97) | |
| A reaction: See also Idea 11970. I think this observation is correct, and incredibly important. We need to keep quite separate the notion of identity in conceptual space from our notion of identity in the actual world. The first is bare, the second fat. |
| 15700 | In India, upper-castes essentialize caste more than lower-castes do [Gelman] |
| Full Idea: The notion of caste in India is more essentialized among upper-caste than lower-caste individuals. | |
| From: Susan A. Gelman (The Essential Child [2003], 08 'Intro') | |
| A reaction: In a book defending fairly innate essentialism in the human race, Gelman offers this point as a warning that large cultural ingredients can be involved. Racism is the classic difficulty with essentialism. |
| 15685 | Essentialism is either natural to us, or an accident of our culture, or a necessary result of language [Gelman] |
| Full Idea: The two views contrasting with essentialism naturally emerging in childhood are the claim that essentialism is a historical accident emerging from Western philosophy, and that essentialism is an inherent consequence of naming things. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Background') | |
| A reaction: Helpful. I take Idea 15682 to rule out the idea that it is just a feature of western culture. I can't conceive of early man surviving without essentialism. I don't think it rules out the naming view. Animals may do what emerges in us as full 'naming'. |
| 15684 | Children's concepts include nonobvious features, like internal parts, functions and causes [Gelman] |
| Full Idea: Children incorporate a variety of nonobvious features into their concepts, including internal parts, functions, causes, and ontological distinctions. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: This remark sums up the general thesis of her book, which she supports with a wealth of first-hand evidence. It supports my view, that the desire and need for explanation is at the root of essentialist concepts. It's hard wired in us. |
| 15681 | Essentialism: real or representational? sortal, causal or ideal? real particulars, or placeholders? [Gelman] |
| Full Idea: We map types of essentialism by asking is it in the world or in our representations, is it sortal or causal or ideal, and is it specific particulars or placeholders for the unknown? | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: I am struck by the way that this practising experimental psychologist gets to ask questions and make distinctions much more extensively than most armchair philosophers on the subject. She focuses on the representational, causal, placeholder view. |
| 15678 | Essentialism says categories have a true hidden nature which gives an object its identity [Gelman] |
| Full Idea: Essentialism is the view that categories have an underlying reality or true nature that one cannot observe directly but that gives an object its identity. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Intro') | |
| A reaction: I think the introduction of categories here is a misunderstanding. Does an uncategorisable thing therefore have no identity (even though it has properties)? If categories give objects their identity, what gives categories their identity? |
| 15683 | Sortals are needed for determining essence - the thing must be categorised first [Gelman] |
| Full Idea: I suggest that sortals are likewise required for determining essence. One cannot answer the question 'What is the essence of this?' without supplying the sortal - of this 'what'. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') | |
| A reaction: I remain baffled by this view. I take the category to be an inductive generalisation from other similar individuals. It can't get off the ground if you don't start with the individuals. Sortals are just a shorthand. |
| 15697 | Kind (unlike individual) essentialism assumes preexisting natural categories [Gelman] |
| Full Idea: With kind essentialism the person assumes that the world is divided up into preexisting natural categories. Individual essentialism seems not to require any such commitment to kind realism. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Essentialism') | |
| A reaction: This pinpoints my difficulty: how do we decide whether some category or attributed essence is part of a preexisting natural kind? Some natural kinds are self-evident, like water (roughly), but others need subtle teasing out. How is the teasing done? |
| 15687 | Kinship is essence that comes in degrees, and age groups are essences that change over time [Gelman] |
| Full Idea: Kinship is essentialized, but admits of degrees, ...and people can be essentialist even about categories they do not view as fixed over time, such as age groupings. | |
| From: Susan A. Gelman (The Essential Child [2003], 03 'Summary') | |
| A reaction: Given my notion of essence are necessarily explanatory, I embrace both of these points. Being very athletic comes in degrees, and changes over times. |
| 15679 | Essentialism comes from the cognitive need to categorise [Gelman] |
| Full Idea: Essentialism has its source in the cognitive requirement of categorization in certain domains - particularly as they affect the young learner. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Essentialist') | |
| A reaction: I think the phenomenon is better understood as part of the cognitive requirement to understand and explain. Categorisation is just one way to aid explanation. Children try to understand (essentially) a new animal without categorisation. |
| 15698 | We found no evidence that mothers teach essentialism to their children [Gelman] |
| Full Idea: We found no evidence that mothers teach essentialism to their children. ...Mothers teach children about kinds, not about essences, and mothers help children identify which categories are richly structured. | |
| From: Susan A. Gelman (The Essential Child [2003], 07 'Conclusions') | |
| A reaction: This is a psychologist who specialises in this topic. If you think essentialism is inculcated by a our culture, you will have to blame the fathers. |
| 15709 | Essentialism is useful for predictions, but it is not the actual structure of reality [Gelman] |
| Full Idea: Essentialism is a reasoning heuristic that allows us to make fairly good predictions much of the time, but it should not be confused with the structure of reality. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Discussion') | |
| A reaction: She particularly cites biology as the area where it might be inaccurate. I'm beginning to think that the operations of induction are the place to look for an good understanding of essentialism. |
| 15696 | Peope favor historical paths over outward properties when determining what something is [Gelman] |
| Full Idea: People favor historical paths over outward properties when determining what something is. ...An object looking like a knife is less likely to be called 'a knife' if it is described as having been created by accident. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Essentialism') | |
| A reaction: I like this because it talks, suggestively, of 'historical paths' rather than of 'origin'. Thus we might judge a person's identity by their traumatic experience rather than by their birth. This doesn't challenge necessity of origin, but affects labels. |
| 11971 | The simplest solution to transworld identification is to adopt bare particulars [Kaplan] |
| Full Idea: If we adopt the bare particular metaphysical view, we have a simple solution to the transworld identification problem: we identify by bare particulars. | |
| From: David Kaplan (Transworld Heir Lines [1967], p.98) | |
| A reaction: See Ideas 11969 and 11970 on this idea. The problem with bare particulars is that they can change their properties utterly, so that Aristotle in the actual world can be a poached egg in some possible world. We need essences. |
| 11973 | Unusual people may have no counterparts, or several [Kaplan] |
| Full Idea: An extremely vivid person might have no counterparts, and Da Vinci seems to me to have more than one essence. Bertrand Russell is clearly the counterpart of at least three distinct persons in some more plausible world. | |
| From: David Kaplan (Transworld Heir Lines [1967], p.100) | |
| A reaction: Lewis prefers the notion that there is at most one counterpart, the 'closest' entity is some world. I think he also claims there is at least one counterpart. I like Kaplan's relaxed attitude to these things, which has more explanatory power. |
| 11972 | Essence is a transworld heir line, rather than a collection of properties [Kaplan] |
| Full Idea: I prefer to think of essence as a transworld heir line, rather than as the more familiar collection of properties, because the latter too much suggests the idea of a fixed and final essential description. | |
| From: David Kaplan (Transworld Heir Lines [1967], p.100) | |
| A reaction: He is sympathetic to the counterpart idea, and close to Lewis's view of essences, as the intersection of counterparts. I like his rebellion against fixed and final descriptions, but am a bit doubtful about his basic idea. Causation should be involved. |
| 11990 | 'Haecceitism' says that sameness or difference of individuals is independent of appearances [Kaplan] |
| Full Idea: The doctrine that we can ask whether this is the same individual in another possible world, and that a common 'thisness' may underlie extreme dissimilarity, or distinct thisnesses may underlie great resemblance, I call 'Haecceitism'. | |
| From: David Kaplan (How to Russell a Frege-Church [1975], IV) | |
| A reaction: Penelope Mackie emphasises that this doctrine, that each thing is somehow individuated, is not the same as believing in actual haecceities, specific properties which achieve the individuating. |
| 9668 | 'Haecceitism' is common thisness under dissimilarity, or distinct thisnesses under resemblance [Kaplan] |
| Full Idea: That a common 'thisness' may underlie extreme dissimilarity or distinct thisnesses may underlie great resemblance I call 'haecceitism'. (I prefer the pronunciation Hex'-ee-i-tis-m). | |
| From: David Kaplan (How to Russell a Frege-Church [1975], IV) | |
| A reaction: [odd pronunciation, if 'haec' is pronounced haeek] The view seems to be very unpopular (e.g. with Lewis, Bird and Mumford). But there is an intuitive sense of whether or not two things are identical when they seem dissimilar. |
| 11991 | If quantification into modal contexts is legitimate, that seems to imply some form of haecceitism [Kaplan] |
| Full Idea: If one regards the usual form of quantification into modal and other intensional contexts - modality de re - as legitimate (without special explanations), then one seems committed to some form of haecceitism. | |
| From: David Kaplan (How to Russell a Frege-Church [1975], IV) | |
| A reaction: That is, modal reference requires fixed identities, irrespective of possible changes in properties. Why could one not refer to objects just as bundles of properties, with some sort of rules about when it ceased to be that particular bundle (keep 60%?)? |
| 15707 | There is intentional, mechanical, teleological, essentialist, vitalist and deontological understanding [Gelman] |
| Full Idea: The modes of understanding (or modes of construal) which have been proposed are intentional, mechanical, teleological, essentialist, vitalist (perhaps), and deontological. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Broadening') | |
| A reaction: She cites psychological research to support this, and calls it 'a relatively small number' of modes. Compare Aristotle's four modes of cause/explanation. |
| 15703 | Memories often conform to a theory, rather than being neutral [Gelman] |
| Full Idea: Memory is notorious for conforming to theory (rather than memory being a neutral source of information). | |
| From: Susan A. Gelman (The Essential Child [2003], 09 'Theory') | |
| A reaction: This observation by a psychologist is music to sceptics about objectivity. Memory is so fundamental to our basic epistemology that it could even be the nature of thought itself. |
| 15708 | Inductive success is rewarded with more induction [Gelman] |
| Full Idea: Inductive success is rewarded with more induction. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Broadening') | |
| A reaction: I love this one. Neat, accurate, and central to how we understand the world. I take inductive success to be stored as labels, concepts, categories, words and general truths, which are then our resource for further attempts. |
| 15694 | Children overestimate the power of a single example [Gelman] |
| Full Idea: We suggest that children overestimate the power of a single example. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'The role') | |
| A reaction: This conclusion arises from extensive psychological research. 'My grandma smoked, and she lived to be 97' - adults do this too. Wittgenstein says assuming other minds because of your own is induction from one example! |
| 15695 | Children make errors in induction by focusing too much on categories [Gelman] |
| Full Idea: Because of their narrow focus, children's sensitivity to categories as the basis of induction is a reasoning bias that, though useful much of the time, results in systematic errors. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'The role') | |
| A reaction: This is the bad sense of 'essentialism' which worries its opponents. Presumably, though, my favoured scientific essentialism will be 'scientific', and avoid this problem. The relation between categories and induction needs to be clear. |
| 15692 | People tend to be satisfied with shallow explanations [Gelman] |
| Full Idea: People tend to be satisfied with rather shallow explanations. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'Is essentialism') | |
| A reaction: She cites some psychological research to support this. Pretty obvious really. I take the so-called 'scientific method' to be nothing more than ceasing to be satisfied with such shallowness. |
| 20653 | Six reduction levels: groups, lives, cells, molecules, atoms, particles [Putnam/Oppenheim, by Watson] |
| Full Idea: There are six 'reductive levels' in science: social groups, (multicellular) living things, cells, molecules, atoms, and elementary particles. | |
| From: report of H.Putnam/P.Oppenheim (Unity of Science as a Working Hypothesis [1958]) by Peter Watson - Convergence 10 'Intro' | |
| A reaction: I have the impression that fields are seen as more fundamental that elementary particles. What is the status of the 'laws' that are supposed to govern these things? What is the status of space and time within this picture? |
| 15680 | Folk essentialism rests on belief in natural kinds, in hidden properties, and on words indicating structures [Gelman] |
| Full Idea: The three components of essentialism as a folk belief are the idea that certain categories are natural kinds, the idea that some unobservable property causes the way things are, and the idea that words reflect real structures. | |
| From: Susan A. Gelman (The Essential Child [2003], 01 'Prelims') |
| 15686 | Labels may indicate categories which embody an essence [Gelman] |
| Full Idea: Labels may signal categories that are believed to embody an essence. | |
| From: Susan A. Gelman (The Essential Child [2003], 02 'Privileged') | |
| A reaction: This is quoted by her, as a summary of a substantial body of research which she endorses. I cite it because it pinpoints my own view. I take 'labels' to be basic to minds, as organisers of thought, and this ties essences to labels. Satisfying picture. |
| 15690 | Causal properties are seen as more central to category concepts [Gelman] |
| Full Idea: Properties that enter into causally meaningful links are better remembered and are treated as more central to the category than properties that are not causally meaningful. | |
| From: Susan A. Gelman (The Essential Child [2003], 05 'Causation2') | |
| A reaction: This is a summary of considerable psychological research. This account not only sounds plausible, but would fit better withy why we form concepts and categories in the first place. We are trying to relate to the causations of nature. |
| 15688 | Categories are characterized by distance from a prototype [Gelman] |
| Full Idea: On prototype views, categories are characterized by distance from a prototype. | |
| From: Susan A. Gelman (The Essential Child [2003], 05 'Causation') | |
| A reaction: Gelman observes that this view makes no reference to any causal features of things. This cuts them off from using underlying essences in the process of categorisation and concept-formation. How do you spot a prototype, with no category? |
| 15689 | Theory-based concepts use rich models to show which similarities really matter [Gelman] |
| Full Idea: Theory-based approaches to categories are a response to the limitations of mere similarities holding the category together, and require knowledge-rich explanatory models to say which features are more central to a concept. | |
| From: Susan A. Gelman (The Essential Child [2003], 05 'Causation1') | |
| A reaction: I see a promising account in linking theory theory to essentialism. For a physical object (or even for a process) infer a structure, and then identify what is most important in that structure. That gives you your stable, agreed concept. |
| 15699 | Prelinguistic infants acquire and use many categories [Gelman] |
| Full Idea: Language does not appear to be necessary for forming categories, since prelinguistic infants acquire many categories, and even use categories to form inferences about unknown properties. | |
| From: Susan A. Gelman (The Essential Child [2003], 08 'Intro') | |
| A reaction: She cites lots of research in support of this claim. The idea may come as a surprise to some people, but not to me. I take it that categorisation is what a brain is for, including animal brains. |
| 11967 | Sentences might have the same sense when logically equivalent - or never have the same sense [Kaplan] |
| Full Idea: Among the proposals for conditions under which two sentences have the same ordinary sense, the most liberal (Carnap and Church) is that they be logically equivalent, and the most restrictive (Benson Mates) is that they never have the same sense. | |
| From: David Kaplan (Transworld Heir Lines [1967], p.89) | |
| A reaction: Personally I would move the discussion to the level of the propositions being expressed before I attempted a solution. |
| 14080 | Are causal descriptions part of the causal theory of reference, or are they just metasemantic? [Kaplan, by Schaffer,J] |
| Full Idea: Kaplan notes that the causal theory of reference can be understood in two quite different ways, as part of the semantics (involving descriptions of causal processes), or as metasemantics, explaining why a term has the referent it does. | |
| From: report of David Kaplan (Dthat [1970]) by Jonathan Schaffer - Deflationary Metaontology of Thomasson 1 | |
| A reaction: [Kaplan 'Afterthought' 1989] The theory tends to be labelled as 'direct' rather than as 'causal' these days, but causal chains are still at the heart of the story (even if more diffused socially). Nice question. Kaplan takes the meta- version as orthodox. |
| 14894 | Indexicals have a 'character' (the standing meaning), and a 'content' (truth-conditions for one context) [Kaplan, by Macià/Garcia-Carpentiro] |
| Full Idea: Kaplan distinguished two different semantic features of indexical expressions: a 'character' that captures the standing meaning of the expression, and a 'content' that consists of their truth-conditional contribution in particular contexts. | |
| From: report of David Kaplan (Demonstratives [1989]) by Macià/Garcia-Carpentiro - Introduction to 'Two-Dimensional Semantics' 1 | |
| A reaction: This seems so clearly right that there isn't much to dispute. You can't understand the word 'I' or 'now' if you don't understand both its general purpose, and what it is doing in a particular utterance. But will this generalise to other semantics? |
| 14700 | 'Content' gives the standard modal profile, and 'character' gives rules for a context [Kaplan, by Schroeter] |
| Full Idea: Kaplan sees two aspects of meaning, the 'content', reflecting a thing's modal profile, which is modelled by standard possible worlds semantics, and 'character', giving rules for different contexts. Proper names have constant character; indexicals vary. | |
| From: report of David Kaplan (Demonstratives [1989]) by Laura Schroeter - Two-Dimensional Semantics 1.1.1 | |
| A reaction: This gives rise to 2-D matrices for representing meaning, and the possible worlds are used twice, for evaluating meaning and then for evaluating context of use. I've always been struck by the two-dimensional semantics of passwords. |
| 15693 | One sample of gold is enough, but one tree doesn't give the height of trees [Gelman] |
| Full Idea: We can confidently determine the chemical composition of gold from just a single sample, but we cannot determine the height of trees from just a single tree. | |
| From: Susan A. Gelman (The Essential Child [2003], 06 'The role') | |
| A reaction: The tricky word here is 'confidently'. If you meet one Latvian who is nice, do you assume they are all nice? At what point do you decide gold etc. really are natural kinds, where one sample tells all? Evolution of species... |
| 15701 | Nouns seem to invoke stable kinds more than predicates do [Gelman] |
| Full Idea: Children judged personal characteristics as more stable when they were referred to by a noun ('She is a carrot eater') than by a verbal predicate ('She eats carrots whenever she can') | |
| From: Susan A. Gelman (The Essential Child [2003], 08 'Naming') | |
| A reaction: This fits with my feeling that 'labels' are the basis of how the mind works. The noun invokes a genuine category of thing, where a predicate attaches to some preselected category ('she'). Gelman says names encourage inductions. |
| 15705 | Essentialism encourages us to think about the world scientifically [Gelman] |
| Full Idea: Essentialism encourages a 'scientific' mindset in thinking about the natural world, a belief that intensive study of a natural domain will yield ever more underlying properties. | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Intro') | |
| A reaction: Maybe scientists must be committed to essences, the way mathematicians must be committed to numbers? This idea spendidly opposes the doubts expressed by Popper. |
| 15702 | Essentialism doesn't mean we know the essences [Gelman] |
| Full Idea: Essentialism does not entail that people know what the essence is. | |
| From: Susan A. Gelman (The Essential Child [2003], 09 'Theory') | |
| A reaction: This is a fundamental and (I would say) fairly obvious point, but it needs to be made to the more passionate opponents of essentialism. |
| 15704 | Essentialism starts from richly structured categories, leading to a search for underlying properties [Gelman] |
| Full Idea: If my speculations are correct, then essentialism starts out strictly as a belief that many categories are richly structured kinds, then additionally becomes a search for underlying inherent properties. | |
| From: Susan A. Gelman (The Essential Child [2003], 10 'Figuring') | |
| A reaction: This is her summary of extensive essentialist research among children. She favours the priority of kinds and categories. We actually change taxonomies on the basis of revisions in our accounts of essence. Science negotiates. |
| 15706 | A major objection to real essences is the essentialising of social categories like race, caste and occupation [Gelman] |
| Full Idea: One major argument against the view that essences are real is the rampant essentializing of categories that are socially constructed (such as race, caste and occupation). | |
| From: Susan A. Gelman (The Essential Child [2003], 11 'Is essentialism') | |
| A reaction: You can't argue with that. It raises the question of whether the approach of scientific essentialism has any value in the social, rather than physical, sciences. We jokingly essentialise groups of people such as referees or Oxonians. |