Find counter arguments by entering NameVs… or …VsName.
| Disputed term/author/ism | Author Vs Author |
Entry |
Reference |
|---|---|---|---|
| Austin, John L. | Searle Vs Austin, John L. | SearleVs Traditional Speech act analysis. (SearleVsAustin,SearleVsHare) Thesis: "Good", "true" mean the same in different acts. Ignored by the traditional speech act theory) good/true/speech act theory/tradition: Hare: E.g. "Good" is used to recommend something. Strawson: "True" is used to confirm or acknowledge statements. Austin: "Knowledge" is used to provide guarantees. (SearleVs). In principle: "the word W is used to perform the speech act A". >Speech act theory. IV 17 illocutionary act/Austin: five categories: verdictive, expositive, exercitive, conductive, commissive) speech acts/SearleVsAustin: Distinction between illocutionary role and expression with propositional content: R(p). The various acts performed in different continua! There are at least 12 important dimensions. IV 18 1. Differences in joke (purpose) of the act. (However, not to every act a purpose has to belong). IV 19 The illocutionary joke is part of the role, but both are not the same. E.g. a request may have the same joke as a command. 2. Differences in orientation (word to the world or vice versa). Either, the world needs to match the words, or vice versa. IV 20 Example by Elizabeth Anscombe: Shopping list with goods, the same list is created by the store detective. IV 21 3. Differences in the expressed psychological states E.g. to hint, to regret, to swear, to threaten. (Even if the acts are insincere). Def sincerity condition/Searle: You cannot say, "I realize that p but I do not believe that p." "I promise that p but I do not intend that p" The mental state is the sincerity condition of the act. IV 22 These three dimensions: joke, orientation, sincerity condition are the most important. 4. Differences in the strength with which the illocutionary joke is raised. E.g. "I suggest", "I swear" 5. Differences in the position of speaker and listener E.g. the soldier will make not aware the general of the messy room. IV 23 6. Differences of in which the utterance relates to what is in the interest of speaker and listener. E.g. whining, congratulating 7. Difference in relation to the rest of the discourse E.g. to contradict, to reply, to conclude. 8. Differences in propositional content, resulting from the indicators of the illocutionary role E.g. report or forecasts IV 24 9. Differences between those acts that must always be speech acts, and those that can be carried out differently. E.g. you need not to say anything to classify something, or to diagnose 10. Differences between those acts, for which the extra-linguistic institutions are needed, and those for which they are not necessary E.g. wedding, blessing, excommunication IV 25 11. Differences between acts where the illocutionary verb has a performative use and those where this is not the case E.g. performative use: to state, to promise, to command no performative: "I hereby boast", "hereby I threaten". 12. differences in style E.g. announcing, entrustment. IV 27 SearleVsAustin: the list does not refer to acts but to verbs. One must distinguish between verb and act! E.g. one can proclaim commands, promises, reports but that is something else, as to command, to announce or to report. A proclamation is never merely a proclamation, it also needs to be a determination, a command or the like. IV 30 Searle: E.g.iIf I make you chairman, I do not advocate that you chairman IV 36 Def Declaration/Searle: the successful performance guarantees that the propositional content of the world corresponds. (Later terminology: "institutional facts) Orientation: by the success of the declaration word and world match to each other () No sincerity. Overlapping with assertive:... The referee's decisions. SearleVsAustin: Vs Distinction constative/performative. VII 86 Cavell: "Must we mean what we say?" defends Austin and adds: The deviation can be "really or allegedly" present. Austin: it is neither true nor false that I write this article voluntarily, because if there is no deviation, the concept of free will is not applicable. SearleVsAustin: that's amazing. VII 88 SearleVsAustin: Five theses to see Austin in a different light: 1. Austin exemplifies an analysis pattern that is common today as it is also used at Ryles' analysis of "voluntarily". Ryle thesis of "voluntary" and "involuntary" can be applied only to acts, "you should not have done." Again, it is absurd to use it in an ordinary use. VII 89 Neither true nor false: Wittgenstein: e.g. that I "know that I am in pain" E.g. that Moore knows he has two hands. etc. (> certainty). Austin: E.g. it is neither true nor false, that I went out of free will to the session. VII 90 The use of "voluntary" required certain conditions are not met here. Words in which they are not met, we can call "A-words", the conditions "A-Conditions". We can create a list. 2. the conditions that are exemplified by the slogan "No modification without deviation", penetrate the whole language and are not limited to certain words. E.g. The President is sober today. Hans breathes. etc. VII 91 3. Negation/Searle: the negation of an A-word is not in turn an A-word! E.g. I bought my car not voluntarily, I was forced to. I did not volunteer, I was dragged here. He does not know whether the object in front of him is a tree. Considerable asymmetry between A-words and their opposite or negation. VII 92 SearleVsAustin: according to him, in both cases a deviation is required. 4. A deviation is generally a reason to believe that the claim that is made by the statement to the contrary is true, or could have been, or at least could have been held by someone as true. An A-condition is simply a reason to believe that the remark could have been false. SearleVsAustin: his presentation is misleading because it suggests that any deviation justifies a modification. E.g. if I buy a car while strumming with bare toes on a guitar, which is indeed a different way to buy a car, but it does not justify the remark "He bought his car voluntarily." VII 93 SearleVsAustin: we can come to any list of A-words, because if word requires a deviation, will depend on the rest of the sentence and on the context. Then Austin's thesis is not about words but about propositions. VII 94 Standard situation/circumstances/SearleVsAustin: notice that there is a standard situation, is to suggest that this fact is remarkable and that there is reason to believe that it could also be a non-standard situation. VII 95 SearleVsAustin: his thesis even is not on propositions: to make an assertion means to specify that something is the case. If the possibility that the situation does not exist, is excluded, it is meaningless. Austin's slogan should be formulated to: "No comment, which is not remarkable" or "No assertion that is not worth to be claimed". VII 96 SearleVsAustin: this one has seen it wrong. This is connected with the concept of intention: Intention/Searle: Thesis: the oddity or deviation which is a condition for the utterance "X was deliberately done" represents, at the same time provides a reason for the truth of the statement by "X was not done intentionally". assertion condition/utterance condition: it is the utterance condition of an assertion precisely because it is one reason for the truth of the other. SearleVsAustin: the data must be explained in terms of the applicability of certain terms. So my view is simple and plausible. (VII 98): In Austin's slogan "No modification without deviation" it is not about the applicability of these terms, but rather about conditions for putting up claims generally. Negation/SearleVsAustin: then the negations of the above, are not neither true nor false, but simply false! E.g. I did not go voluntarily to the meeting (I was dragged). etc. VII 98 Example The ability to remember ones name is one of the basic conditions ... |
Searle I John R. Searle The Rediscovery of the Mind, Massachusetts Institute of Technology 1992 German Edition: Die Wiederentdeckung des Geistes Frankfurt 1996 Searle II John R. Searle Intentionality. An essay in the philosophy of mind, Cambridge/MA 1983 German Edition: Intentionalität Frankfurt 1991 Searle III John R. Searle The Construction of Social Reality, New York 1995 German Edition: Die Konstruktion der gesellschaftlichen Wirklichkeit Hamburg 1997 Searle IV John R. Searle Expression and Meaning. Studies in the Theory of Speech Acts, Cambridge/MA 1979 German Edition: Ausdruck und Bedeutung Frankfurt 1982 Searle V John R. Searle Speech Acts, Cambridge/MA 1969 German Edition: Sprechakte Frankfurt 1983 Searle VII John R. Searle Behauptungen und Abweichungen In Linguistik und Philosophie, G. Grewendorf/G. Meggle Frankfurt/M. 1974/1995 Searle VIII John R. Searle Chomskys Revolution in der Linguistik In Linguistik und Philosophie, G. Grewendorf/G. Meggle Frankfurt/M. 1974/1995 Searle IX John R. Searle "Animal Minds", in: Midwest Studies in Philosophy 19 (1994) pp. 206-219 In Der Geist der Tiere, D Perler/M. Wild Frankfurt/M. 2005 |
| Chomsky, N. | Harman Vs Chomsky, N. | I 306 Competence/Performance/ChomskyVsHarman: competence as "knowledge that language is described by the rules of grammar". And that "grammar specifies this competence". ChomskyVsHarman: I have not only never asserted this, but also repeatedly rejected it publicly. It would be absurd if the speaker had to know the rules explicitly. Knowledge/language/Harman: a) knowing that b) knowing how. Since language is obviously not "knowing that", it must be "knowing how". The speaker knows "how he has to understand other speakers." Analogous to the ability of the cyclist. I 307 ChomskyVsHarman: he uses "competence" very different than me. I see no relation to the "ability of the cyclist", not a "set of habits," or something like that. I 308 HarmanVsChomsky: the internalized system (that limits the choice of grammars) must be represented in a more fundamental language, and the child must have understood the latter already, before it can apply this schematism a) this leads to a circle: If you said that the child mastered the "more fundamental language" "directly", without having learned it, then why do you not also say that it mastered the actual language "directly" without learning it. Or: b) Regress: If, however, you said that it has to learn the more fundamental language first, then the question is how this fundamental language is learned itself. ChomskyVsHarman: even if you assume that the schematism must be represented at an "innate language", it does not follow what Harman sees: the child may need to master the "more fundamental language", but it does not have to "speak and understand" it. We just have to assume that it can make use of it. ad a): the assumption that the child masters its native language without learning it is wrong. It is not born with perfect knowledge of German. On the other hand, nothing speaks against the assumption that it is born with perfect knowledge of a universal grammar. HarmanVsChomsky: in a model, conclusions from the given data on a grammar can only be made, if detailed information on a theory of performance is included in the model. Chomsky: interesting, but not necessary. I 310 Empiricism/Theory/HarmanVsChomsky: calls Chomsky’s strategy "inventive empiricism", a doctrine that uses "induction principles". Such "inventive empiricism" is certainly not to be refuted, "no matter how the linguistic data look". ChomskyVsHarman: empiricism is not so important. I’m interested in the question of whether there are "ideas and principles of various kinds" which "determine the form of the knowledge acquired in a largely defined and highly organized manner" (rationalist variant) or whether on the other hand "the structure of the appropriation mechanism is limited to simple and peripheral processing mechanisms..." (empiricist variant). It is historically justified and makes heuristic sense to distinguish that. |
Harman I G. Harman Moral Relativism and Moral Objectivity 1995 Harman II Gilbert Harman "Metaphysical Realism and Moral Relativism: Reflections on Hilary Putnam’s Reason, Truth and History" The Journal of Philosophy, 79 (1982) pp. 568-75 In Theories of Truth, Paul Horwich Aldershot 1994 |
| Chomsky, N. | Putnam Vs Chomsky, N. | Chomsky I 293 PutnamVsChomsky: Putnam assumes for phonetics in the universal grammar, that it only has a single list of sounds. This did not require a sophisticated explanatory hypothesis. Only "memory span and powers of recollection". "No upright behaviorist would deny that these are innate properties." ChomskyVsPutnam: but there have been set up very strong empirical hypotheses about the selection of the universal distinctive features, none of which seems to be explained on the basis of restrictions of memory. Chomsky I 298 PutnamVsChomsky: Thesis: instead of an innate schematism, "general multipurpose strategies" could be assumed. This innate base would have to be the same for the acquisition of any knowledge, so that there is nothing special about language acquisition. Chomsky I 299 ChomskyVsPutnam: with that he is no longer entitled to assume something is innate. Furthermore, it only shifts the problem. PutnamVsChomsky: the evaluation functions proposed in the universal grammar "the kind of facts is constituted which tries to explain the theory of learning, but not the required explanation itself". ChomskyVsPutnam: E.g. no one would say that the genetic basis for the development of arms instead of wings was "the kind of fact that attempts to explain the theory of learning". Rather, they are the basis for an explanation of other facts of human behavior. Whether the evaluation function is learned or is the basis of learning, is an empirical question. PutnamVsChomsky: certain ambiguities can only be discovered by routine, therefore their postulated explanation by Chomsky's grammar is not very impressive. ChomskyVsPutnam: he misunderstands it, in fact that refers to competence and not to performance (actual practice). What the grammar explains is why e.g. in "criticism of students" "student" can be understood as subject or object, whereas e.g. "grain" in "the growing of the grain" can only be subject. The question of routine does not matter here. Chomsky I 300 Innate Ideas/ChomskyVsPutnam: the innate representation of universal grammar indeed solves the problem of learning (at least partly) if it is really true that this is the basis for language acquisition, which may very well be the case! Putnam III 87 Putnam/Chomsky: Putnam proposes: correctness in linguistics is what the currently available data best explain about the behavior of the speaker under a current interest. What is true today, will be false tomorrow. PutnamVsChomsky: I never said that what is right today, will be wrong tomorrow. Putnam: Chomsky's hidden main theses: 1) the we are free to choose our interests at will, 2) that interests themselves are not subject to normative criticism. E.g. Hans' heart attack lies in the defiance of medical recommendations. Other explanation: high blood pressure. It may be, in fact, that on one day one fact is more in the interests of the speaker, and the next day another one. III 88 PutnamVsChomsky: 1) we cannot just pick and choose our interests. 2) It sometimes happens that the relevance of a particular interest is disputed. How can it be, however, that some interests are more reasonable than others? Reasonableness is supposed to depend on different conditions in different contexts. There is no general answer. III 88/89 The assertion that a concept is interest relative does not come out at the same as the thesis, all interests are equally reasonable. |
Putnam I Hilary Putnam Von einem Realistischen Standpunkt In Von einem realistischen Standpunkt, Vincent C. Müller Frankfurt 1993 Putnam I (a) Hilary Putnam Explanation and Reference, In: Glenn Pearce & Patrick Maynard (eds.), Conceptual Change. D. Reidel. pp. 196--214 (1973) In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (b) Hilary Putnam Language and Reality, in: Mind, Language and Reality: Philosophical Papers, Volume 2. Cambridge University Press. pp. 272-90 (1995 In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (c) Hilary Putnam What is Realism? in: Proceedings of the Aristotelian Society 76 (1975):pp. 177 - 194. In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (d) Hilary Putnam Models and Reality, Journal of Symbolic Logic 45 (3), 1980:pp. 464-482. In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (e) Hilary Putnam Reference and Truth In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (f) Hilary Putnam How to Be an Internal Realist and a Transcendental Idealist (at the Same Time) in: R. Haller/W. Grassl (eds): Sprache, Logik und Philosophie, Akten des 4. Internationalen Wittgenstein-Symposiums, 1979 In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (g) Hilary Putnam Why there isn’t a ready-made world, Synthese 51 (2):205--228 (1982) In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (h) Hilary Putnam Pourqui les Philosophes? in: A: Jacob (ed.) L’Encyclopédie PHilosophieque Universelle, Paris 1986 In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (i) Hilary Putnam Realism with a Human Face, Cambridge/MA 1990 In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam I (k) Hilary Putnam "Irrealism and Deconstruction", 6. Giford Lecture, St. Andrews 1990, in: H. Putnam, Renewing Philosophy (The Gifford Lectures), Cambridge/MA 1992, pp. 108-133 In Von einem realistischen Standpunkt, Vincent C. Müller Reinbek 1993 Putnam II Hilary Putnam Representation and Reality, Cambridge/MA 1988 German Edition: Repräsentation und Realität Frankfurt 1999 Putnam III Hilary Putnam Renewing Philosophy (The Gifford Lectures), Cambridge/MA 1992 German Edition: Für eine Erneuerung der Philosophie Stuttgart 1997 Putnam IV Hilary Putnam "Minds and Machines", in: Sidney Hook (ed.) Dimensions of Mind, New York 1960, pp. 138-164 In Künstliche Intelligenz, Walther Ch. Zimmerli/Stefan Wolf Stuttgart 1994 Putnam V Hilary Putnam Reason, Truth and History, Cambridge/MA 1981 German Edition: Vernunft, Wahrheit und Geschichte Frankfurt 1990 Putnam VI Hilary Putnam "Realism and Reason", Proceedings of the American Philosophical Association (1976) pp. 483-98 In Truth and Meaning, Paul Horwich Aldershot 1994 Putnam VII Hilary Putnam "A Defense of Internal Realism" in: James Conant (ed.)Realism with a Human Face, Cambridge/MA 1990 pp. 30-43 In Theories of Truth, Paul Horwich Aldershot 1994 SocPut I Robert D. Putnam Bowling Alone: The Collapse and Revival of American Community New York 2000 Chomsky I Noam Chomsky "Linguistics and Philosophy", in: Language and Philosophy, (Ed) Sidney Hook New York 1969 pp. 51-94 In Linguistik und Philosophie, G. Grewendorf/G. Meggle Frankfurt/M. 1974/1995 Chomsky II Noam Chomsky "Some empirical assumptions in modern philosophy of language" in: Philosophy, Science, and Method, Essays in Honor of E. Nagel (Eds. S. Morgenbesser, P. Suppes and M- White) New York 1969, pp. 260-285 In Linguistik und Philosophie, G. Grewendorf/G. Meggle Frankfurt/M. 1974/1995 Chomsky IV N. Chomsky Aspects of the Theory of Syntax, Cambridge/MA 1965 German Edition: Aspekte der Syntaxtheorie Frankfurt 1978 Chomsky V N. Chomsky Language and Mind Cambridge 2006 |
| Chomsky, N. | Searle Vs Chomsky, N. | SearleVsChomsky: he went a step too far: he should deny that the speech organ has any structure that can be described as an automaton. So he became a victim of the analytical technique. Dennett I 555 Language/SearleVsChomsky: One can explain language acquisition this way: there is actually an innate language acquisition device. Bat that will ad nothing to the hardware explanation assuming deep unconscious universal grammatical rules. This does not increase the predictive value. There are naked, blind neurophysiological processes and there is consciousness. There is nothing else. ((s) otherwise regress through intermediaries). Searle I 273 SearleVsChomsky: for universal grammar there is a much simpler hypothesis: there is indeed a language acquisition device. Brings limitations, what types of languages can be learned by human being. And there is a functional level of explanation which language types a toddler can learn when applying this mechanism. By unconscious rules the explanatory value is not increased. IV 9 SearleVsChomsky/SearleVsRyle: there are neither alternative deep structures nor does is require specific conversations potulate. IV 204 Speech act theory/SearleVsChomsky: it is often said folllowing Chomsky, the language must finally obey many rules (for an infinite number of forms). IV 205 This is misleading, and was detrimental to the research. Better is this: the purpose of language is communication. Their unit is the illocutionary speech. It's about how we go from sounds to files. VIII 411 Grammar/language/Chomsky/Searle: Chomsky's students (by Searle called "Young Turks") pursue Chomsky's approach more radically than Chomsky. (see below). Aspects of the theory of syntax/Chomsky: (mature work, 1965(1)) more ambitious targets than previously: Statement of all linguistic relations between the sound system and the system of meaning. VIII 412 For this, the grammar must consist of three parts: 1. syntactic component that describes the internal structure of the infinite number of propositions (the heart of the grammar) 2. phonological component: sound structure. (Purely interpretative) 3. semantic component. (Purely interpretive),. Also structuralism has phrase structure rules. VIII 414 It is not suggested that a speaker actually passes consciously or unconsciously for such a process of application of rules (for example, "Replace x by y"). This would be assumed a mix of competence and performance. SearleVsChomsky: main problem: it is not yet clear how the theory of construction of propositions supplied by grammarians accurately represents the ability of the speaker and in exactly what sense of "know" the speaker should know the rules. VIII 420 Language/Chomsky/Searle: Chomsky's conception of language is eccentric! Contrary to common sense believes it will not serve to communicate! Instead, only a general function to express the thoughts of man. VIII 421 If language does have a function, there is still no significant correlation with its structure! Thesis: the syntactic structures are innate and have no significant relationship with communication, even though they are of course used for communication. The essence of language is its structure. E.g. the "language of the bees" is no language, because it does not have the correct structure. Point: if one day man would result in a communication with all other syntactic forms, he possessed no language but anything else! Generative semantics/Young TurksVsChomsky: one of the decisive factors in the formation of syntactic structures is the semantics. Even terms such as "grammatically correct" or "well-formed sentence" require the introduction of semantic terms! E.g. "He called him a Republican and insulted him". ChomskyVsYoung Turks: Mock dispute, the critics have theorized only reformulated in a new terminology. VIII 422 Young Turks: Ross, Postal, Lakoff, McCawley, Fillmore. Thesis: grammar begins with a description of the meaning of a proposition. Searle: when the generative semantics is right and there is no syntactic deep structures, linguistics becomes all the more interesting, we then can systematically investigate how form and function are connected. (Chomsky: there is no connection!). VIII 426 Innate ideas/Descartes/SearleVsChomsky: Descartes has indeed considered the idea of a triangle or of perfection as innate, but of syntax of natural language he claimed nothing. He seems to have taken quite the contrary, that language is arbitrary: he assumed that we arbitrarily ascribe our ideas words! Concepts are innate for Descartes, language is not. Unconscious: is not allowed with Descartes! VIII 429 Meaning theory/m.th./SearleVsChomsky/SearleVsQuine: most meaning theories make the same fallacy: Dilemma: a) either the analysis of the meaning itself contains some key elements of the analyzed term, circular. ((s) > McDowell/PeacockeVs: Confusion >mention/>use). b) the analysis leads the subject back to smaller items, that do not have key features, then it is useless because it is inadequate! SearleVsChomsky: Chomsky's generative grammar commits the same fallacy: as one would expect from the syntactic component of the grammar that describes the syntactic competence of the speaker. The semantic component consists of a set of rules that determine the meanings of propositions, and certainly assumes that the meaning of a propositions depends on the meaning of its elements as well as on their syntactic combination. VIII 432 The same dilemma: a) In the various interpretations of ambiguous sentences it is merely paraphrases, then the analysis is circular. E.g. A theory that seeks to explain the competence, must not mention two paraphrases of "I went to the bank" because the ability to understand the paraphrases, just requires the expertise that will explain it! I cannot explain the general competence to speak German by translating a German proposition into another German proposition! b) The readings consist only of lists of items, then the analysis is inadequate: they cannot declare that the proposition expresses an assertion. VIII 433 ad a) VsVs: It is alleged that the paraphrases only have an illustrative purpose and are not really readings. SearleVs: but what may be the real readings? Example Suppose we could interpret the readings as heap of stones: none for a nonsense phrase, for an analytic proposition the arrangement of the predicate heap will be included in the subject heap, etc. Nothing in the formal properties of the semantic component could stop us, but rather a statement of the relationship between sound and meaning theory delivered an unexplained relationship between sounds and stones. VsVs: we could find the real readings expressed in a future universal semantic alphabet. The elements then stand for units of meaning in all languages. SearleVs: the same dilemma: a) Either the alphabet is a new kind of artificial language and the readings in turn paraphrases, only this time in Esperanto or b) The readings in the semantic alphabet are merely a list of characteristics of the language. The analysis is inadequate, because it replaces a speech through a list of elements. VIII 434 SearleVsChomsky: the semantic part of its grammar cannot explain, what the speaker actually recognizes when it detects one of the semantic properties. Dilemma: either sterile formalism or uninterpreted list. Speech act theory/SearleVsChomsky: Solution: Speech acts have two properties whose combination we dismiss out of the dilemma: they are regularly fed and intentional. Anyone who means a proposition literally, expresses it in accordance with certain semantic rules and with the intention of utterance are just to make it through the appeal to these rules for the execution of a particular speech act. VIII 436 Meaning/language/SearleVsChomsky: there is no way to explain the meaning of a proposition without considering its communicative role. VIII 437 Competence/performance/SearleVsChomsky: his distinction is missed: he apparently assumes that a theory of speech acts must be more a theory of performance than one of competence. He does not see that competence is ultimately performance skills. ChomskyVsSpeech act theory: Chomsky seems to suspect behaviorism behind the speech act. 1. Noam Chomsky, Aspects of the Theory of Syntax, Cambridge 1965 |
Searle IX John R. Searle "Animal Minds", in: Midwest Studies in Philosophy 19 (1994) pp. 206-219 In Der Geist der Tiere, D Perler/M. Wild Frankfurt/M. 2005 Dennett I D. Dennett Darwin’s Dangerous Idea, New York 1995 German Edition: Darwins gefährliches Erbe Hamburg 1997 Dennett II D. Dennett Kinds of Minds, New York 1996 German Edition: Spielarten des Geistes Gütersloh 1999 Dennett III Daniel Dennett "COG: Steps towards consciousness in robots" In Bewusstein, Thomas Metzinger Paderborn/München/Wien/Zürich 1996 Dennett IV Daniel Dennett "Animal Consciousness. What Matters and Why?", in: D. C. Dennett, Brainchildren. Essays on Designing Minds, Cambridge/MA 1998, pp. 337-350 In Der Geist der Tiere, D Perler/M. Wild Frankfurt/M. 2005 |
| Davidson, D. | Wittgenstein Vs Davidson, D. | Davidson/Aristotle: practical syllogism causes are reasons - WittgensteinVs: Causes not empirical but recognizable through language skills. --- Davidson II 84 All such arguments assume that between reason and act exists such a tight logical-conceptual relation that reasons and actions cannot be understood as two distinct events. Only as numerically different, they could stand in a cause-effect relationship. This would, however, be prevented by the deductive relation. --- II 85 DavidsonVsWittgenstein ("Actions, Reason and Causes") This is false solution: Essential for the relationship is that the agent performs the action because he had reasons. One can also have a reason and not act according to that reason. What interests us is the reason for which the agent did x, not any arbitrary reason. As long as this "because" is not explained, the actual explanation performance of explanations of reasons is not exhausted. This deficit is only avoidable if we assume that "rationalization is a species of causal explanation". --- Dummett I 111 Turning to the language: Wittgenstein's Tractatus principle of analytic philosophy: the only way to the analysis of thought leads via the analysis of language. Davidson always presupposes a theory of meaning, WittgensteinVsDavidson: avoids in his later writings, the formation of a general theory of meaning, because he thinks that any attempt at a systematic explanation of language cannot help but to squeeze various phenomena in a single form of description: distortion. But also Wittgenstein believes that the goal of philosophy is to get us in a working order by overview of the functioning of language and thus on the structure of our thoughts to correctly recognize the world. |
W II L. Wittgenstein Wittgenstein’s Lectures 1930-32, from the notes of John King and Desmond Lee, Oxford 1980 German Edition: Vorlesungen 1930-35 Frankfurt 1989 W III L. Wittgenstein The Blue and Brown Books (BB), Oxford 1958 German Edition: Das Blaue Buch - Eine Philosophische Betrachtung Frankfurt 1984 W IV L. Wittgenstein Tractatus Logico-Philosophicus (TLP), 1922, C.K. Ogden (trans.), London: Routledge & Kegan Paul. Originally published as “Logisch-Philosophische Abhandlung”, in Annalen der Naturphilosophische, XIV (3/4), 1921. German Edition: Tractatus logico-philosophicus Frankfurt/M 1960 Davidson I D. Davidson Der Mythos des Subjektiven Stuttgart 1993 Davidson I (a) Donald Davidson "Tho Conditions of Thoughts", in: Le Cahier du Collège de Philosophie, Paris 1989, pp. 163-171 In Der Mythos des Subjektiven, Stuttgart 1993 Davidson I (b) Donald Davidson "What is Present to the Mind?" in: J. Brandl/W. Gombocz (eds) The MInd of Donald Davidson, Amsterdam 1989, pp. 3-18 In Der Mythos des Subjektiven, Stuttgart 1993 Davidson I (c) Donald Davidson "Meaning, Truth and Evidence", in: R. Barrett/R. Gibson (eds.) Perspectives on Quine, Cambridge/MA 1990, pp. 68-79 In Der Mythos des Subjektiven, Stuttgart 1993 Davidson I (d) Donald Davidson "Epistemology Externalized", Ms 1989 In Der Mythos des Subjektiven, Stuttgart 1993 Davidson I (e) Donald Davidson "The Myth of the Subjective", in: M. Benedikt/R. Burger (eds.) Bewußtsein, Sprache und die Kunst, Wien 1988, pp. 45-54 In Der Mythos des Subjektiven, Stuttgart 1993 Davidson II Donald Davidson "Reply to Foster" In Truth and Meaning, G. Evans/J. McDowell Oxford 1976 Davidson III D. Davidson Essays on Actions and Events, Oxford 1980 German Edition: Handlung und Ereignis Frankfurt 1990 Davidson IV D. Davidson Inquiries into Truth and Interpretation, Oxford 1984 German Edition: Wahrheit und Interpretation Frankfurt 1990 Davidson V Donald Davidson "Rational Animals", in: D. Davidson, Subjective, Intersubjective, Objective, Oxford 2001, pp. 95-105 In Der Geist der Tiere, D Perler/M. Wild Frankfurt/M. 2005 Dummett I M. Dummett The Origins of the Analytical Philosophy, London 1988 German Edition: Ursprünge der analytischen Philosophie Frankfurt 1992 Dummett II Michael Dummett "What ist a Theory of Meaning?" (ii) In Truth and Meaning, G. Evans/J. McDowell Oxford 1976 Dummett III M. Dummett Wahrheit Stuttgart 1982 Dummett III (a) Michael Dummett "Truth" in: Proceedings of the Aristotelian Society 59 (1959) pp.141-162 In Wahrheit, Michael Dummett Stuttgart 1982 Dummett III (b) Michael Dummett "Frege’s Distiction between Sense and Reference", in: M. Dummett, Truth and Other Enigmas, London 1978, pp. 116-144 In Wahrheit, Stuttgart 1982 Dummett III (c) Michael Dummett "What is a Theory of Meaning?" in: S. Guttenplan (ed.) Mind and Language, Oxford 1975, pp. 97-138 In Wahrheit, Michael Dummett Stuttgart 1982 Dummett III (d) Michael Dummett "Bringing About the Past" in: Philosophical Review 73 (1964) pp.338-359 In Wahrheit, Michael Dummett Stuttgart 1982 Dummett III (e) Michael Dummett "Can Analytical Philosophy be Systematic, and Ought it to be?" in: Hegel-Studien, Beiheft 17 (1977) S. 305-326 In Wahrheit, Michael Dummett Stuttgart 1982 |
| Fodor, J. | Schiffer Vs Fodor, J. | I 80 SchifferVsFodor: his theory implies that everyone is omniscient and infallible under optimal conditions. omniscient: because if any situation exists (and yourself are working perfectly) you believe it and probably know it. infallible: because under ideal conditions nobody believes anything wrong. Optimality condition/Optimum/Schiffer: whatever Fodor's optimality condition is, it is clear 1. that they will never be fulfilled 2. that we have no idea what they should be 3. if they are to serve the strong thesis of the language of thought, it must be shown without reference to semantic or intentional vocabulary 4. it is compliable, even though it will never be fulfilled. Otherwise (a) would incoherent. (…+…) I 81 SchifferVsFodor: 1. his performance is not the best solution for finding naturalistic truth conditions for Mentalese. 2. Problem: reliability theory: each reliability theory for mental content must take into account that we ourselves are only reliable indicators in terms of some of our beliefs. E.g. Ralph sees a dog: Then the chances are good that he believes it is a dog. But: E.g. when Ralph Jesus sees how high are the chances that he thinks he's divine! E.g. I have exactly 11 dollars in my pocket: what are the chances that Ralph believes that?. Truth conditions/Mentalese/SchifferVsFodor: So we must not individually proceed belief for belief!. I 82 Reliability/truth conditions/Mentalese/SchifferVsFodor: the reliability considerations extend transversely through the systematic links that exist between the expressions in Mentalese. And again we should better look from the standpoint of thought language as a whole and not, as Fodor, for each mental representation individually. |
Schi I St. Schiffer Remnants of Meaning Cambridge 1987 |
| Goodman, N. | Simons Vs Goodman, N. | I 108 Sum/extensional mereology/CEM/Simons: CEM, or extensional mereology, is based on a general existence of sums. This has found the most critics, including Rescher and Chisholm. ChisholmVsSum: it seems that it does not belong to the concept of part intrinsically or analytically, that there must be a sum that should otherwise contain all of these individuals and nothing else. I 109 Part: but somebody who refuses the sum-axioms does not refuse Lesniewski’s and Goodmans’ and others concept of "part". Individual: instead of it there is disagreement about the concept "individual". Individual/Goodman: an individual has a very technical sense for him: they must not be connected or causally connected as everyday things. They do not have to be "medium size dry". Any accumulation of individuals may be (subject to paradoxes) combined into an abstract quantity. Individual/Goodman: an individual is analogous to such abstract quantities and each cluster (collection) of individuals can be grouped to a sum-individual (here, however, without the threat of paradoxes!). The resulting thing does not have to be anything that can be found in the everyday world. SimonsVsGoodman: but that is only so far a good analogy as the existence of any desired composition is acceptable. We must distinguish: a) the existence of specific (not abstract) pluralities can be claimed, but not: b) the one of abstract pluralities which is just a mere reflection of the existence of a plural term, therefore merely a facon de parler. Goodman's sum-individuals seem merely correspond to the need for a reference for some arbitrary expressions. I 110 Sum/Goodman/Simons: Goodman could indicate that arbitrary sum individuals obey the extensional theory. They exist in which the identity in the equality of parts exists. Identity/SimonsVsGoodman: this general condition of the equality of all parts is itself questionable (see below). Sum/mereology/Simons: so far no one has been able to show that the acceptance of sums leads to contradictions (as Russell has shown it for certain sets). ((s) stronger/weaker/(s): stronger theories tend to lead to contradictions.) Simons: but even the strongest extensional mereology does not lead to contradictions. Theory/solution/Simons: not the theory is suspicious but its non-critical application to the world. Part relation/Simons: part relations may be different in different areas (for example, mathematics). One must not force them to a common denominator. Sum/Simons: what damage should they cause that does not already exist in the ontological assumption of corresponding "pluralisms"? I 111 Sum/mereology/Simons: suppose we looked at any portions of space-time as evidenced by any sums. Then it comes to the question whether the relevant predicates are cumulative. I 284 "Normal part"/mereology/Simons: philosophers often forget that there is a middle way between a simple part and an essential part: that something is a "normal part of a normal kind". There is no formal theory of "normal mereology". Here are some informal remarks: Normality/Simons: one could start from the idea of a well-shaped thing of a kind. Normality/Aristotle: Aristotle called an object mutilated when it is connected but a prominent part is missing. Shapeliness/music/Nicholas WolterstorffVsGoodman/Simons: (Wolterstorff 1980, 56): he applied the idea of a normal or shapely thing of a kind to music pieces: it is non-well-formed if one or more of the normal parts are missing or are in the wrong place. Thus, the term is a little wider than Aristotle defined it. It allows us to say that a performance with an incorrect note is still a performance of the same piece. GoodmanVsWolterstorff: (Goodman 1969, 186f): we must not allow this because of the transitivity of identity: if a performance with a wrong note is identical, then at the end all pieces identical. I 285 Metaphysics/Goodman/Simons: metaphysics represents here a hard metaphysical line and adheres to bivalence and strict identity conditions. SimonsVsGoodman: the price for it is a distance from the everyday language. Solution/Simons: musical performance has no strict identity conditions. |
Simons I P. Simons Parts. A Study in Ontology Oxford New York 1987 |
| Intersubjectivity | Brandom Vs Intersubjectivity | I 823 Vs I-we conceptions of social practices: they do not meet the adequacy condition. They found a distinction between what individuals consider as proper use and what is right on the comparison of the views of the individual and society. (VsInter-subjectivity) I 824 This is the usual way to treat objectivity as inter-subjectivity. The excessively high price is the loss of the ability of giving a sense to the distinction on the part of the entire community. This conception unduly assimilates the language communities to the individuals involved in it. It treats the community as something that brings forth and assesses performances. ((s) I.e. as a subject that it is not. Brandom: It is not the community that agrees on definitions, but individuals.) Objectivity: the fact that our concepts are about an objective world, is partially due to the fact that there is an objective sense of rightness to which their application is subjected. I 825 A propositional or other content can only be specified from one point of view, and that is subjective, not in a Cartesian sense, but in a very practical sense. (score-keeping subject). I 832 VsInter-subjectivity (I-We style) it is flawed, since it cannot give room to the possibility of error on the part of the privileged perspective! LL. The community (as composed of individuals) thus has a privileged perspective. In the face of it, one cannot take a third-person point of view as an individual and therefore one cannot judge from the outside, what is actually true. This leads to a full frame. (BrandomVs). I-you conception of inter-subjectivity: no perspective is privileged. Perspective form instead of cross-perspective content. The common aspect of all perspectives is that there is a difference. |
Bra I R. Brandom Making it exlicit. Reasoning, Representing, and Discursive Commitment, Cambridge/MA 1994 German Edition: Expressive Vernunft Frankfurt 2000 Bra II R. Brandom Articulating reasons. An Introduction to Inferentialism, Cambridge/MA 2001 German Edition: Begründen und Begreifen Frankfurt 2001 |
| Lewis, D. | Cresswell Vs Lewis, D. | I 23 Performance/Competence/Semantic/Cresswell: what relationships are there between the two of them? Lewis: Convention of truthfulness and trust: in L: thesis: most language use is based on it. --- I 24 We assume that the speakers are trying to express true sentences and we expect the same from others. Important argument/CresswellVsLewis: this may be the case, but to me it seems to be more a matter of empirical investigation than a definition that it should be so. And therefore: --- I 33 Language/Bigelow/Cresswell: John Bigelow tells me, thesis: that one of the earliest functions of language was storytelling. Then it is more about imagination than everyday communication! ((s)VsCresswell: 1) How does Bigelow know that? 2) Why should one draw such far-reaching conclusions from that). CresswellVsLewis: even if it should turn out that there was a logical link between the convention and the use of language, it seems better to me not to include this in a theory of semantics from the start. Anyway, we do not need a connection of competence and performance. --- II 142 Fiction/Belief de re/Lewis/Cresswell: (Lewis 1981, 288): E.g. In France, children believe that Papa Noel brings gifts to all children; in England, Father Christmas only brings them to the good children (and these get twice as many gifts, as Pierre calculates). De re/Fiction/Lewis: this cannot be an attitude de re, because there is no such res in both cases. Fiction/CresswellVsLewis: here you can also have a reference de re, even if the causal connection is not direct. Solution/Devitt: storytelling. |
Cr I M. J. Cresswell Semantical Essays (Possible worlds and their rivals) Dordrecht Boston 1988 Cr II M. J. Cresswell Structured Meanings Cambridge Mass. 1984 |
| Piaget, J. | Pinker Vs Piaget, J. | I 375 Piaget: compared children with young scientists - Pinker pro: we all think scientifically from childhood on - but for primitive humans it was more difficult to survive than for the people of today I 391 PinkerVsPiaget: considering knowledge strategies as innate is something else than presuming science I 392 Piaget: children are sensorimotoric beings and unaware that objects are related and persist, and that the world obeys external laws and not the actions of a child. I 414 Logic/Human/Child/Development/Evolution/Pinker: children use "and", "or", "if" properly before they turn three. I 418 Maths/Child: three-week-old babies notice when they first see a scene with three and then one with two objects, and vice versa. Ten months: they remember how many (up to four objects) are presented to them, and it does not matter whether the objects are homogeneous, grouped or spread, also sounds. Arithmetic: Five months: surprised when suddenly on object is missing. I 419 18 months: Babies know that there are different numbers and that they belong in a particular order. Question: can these children and animals count without having words? Pinker: counting does not depend on language. Adults: use several representations for quantities. Preschoolers: even before they fully see through counting and measuring, they understand a lot of the logic and try to split a sausage fairly by cutting it. I 421 E.g. even a blind toddler knows that the straight line from A to B is the shortest and a turn to C is longer. I 422 School/TIMMSS: American students' performance is extremely poor. PinkerVsPiaget: mathematical education follows constructivism: a mixture of constructing while the social institutions are at odds about these concepts. "Holistic" method. |
Pi I St. Pinker How the Mind Works, New York 1997 German Edition: Wie das Denken im Kopf entsteht München 1998 |
| Quine, W.V.O. | Chomsky Vs Quine, W.V.O. | II 319 Language/Quine: interweaving of sentences. Theory/language/ChomskyVsQuine: Quine himself must even presuppose that both are separated here: he certainly does not believe that two monolingual speakers of the same language can have no differences of opinion. ((s) If language and theory were identical, one could not argue, since even according to Quine the theories must have a certain unity. Chomsky: otherwise, according to Quine, every dispute would be completely irrational, as between two speakers of different languages. II 320 Definition Language/Quine: "Complex of present dispositions to verbal behavior, in which speakers of the same language have necessarily corresponded to one another." (W + O, 27) language/ChomskyVsQuine: then our disposition would have to be explained to a certain verbal behavior by a certain system. This is certainly not the case. II 321 Reinforcement/ChomskyVsQuine: his concept of "reinforcement" is almost empty. If reinforcement is needed to learn, this means that learning cannot go without data. This is even more emptier than with Skinner, who, unlike Quine, does not even require that intensifying stimuli influence. It is sufficient here that the reinforcement is merely imagined. II 324 Language learning: behavioristic/Quine: conditioning, association ChomskyVsQuine: additional principles, only so endlessly many sentences explainable. Probability/language/ChomskyVsQuine: the concept of the "probability of a sentence" is completely useless and empty: II 325 Translation indeterminacy, indeterminacy: ChomskyVsQuine: disposition either with regard to stimulus, or with regard to the total body of the language: then all sentences are equally probable (reference classes). II 326 Logical truth/Quine: is derived by him by conditioning mechanisms that associate certain sentence pairs with each other, II 327 so that our knowledge of the logical relations can be represented as a finite system of linked propositions. ChomskyVsQuine: it remains unclear how we distinguish logical from causal relations. Truth functions/Quine: allow a radical translation without "non verifiable analytical hypotheses", so they can be directly learned from the empirical data material (W + O § 13) ChomskyVsQuine: his readiness to settle these things within the framework of the radical translation may show that he is ready to regard logic as an innate experience-independent basis for learning. Then it is, however, arbitrary to accept this framework as innate, and not much else that can be described or imagined. II 328 ChomskyVsQuine: his narrowly conceived Humean frame (Chomsky pro) with the language as a finite (!?) interweaving of sentences is incompatible with various triusms, which Quine certainly would accept. II 329 Analytical hypothesis/stimulus meaning/Quine: stimulus meaning invloves, in contrast to the analytical hypothesis only "normal inductive uncertainty". Since the corresponding sentences can contain truth functions, they lead to "normal induction". This is not yet a "theory construction" as in the case of analytical hypotheses. ChomskyVsQuine: the distinction is not clear because the normal induction also occurs within the radical translation. II 330 ChomskyVsQuine: Vs "property space": not sure whether the terms of the language can be explained with physical dimensions. Aristotle: more connected with actions. VsQuine: not evident that similarities are localizable in space. Principles, not "learned sentences". II 333 VsQuine: cannot depend on "disposition to reaction", otherwise moods, eye injuries, nutritional status, etc. would be too authoritive. II 343 Language may not be taught at all. II 335 Synonymy/ChomskyVsQuine: (he had suggested that synonymy "roughly speaking" exists in approximate equality of situations, and approximately equal effect). Chomsky: there is not even an approximate equality in the conditions that are likely to produce synonymous utterances. ChomskyVsQuine: Synonymy can thus not be characterized by means of conditions of use (conditions of assertion) or effects on the listener. It is essential to distinguish between langue and parole, between competence and performance. It is about meaningful idealization, Quine's idealization is meaningless. II 337 Translation indeterminacy/ChomskyVsQuine: the reason for the thesis is, in a psychological context, an implausible and rather contentless empirical assertion, namely, which innate qualities the mind contributes to language acquisition. In an epistemic-theoretical context, Quine's thesis is merely a version of the well-known skeptical arguments, which can equally well be applied to physics or others. II 337 Inconsistency/indeterminacy/theory/ChomskyVsQuine: any hypothesis goes beyond the data, otherwise it would be uninteresting. --- Quine V 32 Definition Language/Quine: "Complex of dispositions to linguistic behavior". ((s) that could be called circular, because "linguistic" occurs. Vs: then it should be expressed by the fact that there is not yet a language besides the behavior.) Disposition/ChomskyVsQuine: such a complex can presumably be presented as a set of probabilities to make an utterance under certain circumstances. Vs: the concept of probability fails here: the probability with which I utter a certain English sentence cannot be distinguished from the probability with which I express a particular Japanese sentence. QuineVsChomsky: one should not forget that dispositions have their conditions. --- V 33 We find this through the procedure of question and consent. --- Quine XI 115 Language/Theory/ChomskyVsQuine/Lauener: the language of a person and their theory are in any case different systems, even if one would agree with Quine otherwise. --- XI 116 Quine: (dito). Indeterminacy of the translation: because of it one cannot speak of an invariant theory opposite translations. Nor can we say that an absolute theory can be formulated in different languages, or vice versa, that different theories (even contradictory ones) can be expressed in one language. ((s)> Because of the ontological conclusion that I cannot argue about ontology, by telling the other that the things that exist with him are not there, because I then make the self-contradiction that there are things that do not exist). Lauener: that would correspond to the error that the language contributes the syntax, the theory but the empirical content. language/Theory/Quine/Lauener: that does not mean that there is no contradiction between the two: insofar as two different theories are laid down in the same language, it means then that the expressions are not interchangeable in all expressions. But there are also contexts where the distinction language/theory has no meaning. Therefore, the difference is gradual. The contexts where language/theory are interchangeable are those where Quine speaks of a network. |
Chomsky I Noam Chomsky "Linguistics and Philosophy", in: Language and Philosophy, (Ed) Sidney Hook New York 1969 pp. 51-94 In Linguistik und Philosophie, G. Grewendorf/G. Meggle Frankfurt/M. 1974/1995 Chomsky V N. Chomsky Language and Mind Cambridge 2006 Quine I W.V.O. Quine Word and Object, Cambridge/MA 1960 German Edition: Wort und Gegenstand Stuttgart 1980 Quine II W.V.O. Quine Theories and Things, Cambridge/MA 1986 German Edition: Theorien und Dinge Frankfurt 1985 Quine III W.V.O. Quine Methods of Logic, 4th edition Cambridge/MA 1982 German Edition: Grundzüge der Logik Frankfurt 1978 Quine V W.V.O. Quine The Roots of Reference, La Salle/Illinois 1974 German Edition: Die Wurzeln der Referenz Frankfurt 1989 Quine VI W.V.O. Quine Pursuit of Truth, Cambridge/MA 1992 German Edition: Unterwegs zur Wahrheit Paderborn 1995 Quine VII W.V.O. Quine From a logical point of view Cambridge, Mass. 1953 Quine VII (a) W. V. A. Quine On what there is In From a Logical Point of View, Cambridge, MA 1953 Quine VII (b) W. V. A. Quine Two dogmas of empiricism In From a Logical Point of View, Cambridge, MA 1953 Quine VII (c) W. V. A. Quine The problem of meaning in linguistics In From a Logical Point of View, Cambridge, MA 1953 Quine VII (d) W. V. A. Quine Identity, ostension and hypostasis In From a Logical Point of View, Cambridge, MA 1953 Quine VII (e) W. V. A. Quine New foundations for mathematical logic In From a Logical Point of View, Cambridge, MA 1953 Quine VII (f) W. V. A. Quine Logic and the reification of universals In From a Logical Point of View, Cambridge, MA 1953 Quine VII (g) W. V. A. Quine Notes on the theory of reference In From a Logical Point of View, Cambridge, MA 1953 Quine VII (h) W. V. A. Quine Reference and modality In From a Logical Point of View, Cambridge, MA 1953 Quine VII (i) W. V. A. Quine Meaning and existential inference In From a Logical Point of View, Cambridge, MA 1953 Quine VIII W.V.O. Quine Designation and Existence, in: The Journal of Philosophy 36 (1939) German Edition: Bezeichnung und Referenz In Zur Philosophie der idealen Sprache, J. Sinnreich (Hg) München 1982 Quine IX W.V.O. Quine Set Theory and its Logic, Cambridge/MA 1963 German Edition: Mengenlehre und ihre Logik Wiesbaden 1967 Quine X W.V.O. Quine The Philosophy of Logic, Cambridge/MA 1970, 1986 German Edition: Philosophie der Logik Bamberg 2005 Quine XII W.V.O. Quine Ontological Relativity and Other Essays, New York 1969 German Edition: Ontologische Relativität Frankfurt 2003 Quine XIII Willard Van Orman Quine Quiddities Cambridge/London 1987 |
| Tradition | Searle Vs Tradition | II 28 Belief/conviction/SearleVsTradition: it is simply not a kind of image! It is simply a representation, that means it has a propositional content, which determines the fulfillment of conditions and a psychological mode, which defines the orientation. II 49 SearleVsTradition: Convictions and desires are not the basic intentional states. One can also ashamed of his desire or his convictions. II 160 Tradition: one never has a causation experience. SearleVsTradition: one not only often has causation experience, but every perception or action experience is indeed just such causation experience! SearleVsHume: he looked at a wrong spot, he looked for strength. II 190 Example skiing: traditional view: first: word on world causation direction. You follow the instruction to put the weight on the downhill ski. II 191 This changes with increasing dexterity. The instructions appear unconscious, but still as a representation. To make conscious will become a hindrance in the future as with the centipede. SearleVsTradition: the rules are not internalized, but they are less important! They are not unconsciously "hardwired" but they become ingrained. II 192 They might be realized as nerves and simply make the rules unnecessary. The rules can retreat into the background. The beginner is inflexible, the advanced flexible. This makes the causal role of representation superfluous! The advanced does not follow the rules better, he skis differently! The body takes command and the driver's intentionality is concentrated on the winning of the race. II 192/193 Background/Searle: is not on the periphery of intentionality, but pervades the whole network of intentional states. II 228 Name/subject/direct speech/quote/tradition/Searle: E.g. the sheriff spoke the words "Mr. Howard is an honest man. " II 231 According to the traditional view, the direct speech here includes no words! (But names.) II 232 SearleVsTradition: Of course we can talk about words with words. Also here no new names are created, the syntactic position often allows not even the setting up of a name. II 233 E.g. Gerald said he would Henry. (Ungrammatical). II 246 de dicto/intensional/SearleVsTradition: E.g. "Reagan is such that Bush thinks he is the president." Searle: the mistake was to conclude from the intensionality of de dicto reports to the intensionality of the reported states themselves. But from the presence of two different types of reports simply does not follow that there are two different kinds of states. III 165 Realism/tradition/Searle: the old dispute between realism and idealism was about the existence of matter or of objects in space and time. The traditional realism dealt with the question of how the world really is. Realism/SearleVsTradition: this is a profound misunderstanding! Realism is not a thesis about how the world actually is. We could be totally in error about how the world is in its details, and the realism could be still true! Def realism/Searle: realism has the view that there is a way of being of things that is logically independent of all human representations. It does not say how things are, but only that there is a mode of being of things. (Things are here not only material objects). V 176 Predicate/meaning/Searle: but is the meaning of the predicate expression a linguistic or non-linguistic entity? Searle: it is a linguistic entity in an ordinary sense. Can the existence of a non-linguistic entity follow from the existence of a linguistic entity? Existence/language/universals/SearleVsTradition: but the claim that any non-linguistic entities exist, can never constitute a tautology. IV 155 Background/Searle: what means "use" of background assumptions? The meaning concept shall perform certain tasks for us. Now the same object can at different times be understood relatively to various coordinate system of background assumptions without being ambiguous. ((s) It is unambiguous in the respective situation). IV 156 SearleVsTradition: here it is also not about the distinction performance/competence. IV 157 There is no sharp distinction between the competence of a speaker and his knowledge of the world. |
Searle IX John R. Searle "Animal Minds", in: Midwest Studies in Philosophy 19 (1994) pp. 206-219 In Der Geist der Tiere, D Perler/M. Wild Frankfurt/M. 2005 |
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