This is a good point to stress. Our Robinson Crusoe Cartesians like to take a result as if it were the given itself. I may end up a taciturn Heraclitus too wise for the company of others, but I started as a baby who couldn't lift my neck and (presumably) without even a concept that I was this self as locus of responsibility, tracked for what becomes 'my' promise-keeping and the reliability of 'my' wolf-reporting.
From the fact that 'existence' is a public word it does not follow that existence is a public concept. — Janus
We each have our own range of associations, intuitive feelings and idiosyncratic understandings of the meaning of the word. — Janus
The common mistake of confounding the thing with the use of the thing. — Mww
As with thinking, no, they are not. They may have public exhibition, but they are not themselves public. — Mww
They reveal to us the many cracks in the foundation we require to even attempt to make sense of this place. — Cartesian trigger-puppets
I believe the common meaning would be something like ‘actually existing rather than imagined’ but there are many different meanings. I would use a similar meaning using the term generally speaking. — Cartesian trigger-puppets
:up:I feel the hard edges of scientism would be much reduced if the 'science' they were 'istic' about was a little more expansive in scope. — Isaac
I suspect he’s asking about the meta-ethics that is comparable to mathematical realism, whereas yours is comparable to something like mathematical formalism, which is a type of mathematical antirealism. — Michael
I can't see where people get the idea that the products of human societies are somehow unreal. — Isaac
I think this generalizes pretty well too, into something like a quasi-mystical phenomenology versus crude nihilistic 'scientism' (as seen here, I suspect.)On the one hand we have idealists telling us nothing but the products of human minds is real, on the other moral anti-realists telling us that everything except the product of human minds is real! — Isaac
cashed out in spooky metaphysics. — Cartesian trigger-puppets
It has to be cashed out empirically to be substantiated, doesn’t it? Realism is a thesis in ontology, right? — Cartesian trigger-puppets
:up:Where does the PI "morally implore us" to do anything at all; any of this? — Luke
Depends on what you mean by truth. — Cartesian trigger-puppets
:up:If nothing else, I appreciate being given the subject matter and thereby the opportunity, to talk too much. As you say: mass quantities of my sole remaining vice......exceptionally good coffee. — Mww
Philosophers reveal our utter uncertainties and presuppositions. They reveal to us the many cracks in the foundation we require to even attempt to make sense of this place. — Cartesian trigger-puppets
Don’t fear disillusionment—embrace it. — Cartesian trigger-puppets
Something else is requisite, antecedent to and more powerful than language, such that tying a shoe is accomplished, but after three or four steps, that damn tying is not again undone, or that tying a shoe is accomplished but not with that by which the tying can never be undone. — Mww
The links concerning Kant are full of holes, as the respective texts would show. — Mww
:up:I’m far too old and been around far too many blocks to be offended by anything but the most egregious. But thanks for the sentiment. — Mww
Having the books with you and surviving, does not prove you could not have survived if you didn’t. — Mww
given the axiomatic principle “thought (the process of thinking) is cognition** by means of conceptions” — Mww
Now arises the absurdity that the body can never go through the motions of tying shoes if it hadn’t been trained in a language system. — Mww
https://onlinelibrary.wiley.com/doi/full/10.1111/1467-9752.12407For instance, Bakhurst (2011, 2015), following McDowell and Brandom as well as Vygotsky, characterises Bildung as a process of enculturation during which the child, by means of acquiring conceptual abilities, is transformed from being in the world to being a subject capable of thinking and acting in light of reasons, thereby taking a view on the world and herself. As Bakhurst points out, this ‘gradual mastery of techniques of language that enable the giving and taking of reasons’ (2015, p. 310) is an essentially social process, because in acquiring concepts the child essentially learns to participate in a social praxis. Similarly, by adopting an approach to pedagogy that draws on both Vygotsky and Brandom, Derry (2008, 2013) emphasises the importance of a normatively structured learning environment in which adults provide opportunities for children to engage in the social practice of giving and asking for reasons in order to gain understanding of the inferential relations that govern our use of concepts.
...
It is also very close to Brandom's view, which interprets intentionality as a fundamentally social phenomenon, namely as the ability for deontic score-keeping, that is the ability to ascribe and acknowledge justifications to others and oneself. Thus, on this view, human thinking, understood in terms of the possession and use of concepts, consists essentially in the ability to participate in the—necessarily social—game of giving and asking for reasons.
The essentially social nature of the development of human rationality is also stressed in recent empirical research, in particular in Tomasello's (2014) influential evolutionary and developmental account.11 On Tomasello's view, human rationality is essentially characterised by what he calls ‘we-intentionality’. He claims that our ability for objective-reflexive-normative thinking is the result of a ‘social turn’ in cognitive evolution, which was necessitated by the need for increasing social cooperation. This ability is thought to have developed in two steps over the course of human evolutionary history, which are thought to be mirrored to some extent by human ontogeny. The first step consists in the development of shared intentionality, which children acquire around the age of 9–12 months. Shared intentionality is characterised by the ability to take into account another's perspective (without necessarily explicitly distinguishing one's own perspective from that of the other), for instance when jointly attending to an object with a caregiver. Ultimately, this enables children to engage in cooperative communication and two-level collaboration with another person. The second step consists in the development of collective intentionality. Thus, from the age of about 3 years onwards, children begin to be oriented not just towards a specific other, but towards the group and they begin to communicate conventionally. That is, they learn to evaluate and justify their reasoning according to the standards of the group. Taken together, the development of ‘we-intentionality’ is thought to have provided early humans with crucial survival advantages over groups who were not able to engage in reasoning of this kind (Tomasello, 2014)
You seem to use ‘tautology’ synonymously with ‘necessary’ byw. — Cartesian trigger-puppets
Note: Im not asking for a definition, but your meaning. — Cartesian trigger-puppets
Is it true that Rogan once wrote a definitive book on psychophysical parallelism, but tore it up one weekend making filters for his continental jazz cigarettes? — Tom Storm
I just want to know what it you mean by it. — Cartesian trigger-puppets
Autonomy is self-government, self-determination. I think the Kantian conception of
autonomy can be summarized like this: one is self-determining when one’s thinking and
acting are determined by reasons that one recognizes as such. We can think of
“autonomy” as labelling a capacity, the capacity to appreciate the force of reasons and
respond to it. But determining oneself is actually exercising that capacity. That is what it
is to be in control of one’s own life.
The voice is heard ( understood ) ... closest to the self as the absolute effacement of the signifier: pure auto-affection that necessarily has the form of time and which does not borrow from outside of itself, in the world or in "reality," any accessory signifier, any substance of expression foreign to its own spontaneity. It is the unique experience of the signified producing itself spontaneously, from within the self, and nevertheless, as signified concept, in the element of ideality or universality. The unworldly character of this substance of expression is constitutive of this ideality. This experience of the effacement of the signifier in the voice is not merely one illusion among many ---since it is the condition of the very idea of truth... Within the closure of this experience, the word [mot] is lived as the elementary and undecomposable unity of the signified and the voice, of the concept and a transparent substance of expression. This experience is considered in its greatest purity --- and at the same time in the condition of its possibility --- as the experience of "being." The word "being," or at any rate the words designating the sense of being in different languages, is, with some others, an "originary word," the transcendental word assuring the possibility of being-word to all other words. As such, it is precomprehended in all language and...only this precomprehension would permit the opening of the question of the sense of being in general...Heidegger reminds us constantly that the sense of being is neither the word "being" nor the concept of being. But as that sense is nothing outside of language and the language of words, it is tied, if not to a particular word or to a particular system of language..., at least to the possibility of the word in general. And to the possibility of its irreducible simplicity...
The experience that we need in order to understand logic is not that something or other is the state of things, but that something is: that, however, is not experience.
It is not how things are in the world that is mystical, but that it exists.
When the answer cannot be put into words, neither can the question be put into words.
The riddle does not exist.
If a question can be framed at all, it is also possible to answer it.
To say 'I wonder at such and such being the case' has only sense if I can imagine it not to be the case. In this sense one can wonder at the existence of, say, a house when one sees it and has not visited it for a long time and has imagined that it had been pulled down in the meantime. But it is nonsense to say that I wonder at the existence of the world, because I cannot imagine it not existing. I could of course wonder at the world round me being as it is. If for instance I had this experience while looking into the blue sky, I could wonder at the sky being blue as opposed to the case when it's clouded. But that's not what I mean. I am wondering at the sky being whatever it is. One might be tempted to say that what I am wondering at is a tautology, namely at the sky being blue or not blue. But then it's just nonsense to say that one is wondering at a tautology.
... what the solipsist means is quite correct; only it cannot be said, but makes itself manifest.
I am my world.
I do not regard interpretation as merely a way of determining what someone else is thinking but as a way of thinking. — Fooloso4
if there's no individual who thinks, — Tate