When I was a kid, we used to set the table for dinner, always the same way: on the left, fork, sitting on a paper napkin, on the right, knife and spoon, in that order, dinner plate in between, and all on a placemat. That was our custom. There's logic to it, but it could clearly be done other ways, and was done differently in other homes. There's also a more general norm here, of which we had a specific version, of having silverware for everyone on the table. That too has a logic to it, but needn't be done, much less done this way.
And we could keep going, with more and more general norms that underlie specific ones. But is eating -- rather than eating specific things in specific ways at specific times of day -- is that "just" a norm?
You could say yes if you intend to sweep in everything a human attaches value to; you could make eating a biological norm, so to speak. But we're no longer talking about custom or convention. There is nothing arbitrary about eating. (But it is "optional" if you value something else more highly than your own life, so still arguably a "norm" in some broad sense.) — Srap Tasmaner
I think we've had this discussion before. But we might as well have it again to see if we end up somewhere else than last time. It's an enjoyable one to have with you though. I am going to make liberal use of scarequotes so that I can highlight placeholders and weasel words.
I'm tempted to bite the bullet and say yes, eating is "just" a norm, but in a qualified sense. Human behaviour regarding eating is incredibly flexible in a way the
necessary and sufficient conditions for counting as eating aren't. I don't really want to say "necessary and sufficient conditions", but let's just leave it there for now. Eating is "the ingestion of food". So if something counts as the ingestion of food, it counts as eating. But that's not quite all there is to the story, is it? Because that might appear to make eating "about" our words for it. Whereas we use the word eating because things in fact do eat.
What I want to say is that things eat in the same sense as they walk, run, dance, skip, speak, interpret... All of those things. There's different degrees of ambiguity in the coordinating norms for what counts as each, which "couple" with different ranges of stuff in the "corresponding" category. Dancing events count as dancing. Eating events count as eating.
But we're no longer talking about custom or convention. There is nothing arbitrary about eating.
So yes, I agree with this, we're no longer "just" talking about custom or convention. But I want to stress that I never was just talking about them, and I don't think custom or convention are "just" custom or convention either. As in, if you join the Masons, you
really have joined the masons. "fdrake joined the Masons" would be true or false.
Where I think we differ, at least in respect to your above post, is that you construe custom and convention as a different type of thing than eating, whereas I see them as the same type - flavours of event that have repeating patterns. If we think about coordination as having a "map" and a "territory" as we'd ordinarily expect a representation to behave like, the representation being the map and the represented being the territory - there's no neat correspondence between those in how I see it. The "map" is event sequences of human behaviour, and the "territory" is event sequences of arbitrary types of thing. And then you've got to ask where the types come from in both, right?
I do think "where the types come from in nature and norm" is a very different question than "under what conditions are sentences true", and a slightly different question from "where does the correlation between nature types and norm types come in". I hope that I can talk about the latter without talking about the former two at this point. That is, take that there are such patterns in nature and norms for granted, and wonder how they might come to couple.
I only have toy examples about this, they're from maths rather than nature, but I hope they are illustrative. I was teaching division by 2, with remainder. I got my student to divide the following numbers by 2:
{1,2,3,4,5,6,7,8,9,10}
and record the quotient and remainder
remainders={1,0,1,0,1,0,1,0,1,0}
quotients={0,1,1,2,2,3,3,4,4,5}
I then asked the student to say the sequence of remainders aloud, after I'd said the number. So:
fdrake: 1, student: 1
fdrake: 2, student: 0
fdrake:3, student 1
...
and so on.
I then asked the student to consider how the sequence might go on. They grokked that it would be alternating 0s and 1s. So they inferred the rule:
"if fdrake just said n, and I said 0 for n-1, say 1. If fdrake just said n, and I said 1 for n-1, say 0", and they could do this arbitrarily.
That's then a particular function which maps natural numbers to their remainder when divided by 2. But it's recited as a sequence of pairs by the student and I, in which I say a number and the student follows the rule.
What we'd thus done is constructed something that
counts as the mapping of naturals to their remainders when divided by 2, and what
counted as that mapping was our sequence of pairs of vocalisations.
What inculcated the norm in my student was
asking them how the sequence might go on, which set up an expectation for what they should do given what I do. They thus could interpret my vocalisations as an
imperative for them to utter the next number in the pattern. They would not have experienced them as an imperative without my role as their tutor (giving me some kind of legislative power over their behaviour), or me asking them to continue the pattern. Which they could then do as a distinct idea afterwards. They experienced the "should" I created as a mapping between two things.
I think that smells a lot of an expectation in a probability sense, the student had figured out that they'd get the answer right if they alternated, so they'd been given an imperative to minimise deviation from the expectation I provided with corrections or encouragement... Which starts looking a lot like a probabilistic inference procedure with entropy minimisation. Which is something we know human bodies
do all the time.
So I would be really surprised if our bodies abilities to do our homeostatic minimisation of variation wasn't leveraged like hell in our ability to coordinate behaviour and create norms. Since, as I claimed earlier, norms behave a lot like expectations. And correlations are another type of expectation.
That's about how I see it. We end up having coordinating norms through our ability to arbitrarily contextualise things, but then constrain that arbitrariness with expectations. Then we can learn how those constraints work by minimising deviations from token examples which are "generic" in some sense
*(by generic I mean generated in accordance with the target pattern)
. Which comes with a considerable degree of flexibility of rules you can learn from a given pattern, but it's no longer arbitrary, since we've put some tokens into the type creating engine that it must include and create a function for.
And that function is a recipe for recognising tokens and mapping them to other tokens - which we then enact to varying degrees of success {we do stuff which counts as an attempt to follow the pattern}. If the degree of success of the enactment is sufficiently high, that means
counting as doing the thing which
counts as the generating pattern. Which sets up the correspondence between our behaviour and the generating pattern as a type of association. Which is then the appropriate type in context.
In the above case, the student had learned the alternating pattern because they said the right things. Where "right things" is what is expected given the pattern and the imperative to reproduce it.
So how does this relate to truthbearers? Well it's not like a sentence in this view even has propositional content in the sense we'd ordinarily consider - it has conditions under which it is correctly assertible, which is already some normy thing. And a "model" where the sentence is true in the extensional semantics sense is more like a context - of stuff, norms, events, blah - in which it is correctly assertible.
I would like to have my cake and it it too, and claim that those contexts can be very object oriented and have exact constraints in them - like the maths example above. The student could say things which were true or false strictly, rather than stuff which counts as true or false for some purpose {like just a posit or a belief or a framing assumption}. And by "strictly" there I mean there being a unique "right" answer {any exemplar of a set of equivalent answers which count as that unique answer...}.