display all the ideas for this combination of texts
3 ideas
| 8898 | Inculcations of meanings of words rests ultimately on sensory evidence [Quine] |
| Full Idea: All inculcation of meanings of words must rest ultimately on sensory evidence. | |
| From: Willard Quine (Epistemology Naturalized [1968], p.75) | |
| A reaction: This betrays Quine's behaviourist tendencies, and rules out introspection, definitions and inferences. Quine's conclusion is fairly total scepticism about meaning, but that is not surprising, given his external and meaningless starting point. |
| 2482 | It seems unlikely that meaning can be reduced to communicative intentions, or any mental states [Fodor] |
| Full Idea: Nobody now thinks that the reduction of the meaning of English sentences to facts about the communicative intentions of English speakers - or to any facts about mental states - is likely to go through. | |
| From: Jerry A. Fodor (In a Critical Condition [2000], Ch. 6) | |
| A reaction: Most attempts at 'reduction' of meaning seem to go rather badly. I assume it would be very difficult to characterise 'intentions' without implicit reference to meaning. |
| 2477 | If to understand "fish" you must know facts about them, where does that end? [Fodor] |
| Full Idea: If learning that fish typically live in streams is part of learning "fish", typical utterances of "pet fish" (living in bowls) are counterexamples. This argument iterates (e.g "big pet fish"). So learning where they live can't be part of learning "fish". | |
| From: Jerry A. Fodor (In a Critical Condition [2000], Ch. 5) | |
| A reaction: Using 'typical' twice is rather misleading here. Town folk can learn 'fish' as typically living in bowls. There is no one way to learn a word meaning. |