Fichte’s critique of physicalism – towards an idealist alternative

ABSTRACT

Though the perennial problem of consciousness has outlasted the idealists, the reductivist turn in contemporary naturalistic philosophy of mind and the non-reductivist reactions to it provoke us to re-think post-Kantian idealism. Fichte's Wissenschaftslehre makes for a classical case of non-reductivist (and probably even non-naturalist) approach to mind and his critique of ‘dogmatism’ is all the more relevant in this context. This article contains four sections. The first section is an introduction that explains why post-Kantian idealism is relevant to contemporary philosophy of mind. The second section pinpoints the placement issue that confronts not only current philosophers but also partially motivated Fichte's own philosophy. The third section is a short but essential remark about the normative and practical valence of ‘knowledge’ and ‘science’ in Fichte's traditional understanding of them. In the fourth section, I provide a reconstructive analysis of Fichte's understanding and critique of physicalism. Fichte's argument can be analyzed into two horns with each targeting reductivism and epiphenomenalism respectively. The final section is a brief but positive exposition on a necessary feature, namely reflexivity, of mind and the first-person perspective. Fichte's appropriation of intellectual intuition exemplifies a non-representationalist picture that connects content transparency with the active nature of mind.     

Enlightenment and the Unconditional Good: From Fichte to the Frankfurt School

In a series of lectures from 1804–05, Johann Gottlieb Fichte sets out a conception of enlightenment whose basic structure is, I argue, to some extent reproduced in two more famous accounts of enlightenment found in post-Kantian German philosophy: Hegel’s account of the Enlightenment’s struggle with faith in his Phenomenology of Spirit and the conception of enlightenment rationality presented in Horkheimer and Adorno’s Dialectic of Enlightenment. The narrative I offer serves to highlight, moreover, the critical role played by the notion of an unconditional good in Fichte’s and Hegel’s critiques of enlightenment. The lack of an explicit appeal to, and account of, this notion in Horkheimer and Adorno’s critique of enlightenment will be shown to raise questions concerning how successful their critique of enlightenment can really be thought to be.     

How to Release Oneself from an Obligation: Good News for Duties to Oneself

In some cases, you may release someone from some obligation they have to you. For instance, you may release them from a promise they made to you, or an obligation to repay money they have borrowed from you. But most take it as clear that, if you have an obligation to someone else, you cannot in any way release yourself from that obligation. I shall argue the contrary. The issue is important because one standard problem for the idea of having duties to oneself relies on the impossibility of self-release. The argument (the ‘Release Argument’) is that a duty to oneself would be a duty from which one could release oneself, but that this is an absurdity, and so there can be no duties to oneself. This argument is to be rejected because a duty from which one can release oneself is perfectly possible, and such release occurs quite properly from time to time.     

How the brain responds to any: an MEG study

The word any may appear in some sentences, but not in others. For example, any is permitted in sentences that contain the word nobody, as in Nobody ate any fruit. However, in a minimally different context any seems strikingly anomalous: ^*Everybody ate any fruit. The aim of the present study was to investigate how the brain responds to the word any in such minimally different contexts - where it is permitted (licensed) and where it is not permitted (unlicensed). Brain responses were measured from adult readers using magnetoencephalography (MEG). The results showed significantly larger responses to permissible contexts in the left posterior temporal areas between 400-500 ms and 590-660 ms. These results clarify the anatomy and timing of brain processes that contribute to our judgment that a word such as any is or is not permitted in a given context.     

The threat of intergenerational extortion: on the temptation to become the climate mafia,masquerading as an intergenerational Robin Hood

Abstract

This paper argues that extortion is a clear threat in intergenerational relations, and that the threat is manifest in some existing proposals in climate policy and latent in some background tendencies in mainstream moral and political philosophy. The paper also claims that although some central aspects of the concern about extortion might be pursued in terms of the entitlements of future generations, this approach is likely to be incomplete. In particular, intergenerational extortion raises issues about the appropriate limits to the sway of central values such as welfare and distributive justice. We should be wary of ways in which such values invite us to buy off, or perhaps to join, an intergenerational climate Mafia.     

The capacity to be an analyst: A contribution from attachment research to the study of candidate selection

In this paper the author discusses how the study of candidate selection, once a topic of vibrant research, has unfortunately languished. Certain qualities were thought to characterize the successful candidate. However, they were never successfully operationalized nor empirically tested. Possibly because of this lack of empirical data, selectors today have difficulty articulating their criteria and are relying on intuition. In order to provide a more rational basis for contemporary selection, the author looks to the attachment literature. This makes sense because attachment theory shares some basic assumptions of contemporary psychoanalysis. The Adult Attachment Interview (AAI) is a research tool that predicts the ability of a parent to convey attachment security. It is scored by attending to how a person speaks about his early attachment experiences. The AAI appears to tap into similar qualities to those selection researchers have sought in their candidates. Further, the scoring method of the AAI appears to be similar to the last attempt by selection researchers to operationalize them. Given these similarities, the author recommends an empirical study using the AAI to operationalize these qualities in analytic candidates. The study would test their importance for success in the training program, thus offering selectors some empirical grounding for their choices.     

Threatened identities: the experiences of women in transition to programmes of professional higher education

The aim of the research described in this article was to investigate how women experience the transition to programmes of professional higher education. The investigation took place in a school of a British university where the professional areas chosen were social work and health care education. Most of the participants were new to the higher education system and were entering as mature students, but a few were making educational transitions and had previous involvement in higher education. As the central focus was an investigation of subjective accounts, a phenomenological perspective was adopted and the methods used were mainly qualitative. A multiple methods approach to data collection was taken. The investigation took place over two phases, covering the period of transition to programmes over two consecutive years. Anxieties were commonly experienced by participants in the transition to their programme. Breakwell's (1986) theory of threatened identities seems useful in understanding the emerging issues. Anxieties could be explained in terms of threats to identity ‘principles’; however, these arose from the social context and coping with them is not always psychologically based. Issues which appear to assist the transition are highlighted. Copyright © 1999 John Wiley & Sons, Ltd.     

Taking a shine to it: How the preference for glossy stems from an innate need for water

Human beings are attracted to glossy objects. However, the investigation of whether this preference for glossy is a systematic bias, and the rationale for why, has received little or no attention. Drawing on an evolutionary psychology framework, we propose and test the hypothesis that the preference for glossy stems from an innate preference for fresh water as a valuable resource. In a set of six studies we demonstrate the preference for glossy among both adults and young children (studies 1A, 1B and 2) ruling out a socialization explanation, investigate the hypothesis that the preference for glossy stems from an innate need for water as a resource (studies 3 and 5) and, in addition, rule out the more superficial account of glossy = pretty (study 4). The interplay between the different perspectives, implications of the findings and future research directions are discussed.     

The transition from expectancy to parenthood: Impact of the firstborn child on men and women

In this short-term longitudinal study, 31 middle-class primigravidae and their husbands were seen once during the last trimester of pregnancy and again when their infants were 6 months old. At both times, a common core of self-assessment instruments was administered: mood scales, social change ratings, anticipation/experience of parenthood, and a modified Bem satisfaction scale. Some additional items were given at parenthood. For both men and women, expectancy was marked by optimism and contentment, despite some emotional and physical strain. Similarly, as parents of an infant, subjects rated the experience as highly positive. However, the transition to parenthood involved major role upheaval with both more positive and more negative changes reported by women than men. Despite these changes, women displayed considerable stability in mood and self-satisfaction over time and situation. In contrast, measures of the anticipation and self-reported experience of parenthood revealed no consistency for women; the types of mothers they turned out to be were unrelated to their expectations. Men successfully predicted their parenting behavior on more than half of the dimensions measured. The results were discussed in terms of the stresses inherent in role changes encountered during transitions from one stage of life to the next.This research was supported by funds from the Boystown Center for the Study of Youth Development at Stanford University. Special thanks to Barbara Aschenbrenner for her assistance in all phases of the research.     

From Daemonic Reason to Daemonic Imagination: Plotinus and Marsilio Ficino on the Soul's Tutelary Spirit

This article explores Marsilio Ficino's interpretation of Plotinus's notion of tutelary daemon, as found in Enneads III.4. While Plotinus considered external daemons as philosophically insignificant and described one's personal daemon as the highest part of one's soul, Ficino placed great emphasis on the existence of outer daemonic entities which continuously interact with human beings. As a consequence, for Plotinus the soul's tutelary daemon corresponded to man's capability for intellectual knowledge, that is, to his ability to become emancipated from the material world, which, from a Platonic point of view, was made of appearances. Ficino, by contrast, tends to identify the soul's daemonic power with the faculty which he saw as the gateway for the action of external entities: the imagination. The imagination – like a mirror – reflects and retains images of other levels of life and acts as the surface on which external daemons project the forms of their own imagining. Ficino provides a complex account of the relationships between the soul and various layers of daemonic interventions, in which he combines Plotinus's view on personal daemons with elements coming from later forms of daemonology, such as that of Porphyry, Iamblichus, Synesius and Proclus.     

Towards Working Life: Effects of an intervention on mental health and transition to post-basic education

The Towards Working Life group method was designed to promote the transition to the upper secondary level or vocational studies and to support mental health among young people finishing their basic education. This study examined the effects of the intervention during upper secondary and vocational studies in a randomized field experimental study among a total of 1034 students. At the one-year follow-up, the program had increased both education related social ties and the number of adults in these ties. The group intervention had interaction effects with baseline risk of depression and learning difficulties on symptoms of depression and school burnout. Among those initially at risk of depression, the intervention decreased symptoms of depression. For students who were at risk of depression and had learning difficulties, the intervention decreased school burnout.     

How to explain receptivity to conjunction-fallacy inhibition training: Evidence from the Iowa Gambling Task

Intuitive predictions and judgments under conditions of uncertainty are often mediated by judgment heuristics that sometimes lead to biases. Using the classical conjunction bias example, the present study examines the relationship between receptivity to metacognitive executive training and emotion-based learning ability indexed by Iowa Gambling Task (IGT) performance. After completing a computerised version of the IGT, participants were trained to avoid conjunction bias on a frequency judgment task derived from the works of Tversky and Kahneman. Pre- and post-test performances were assessed via another probability judgment task. Results clearly showed that participants who produced a biased answer despite the experimental training (individual patterns of the biased → biased type) mainly had less emotion-based learning ability in IGT. Better emotion-based learning ability was observed in participants whose response pattern was biased → logical. These findings argue in favour of the capacity of the human mind/brain to overcome reasoning bias when trained under executive programming conditions and as a function of emotional warning sensitivity.     

Peirce on Education: Nurturing the First Rule of Reason

Through an exegetic reading of Peirce’s minor texts on higher education, I find that Peirce’s conception of a “Liberal Education” is close to the Herbartian conception of Bildung. Peirce calls for a general education with the ambition of qualifying critical thinkers with the capacity to go beyond the strict rules and narrow borders of the artes liberales, – the different subject matters or sciences taught at a university. Thus, Peirce’s conception of a liberal education is closely linked to his interpretation of common sense – or sensis communis – as a critical commonsensism. To him, it is urgent to educate and nurture “the first rule of reason,” described as a will to learn, a curiosity, a dissatisfaction of what you already incline to think, and an intense desire to find things out. The nurturing of this “first rule of reason” is thus about educating an intellectual community of critical thinkers who are able to question authoritative beliefs, knowing how to debunk them, and how to turn away from obiter dictum.     

How the disadvantaged appraise group-based exclusion: The path from legitimacy to illegitimacy

Although many forms of differential treatment based on group membership are perceived to be legitimate, disadvantaged group members’ responses to discrimination have been studied primarily in contexts in which such treatment is appraised as illegitimate. This has resulted in an impoverished understanding of differential group-based treatment and a failure to illuminate the processes by which discrimination can shift from being seen as legitimate to being viewed as illegitimate. We discuss the determinants of disadvantaged group members’ legitimacy appraisals and the de-legitimisation process, whereby forms of discrimination appraised as legitimate come to be increasingly perceived as illegitimate. Whether group-based exclusion is addressed collectively or individually depends on socio-structural factors such as the pervasiveness of discrimination, impermeability of intergroup boundaries, and the availability of cognitive alternatives to the status quo. We conclude that understanding the antecedents and consequences of legitimacy appraisals is necessary to develop a comprehensive account of disadvantaged group members’ experiences of group-based discrimination.     

Learning by looking: Infants' social looking behavior across the transition from crawling to walking

This study investigated how infants gather information about their environment through looking and how that changes with increases in motor skills. In Experiment 1, 9.5- and 14-month-olds participated in a 10-min free play session with both a stranger and ambiguous toys present. There was a significant developmental progression from passive to active social engagement, as evidenced by younger infants watching others communicate more and older infants making more bids for social interaction. Experiment 2 examined longitudinally the impact of age and walking onset on this progression. The transition to independent walking marked significant changes in how often infants watched others communicate and made active bids for social interaction. Results suggest that infants transition from passive observers as crawlers to active participants in their social environment with the onset of walking.     

The effect of an overheard ethnic slur on evaluations of the target: How to spread a social disease

An experiment was conducted to assess the effects of an ethnic slur on evaluations of a targeted minority group member by those who overheard the slur. White subjects plus four confederates participated in a study ostensibly concerned with debating skills. Two of the confederates, one of whom was black, were always picked to engage in a debate which the others were to evaluate. The black debator either won or lost the debate. After the debate, one confederate-evaluator criticized the black in a manner that either did or did not involve an ethnic slur; in a control condition, no such comment was made. Based on the notion that ethnic slurs activate negative schemata regarding members of the targeted minority group, it was predicted that when the black debator lost the debate, the ethnic slur would lead to lower evaluations of his skill. This hypothesis was supported. Theoretical and practical implications of the findings were discussed.     

Change in physical self-perceptions across the transition to secondary school: Relationships with perceived teacher-emphasised achievement goals in physical education

ObjectivesThis study aimed to examine the effects of change in perceived teacher achievement goal emphasis in physical education (PE) on physical self-perceptions and self-esteem across the transition to secondary school.Design & methodsA longitudinal design was adopted with three time points, one at the end of primary school and two during the first year of secondary school. Participants (N = 491) were cross-classified by primary (N = 42) and secondary (N = 46) PE class in order to examine the association between perceived class-level teacher-emphasised goals and within-class student goals with self-beliefs.ResultsPersonal approach goals and class perceptions of teacher mastery approach goal promotion were all positively associated with ratings of co-ordination, sport competence, flexibility, and endurance in primary school. More favourable perceptions of coordination, sport competence, strength, flexibility, and endurance during the first year of secondary school were predicted by an increase in performance approach goal emphasis, whereas ratings of sport competence and flexibility were negatively associated with an increase in mastery approach goal emphasis.ConclusionsAlthough not entirely consonant with theoretical predictions, current findings suggest that teacher-emphasised performance approach goals in PE can promote development of several physical self-perceptions in the initial year of secondary school.     

The borderlands of waking: Quantifying the transition from reflective thought to hallucination in sleep onset

We lose waking consciousness spontaneously and regularly over the circadian cycle. It seems that every time we fall asleep, reflective thinking gradually gives way to our interactions with an imaginary, hallucinatory world that brings multimodal experiences in the absence of adequate external stimuli. The present study investigates this transition, proposing a new measure of hallucinatory states. Reflective thinking and motor imagery were quantified in 150 mentation reports provided by 16 participants after forced awakenings from different physiology-monitored time intervals after sleep onset. Cognitive agency analysis and motor agency analysis – which are objective (grammatical–semantic) tools derived from linguistic theories – show (i) a decrease in reflective thinking which sleepers would need to acknowledge the hallucinatory quality of their state, and (ii) an increase in motor imagery, indicating interactions with a hallucinatory world. By mapping these spontaneous changes in human consciousness onto physiology, we can in the long run explore the conditions of its decline, and possibilities for treatment.     

From the Dawn of Humanity to the 21st Century: Creativity as an Enduring Survival Skill

While the scientific investigation into creativity is a recent phenomenon, creative thinking has always been a crucial feature of humanity. The ability to creatively solve problems enabled early humans to survive and laid the foundation for the creative imagination that has resulted in our modern society. While most humans no longer face physical threats, life and work in the 21st century demands heightened creativity skills. To meet these demands, educational practices must leverage the insights and strategies gained through research into the trainability of creative thinking.     

The View from Inside the System: How Police Explain Their Response to Sexual Assault

Prior research has documented the problematic community response to sexual assault: the majority of sexual assaults reported to police are never prosecuted. Social dominance theory suggests that this response is a form of institutional discrimination, intended to maintain existing social structures, and that police personnel likely draw upon shared ideologies to justify their decision‐making in sexual assault case investigations. This study drew upon social dominance theory to examine how police justified their investigatory decisions to identify potential leverage points for change. The study revealed that the likelihood of a case referral to the prosecutor increased with each additional investigative step completed; of the different types of justifications provided by police for a less‐than‐thorough investigative response and stalled case, blaming the victim for the poor police investigation proved to be the most damaging to case progression; and the type of explanation provided by police was impacted by specific case variables. As suggested by social dominance theory, the study demonstrates that police rely on several different mechanisms to justify their response to sexual assault; implementing criminal justice system policies that target and interrupt these mechanisms has the potential to improve this response, regardless of specific case factors.