By Jerry A. Fodor
This selection of new and formerly released essays displays the most important learn and regarded one in all modern-day preeminent philosophers of brain. the 1st seven essays are philosophical items that concentrate on psychological illustration and the rules of intentionality; they're via 4 mental essays on cognitive structure. In his eloquent advent, Fodor exhibits how the 2 components are thematically united and epistemologically comparable, highlighting his curiosity to find possible choices to holistic money owed of cognitive content material.
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Additional info for A Theory of Content and Other Essays
Pn: sent purposes While we' re at it , it rather messesup my nice taxonomythat there are philosophers who accepta Functionalistview of psychologicalexplanationand are Realist about belief/desire psychology, but who reject the reduction of the latter to the former. In particular, they do not acceptthe identificationof any of the entitiesthat Functionalist psychologistsposit with the propositional attitudes that common sense holds dear. (A version of this view says that functional states " realize" Fodor' s Guide to Mental Representation 29 propositionalattitudes in much the way that the physical statesare supposedto realizefunctional ones.
I ' ll suggest that the answer turns out to be that , in a certain sense, it' s not , and that this conclusion may be more acceptable than at first appears. I said I would argue for all of that ; in fact I ' m going to do less. I propose to look at the way the problem of misrepresentation is handled in the causal theories that Stampe and Dretske have advanced ; and I really will argue that their treatments of misrepresentation don ' t work . This exercise should make it reasonably clear why misrepresentation is so hard to handle in causal theories generally .
Semantics, Wisconsin Style 41 This move is ingenious but hopeless. Just for starters, the distinction between what happens in the learning period and what happens thereafter surely isn ' t principled ; there is no time after which one' s use of a symbol stops being merely shaped and starts to be, as it were , in earnest. Perhaps idealization will bear some of this burden , but it' s hard to believe that it could yield a notion of learning period sufficiently rigorous to underwrite the distinction betw ~en truth and falsity ; which is, after all , precisely what ' s at issue.
A Theory of Content and Other Essays by Jerry A. Fodor