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|Learning||Rorty II 21
Davidson/Rorty: There is no such thing as a language, there is nothing one can learn or master. (Rather provisional theories). No conventions, how we communicate.
Dav I 10
Stimulus/reaction/learning/Davidson: Thesis: would some selection mechanisms not be innate, none could be learned - stimulus is not perceptible in itself, it cannot be explained in a noncircular manner. Instead of one, two classes of events or objects: a) tables which are similar in a relevant manner b) responses that are also seen in a similar way - with this relevant stimuli can be identified: by triangulation: lines intersect.
In order for the reactions of a person to be considered thoughts, they must have the concept of an object - the concept of the stimulus. So that one of the bell or the table - identification: since the bell or the table is identified only by means of the average of two (or more) sets of similarity reactions (lines of thought), having a bell-concept consists in recognizing the presence of the triangle, of one whose vertex is oneself.
Frank I 669 ~
Burge/Davidson/Putnam: historical learning situation. But no social community needed "twin earth water" in the area. The language usage is always "water". - Authority/Putnam/Burge: is thereby threatened - Davidson: one can learn "moon" correctly without ever having seen it.
Der Mythos des Subjektiven Stuttgart 1993
Handlung und Ereignis Frankfurt 1990
Wahrheit und Interpretation Frankfurt 1990
Der Spiegel der Natur Frankfurt 1997
Philosophie & die Zukunft Frankfurt 2000
Kontingenz, Ironie und Solidarität Frankfurt 1992
Eine Kultur ohne Zentrum Stuttgart 1993
Solidarität oder Objektivität? Stuttgart 1998
Wahrheit und Fortschritt Frankfurt 2000
M. Frank (Hrsg.)
Analytische Theorien des Selbstbewusstseins Frankfurt 1994