52 ideas
| 2730 | Because 'gold is malleable' is necessary does not mean that it is analytic [Audi,R] |
| Full Idea: Taking the proposition that gold is malleable to be necessary does not commit one to considering it analytic. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], IV p.116) |
| 2715 | Beliefs are based on perception, memory, introspection or reason [Audi,R] |
| Full Idea: The four basic kinds of belief are rooted in perception, memory, introspective consciousness, and reason. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], Intr.p.7) |
| 2735 | Could you have a single belief on its own? [Audi,R] |
| Full Idea: Could one have just a single belief? | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VII p.198) |
| 2736 | We can make certain of what we know, so knowing does not entail certainty [Audi,R] |
| Full Idea: The possibility of making certain of what we already know suggests that knowing a proposition does not entail its being certain. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VIII p.220) |
| 2721 | If you gradually remove a book's sensory properties, what is left at the end? [Audi,R] |
| Full Idea: If you imagine subtracting a book's sensory properties one by one, what is left of it? | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.42) |
| 2722 | Sense-data theory is indirect realism, but phenomenalism is direct irrealism [Audi,R] |
| Full Idea: Where the sense-datum theory is an indirect realism, phenomenalism is a direct irrealism. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.43) |
| 2728 | The concepts needed for a priori thought may come from experience [Audi,R] |
| Full Idea: I may well need experience to acquire the concepts needed for knowledge of the a priori, such as the concept of a colour. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], IV p.103) |
| 2727 | Red and green being exclusive colours seems to be rationally graspable but not analytic [Audi,R] |
| Full Idea: The proposition that nothing is red and green all over at once is not analytic, but it is rationally graspable, so it seems to be an a priori synthetic proposition. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], IV p.100) |
| 2716 | To see something as a field, I obviously need the concept of a field [Audi,R] |
| Full Idea: The propositional belief which portrays what I see in front of me AS a field requires my having a concept of one. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.17) | |
| A reaction: To me this immediately invites the question of what a cow or horse experiences when they look at a familiar field. They know how to leave and enter it, and register its boundaries and qualities. Concepts? |
| 2717 | How could I see a field and believe nothing regarding it? [Audi,R] |
| Full Idea: How could I see a field and believe nothing regarding it? | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.20) |
| 2719 | Sense data imply representative realism, possibly only representing primary qualities [Audi,R] |
| Full Idea: A sense-datum theory might be called a representative realism because it conceives perception as a relation in which sense-data represent perceived external (hence real) objects to us. For Locke they were resemblances only of primary qualities. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.33) |
| 2720 | Sense-data (and the rival 'adverbial' theory) are to explain illusions and hallucinations [Audi,R] |
| Full Idea: The sense-datum theory is mainly to explain hallucinations and illusions, though there might be other theories, such as the 'adverbial' theory. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.36) |
| 2718 | Perception is first simple, then objectual (with concepts) and then propositional [Audi,R] |
| Full Idea: Simple perceiving gives rise to objectual perceiving (attaching concepts to the object), which gives rise to propositional perceiving. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], I p.23) |
| 17979 | Research shows perceptual discrimination is sharper at category boundaries [Murphy] |
| Full Idea: Goldstone's research has shown how learning concepts can change perceptual units. For example, perceptual discrimination is heightened along category boundaries. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: [Goldstone 1994, 2000] This is just the sort of research which throws a spanner into the simplistic a priori thinking of many philosophers. |
| 2741 | The principles of justification have to be a priori [Audi,R] |
| Full Idea: The crucial principles of justification are a priori. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], X p.311) |
| 2729 | Virtually all rationalists assert that we can have knowledge of synthetic a priori truths [Audi,R] |
| Full Idea: Rationalists virtually always assert or imply that, in addition to knowledge of analytic truths, there is knowledge of synthetic a priori truths. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], IV p.105) |
| 2725 | To remember something is to know it [Audi,R] |
| Full Idea: Remembering something is so entails knowing that it is so. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], II p.68) | |
| A reaction: Clearly I can say I "remember" x, but be wrong. Presumably we then say that I didn't really remember, which requires success, like "I know". It is true (as with "know") that as soon as I say that the something is false, I can't claim to remember it. |
| 2724 | I might remember someone I can't recall or image, by recognising them on meeting [Audi,R] |
| Full Idea: If I can neither recall nor image Jane I can still remember her, for on seeing her I might recognise her, and might remember, and even recall, our last meeting. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], II p.66) | |
| A reaction: Hm. I can hardly claim to remember her if I have no concept of her, and don't recall our last meeting. If seeing her triggers recognition, I would say that I NOW remember her, but I didn't before. Memory is more conscious than Audi claims. |
| 2731 | Justification is either unanchored (infinite or circular), or anchored (in knowledge or non-knowledge) [Audi,R] |
| Full Idea: There are four possible kinds of epistemic chain: infinite and unanchored, circular and unanchored, anchored in a belief which is not knowledge, and anchored in a belief which is bedrock knowledge. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VII p.183) | |
| A reaction: About right, though I don't think 'chain' is the right word for what is proposed if justification is to be coherent. The justifications float like lilies in the pond of reason, and a Self (Monet?) seems needed to assess the picture |
| 2739 | Internalism about justification implies that there is a right to believe something [Audi,R] |
| Full Idea: Internalists about justification tend to conceive of it as a matter of having a right to believe something. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VIII p.234) | |
| A reaction: I'm an internalist, but I don't understand this, unless it refers to the social aspect of justification. Can I grant myself internal rights? I can justify my belief to other people. |
| 2732 | Maths may be consistent with observations, but not coherent [Audi,R] |
| Full Idea: That 7+5=12 and that carrots are nourishing are mutually consistent, but do not exhibit coherence. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VII p.192) | |
| A reaction: This shows how difficult it would be to define 'coherent'. Is 'carrots are nourishing' coherent with 'fish are nourishing'? Is the battle of Hastings coherent with the battle of Waterloo? |
| 2733 | It is very hard to show how much coherence is needed for justification [Audi,R] |
| Full Idea: It is very difficult to specify when an explanatory relation generates enough coherence to create justification. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VII p.193) | |
| A reaction: I take coherence to be the key concept in epistemology, and quite impossible to define. This is why the 'space of reasons' is a useful concept. It is a courtroom, in which each case is different. |
| 2734 | A consistent madman could have a very coherent belief system [Audi,R] |
| Full Idea: A schizophrenic who thinks he is Napoleon, if he has a completely consistent story with enough interlocking details, may have a belief system that is superbly coherent. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VII p.194) | |
| A reaction: This is an exaggeration, but the fact is that one isolated lie is totally coherent, so coherence can only emerge when a system is large. Sense experience must be central to coherence. |
| 2738 | Consistent accurate prediction looks like knowledge without justified belief [Audi,R] |
| Full Idea: If someone consistently prophesied the winners of horse races, it appears that this man knows who will win the races, but surely he does not have justified beliefs as to who will win? | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VIII p.229) | |
| A reaction: This is where internalists and externalists (notably reliabilists) sharply part company. IF a reliable clairvoyant appeared, we would eventually accept them as a knower. But they DON'T appear, because knowledge needs justification! |
| 2740 | A reliability theory of knowledge seems to involve truth as correspondence [Audi,R] |
| Full Idea: If one favours a reliability theory of knowledge (which is externalist) the correspondence theory of truth seems the most appropriate. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VIII p.243) | |
| A reaction: Sounds right. Coherence implies some sort of internal assessment, whereas correspondence just needs to plugged into the facts. I like coherence justification and correspondence truth. |
| 2737 | 'Reliable' is a very imprecise term, and may even mean 'justified' [Audi,R] |
| Full Idea: Reliabilism cannot specify how reliable a process must be before it grounds knowledge, and it cannot specify what is reliable in the first place. 'Reliable' may become circular, and may mean 'justified'. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], VIII p.225) | |
| A reaction: The first time you ever read an instrument, or talk to a stranger, you have no indication of reliability. Circularity looks like a big problem. Knowledge must precede reliability? |
| 18690 | Induction is said to just compare properties of categories, but the type of property also matters [Murphy] |
| Full Idea: Most theories of induction claim that it should depend primarily on the similarity of the categories involved, but then the type of property should not matter, yet research shows that it does. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: I take this to be good empirical support for Gilbert Harman's view that induction is really inference to the best explanation. The thought (which strikes me as obviously correct) is that we bring nested domains of knowledge to bear in induction. |
| 2726 | We can be ignorant about ourselves, for example, our desires and motives [Audi,R] |
| Full Idea: We can have false beliefs, or some degree of ignorance, about our own mental lives. For example, about our own dispositions, such as not believing that we have a certain ignoble desire. | |
| From: Robert Audi (Epistemology: contemporary introduction [1998], III p.83) | |
| A reaction: This idea, that we don't know ourselves, has become a commonplace of recent philosophy, but I am unconvinced. Mostly we know only too well that we harbour a base desire, and we feel a creeping sense of shame. Total ignorance is very rare. |
| 17980 | The main theories of concepts are exemplar, prototype and knowledge [Murphy] |
| Full Idea: The three main theories of concepts under consideration are the exemplar, the prototype and the knowledge approaches. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) |
| 17973 | The theoretical and practical definitions for the classical view are very hard to find [Murphy] |
| Full Idea: It has been extremely difficult to find definitions for most natural categories, and even harder to find definitions that are plausible psychological representations that people of all ages would be likely to use. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) |
| 17969 | The classical definitional approach cannot distinguish typical and atypical category members [Murphy] |
| Full Idea: The early psychological approaches to concepts took a definitional approach. ...but this view does not have any way of distinguishing typical and atypical category members (...as when a trout is a typical fish and an eel an atypical one). | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: [pp. 12 and 22] Eleanor Rosch in the 1970s is said to have largely killed off the classical view. |
| 17970 | Classical concepts follow classical logic, but concepts in real life don't work that way [Murphy] |
| Full Idea: The classical view of concepts has been tied to traditional logic. 'Fido is a dog and a pet' is true if it has the necessary and sufficient conditions for both, ...but there is empirical evidence that people do not follow that rule. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: Examples given are classifying chess as a sport and/or game, and classifying a tree house (which is agreed to be both a building and not a building!). |
| 17971 | Classical concepts are transitive hierarchies, but actual categories may be intransitive [Murphy] |
| Full Idea: The classical view of concepts explains hierarchical order, where categories form nested sets. But research shows that categories are often not transitive. Research shows that a seat is furniture, and a car seat is a seat, but it is not furniture. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: [compressed] Murphy adds that the nesting of definitions is classically used to match the nesting of hierarchies. This is a nice example of the neatness of the analytic philosopher breaking down when it meets the mess of the world. |
| 17972 | The classical core is meant to be the real concept, but actually seems unimportant [Murphy] |
| Full Idea: A problem with the revised classical view is that the concept core does not seem to be an important part of the concept, despite its name and theoretical intention as representing the 'real' concept. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) | |
| A reaction: Apparently most researchers feel they can explain their results without reference to any core. Not so fast, I would say (being an essentialist). Maybe people acknowledge an implicit core without knowing what it is. See Susan Gelman. |
| 17975 | There is no 'ideal' bird or dog, and prototypes give no information about variability [Murphy] |
| Full Idea: Is there really an 'ideal bird' that could represent all birds? ...Furthermore a single prototype would give no information about the variability of a category. ...Compare the incredible variety of dogs to the much smaller diversity of cats. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: The point about variability is particularly noteworthy. You only grasp the concept of 'furniture' when you understand its range, as well as its typical examples. What structure is needed in a concept to achieve this? |
| 17976 | Prototypes are unified representations of the entire category (rather than of members) [Murphy] |
| Full Idea: In the prototype view the entire category is represented by a unified representation rather than separate representations for each member, or for different classes of members. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: This is the improved prototype view, as opposed to the implausible idea that there is one ideal exemplar. The new theory still have the problem of how to represent diversity within the category, while somehow remaining 'unified'. |
| 18691 | The prototype theory uses observed features, but can't include their construction [Murphy] |
| Full Idea: Nothing in the prototype model says the shape of an animal is more important than its location in identifying its kind. The theory does not provide a way the features can be constructed, rather than just observed. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: This makes some kind of mental modelling central to thought, and not just a bonus once you have empirically acquired the concepts. We bring our full range of experience to bear on even the most instantaneous observations. |
| 17983 | The prototype theory handles hierarchical categories and combinations of concepts well [Murphy] |
| Full Idea: The prototype view has no trouble with either hierarchical structure or explaining categories. ...Meaning and conceptual combination provide strong evidence for prototypes. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: Prototypes are not vague, making clearer classification possible. A 'mountain lion' is clear, because its components are clear. |
| 17985 | Prototypes theory of concepts is best, as a full description with weighted typical features [Murphy] |
| Full Idea: Our theory of concepts must be primarily prototype-based. That is, it must be a description of an entire concept, with its typical features (presumably weighted by their importance). | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: This is to be distinguished from the discredited 'classical' view of concepts, that the concept consists of its definition. I take Aristotle's account of definition to be closer to a prototype description than to a dictionary definition. |
| 17986 | Learning concepts is forming prototypes with a knowledge structure [Murphy] |
| Full Idea: My proposal is that people attempt to form prototypes as part of a larger knowledge structure when they learn concepts. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: This combines theory theory (knowledge) with the prototype view, and sounds rather persuasive. The formation of prototypes fits with the explanatory account of essentialism I am defending. He later calls prototype formation 'abstraction' (494). |
| 17974 | The most popular theories of concepts are based on prototypes or exemplars [Murphy] |
| Full Idea: The most popular theories of concepts are based on prototype or exemplar theories that are strongly unclassical. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 2) |
| 17977 | The exemplar view of concepts says 'dogs' is the set of dogs I remember [Murphy] |
| Full Idea: In the exemplar view of concepts, the idea that people have a representation that somehow encompasses an entire concept is rejected. ...Instead a person's concept of dogs is the set of dogs that the person remembers. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: [The theory was introduced by Medin and Schaffer 1978] I think I have finally met a plausible theory of concepts. When I think 'dog' I conjure up a fuzz of dogs that exhibit the range I have encountered (e.g. tiny to very big). Individuals come first! |
| 17982 | Exemplar theory struggles with hierarchical classification and with induction [Murphy] |
| Full Idea: The exemplar view has trouble with hierarchical classification and with induction in adults. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: To me these both strongly support essentialism - that you form the concept 'dog' from seeing some dogs, but you then extrapolate to large categories and general truths about dogs, on the assumption of the natures of the dogs you have seen. |
| 17981 | Children using knowing and essentialist categories doesn't fit the exemplar view [Murphy] |
| Full Idea: The findings showing that children use knowledge and may be essentialist about category membership do not comport well with the exemplar view. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: Tricky, because Gelman persuaded me of the essentialism, but the exemplar view of concepts looks the most promising. Clearly they must be forced to coexist.... |
| 17984 | Conceptual combination must be compositional, and can't be built up from exemplars [Murphy] |
| Full Idea: The exemplar accounts of conceptual combination are demonstrably wrong, because the meaning of a phrase has to be composed from the meaning of its parts (plus broader knowledge), and it cannot be composed as a function of exemplars. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: This sounds quite persuasive, and I begin to see that my favoured essentialism fits the prototype view of concepts best, though this mustn't be interpreted too crudely. We change our prototypes with experience. 'Bird' is a tricky case. |
| 17987 | The concept of birds from exemplars must also be used in inductions about birds [Murphy] |
| Full Idea: We don't have one concept of birds formed by learning from exemplars, and another concept of birds that is used in induction. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch.13) | |
| A reaction: In other words exemplar concepts break down when we generalise using the concept. The exemplars must be unified, to be usable in thought and language. |
| 17978 | We do not learn concepts in isolation, but as an integrated part of broader knowledge [Murphy] |
| Full Idea: The knowledge approach argues that concepts are part of our general knowledge about the world. We do not learn concepts in isolation, ...but as part of our overall understanding of the world. Animal concepts are integrated with biology, behaviour etc. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 3) | |
| A reaction: This is one of the leading theories of concepts among psychologists. It seems to be an aspect of the true theory, but it needs underpinning with some account of isolated individual concepts. This is also known as the 'theory theory'. |
| 18687 | Concepts with familiar contents are easier to learn [Murphy] |
| Full Idea: A concept's content influences how easy it is to learn. If the concept is grossly incompatible with what people know prior to the experiment, it will be difficult to acquire. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: This is a preliminary fact which leads towards the 'knowledge' theory of concepts (aka 'theory theory'). The point being that the knowledge involved is integral to the concept. Fits my preferred mental files approach. |
| 18688 | Some knowledge is involved in instant use of categories, other knowledge in explanations [Murphy] |
| Full Idea: Some kinds of knowledge are probably directly incorporated into the category representation and used in normal, fast decisions about objects. Other kinds of knowledge, however, may come into play only when it has been solicited. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: This is a summary of empirical research, but seems to fit our normal experience. If you see a hawk, you have some instant understanding, but if you ask what the hawk is doing here, you draw more widely. |
| 18689 | People categorise things consistent with their knowledge, even rejecting some good evidence [Murphy] |
| Full Idea: People tend to positively categorise items that are consistent with their knowledge and to exclude items that are inconsistent, sometimes even overruling purely empirical sources of information. | |
| From: Gregory L. Murphy (The Big Book of Concepts [2004], Ch. 6) | |
| A reaction: The main rival to 'theory theory' is the purely empirical account of how concepts are acquired. This idea reports empirical research in favour of the theory theory (or 'knowledge') approach. |
| 20064 | Actions are not mere effects of reasons, but are under their control [Audi,R] |
| Full Idea: An action for a reason is one that is, in a special way, under the control of reason. It is a response to, not a mere effect of, a reason. | |
| From: Robert Audi (Action, Intention and Reason [1992], p.177), quoted by Rowland Stout - Action 6 'Alien' | |
| A reaction: This modifies Davidson's 'reasons are causes'. Audi has a deviant causal chain which causes trouble for his idea, but Stout says he is right to focus on causal 'processes' (an Aristotelian idea) rather than causal 'chains'. |
| 6005 | Animals are dangerous and nourishing, and can't form contracts of justice [Hermarchus, by Sedley] |
| Full Idea: Hermarchus said that animal killing is justified by considerations of human safety and nourishment and by animals' inability to form contractual relations of justice with us. | |
| From: report of Hermarchus (fragments/reports [c.270 BCE]) by David A. Sedley - Hermarchus | |
| A reaction: Could the last argument be used to justify torturing animals? Or could we eat a human who was too brain-damaged to form contracts? |