Christopher Hookway

This volume, derived from the Royal Institute of Philosophy 1992 conference, brings together some of the leading figures in the burgeoning field of cognitive science to explore current and potential advances in the philosophical understanding of mind and cognition. Drawing on work in psychology, computer science and artificial intelligence, linguistics and philosophy, the papers tackle such issues as concept acquisition, blindsight, rationality and related questions as well as contributing to the lively debates about connectionism and neural networks. The collection as a whole reflects the theoretical and methodological dynamism of this interdisciplinary field

Each volume in the Purdue University Press Series in the History of Philosophy examines the fundamental ideas of a single philosopher, presenting one basic text by the thinker in question, and supplementing this by “a very thorough and up-to-date commentary.” The format is most successful when a reasonably short classic work containing the subject’s most important claims can be found. We might expect it to work much less well with a thinker like Peirce, serious study of whose work cannot avoid taking seriously a large number of different papers and lectures: good reasons can be found for regarding any selection of a basic text unsatisfactory. It is thus a pleasure to report that Douglas Anderson met this challenge with considerable success. The commentary is of very high quality; and his choice of texts, although initially surprising, works very well.

William James’s paper “The Will to Believe” defends some distinctive and controversial views about the normative standards that should be adopted when we are reflecting upon what we should believe. He holds that, in certain special kinds of cases, it is rational to believe propositions even if we have little or no evidence to support our beliefs. And, in such cases, he holds that our beliefs can be determined by what he calls “passional considerations” which include “fear and hope, prejudice and passion, imitation and partisanship, the circumpressure of our caste and set” (1897: 9). On most occasions “we find ourselves believing, we hardly know how or why.” When James allows passional considerations a major role in determining the rationality of belief and argues that it is rational to form beliefs in advance of the evidence, he can easily be understood as holding that belief can be responsible when it is not warranted by epistemological norms. Belief can be rational and responsible when the reasons which support it are entirely prudential or practical. The question I am concerned with here is: how far can James’s argument in “The Will to Believe” be understood as an application of some views which are genuinely epistemological? One question we can ask about these views is: how far are they an application of a distinctively pragmatist approach to epistemological concerns about when belief is justified? One possibility is that James is making some original contributions to epistemology which may have echoes in contemporary epistemology. I shall argue that this interpretation of James’s argument is more plausible than it at first appears.

We can characterise thought in two different ways. Which is preferred can have implications for important issues about reasoning and the norms that govern cognition. The first, which owes much to the picture of the mind encountered in Descartes' Meditations, observes that paradigmatic examples of thoughts and inferences are events and processes whose special characteristics stem from their being ‘mental’ occurrences. For example they are conscious or, if unconscious, they stand in some special relation to thought processes that are conscious. They typically involve attitudes towards contents or propositions. In general, thoughts have a distinctive onto-logical status and this status depends upon their being mental and typically conscious. The second emphasises that thought is a kind of activity with a definite function. It involves the use of intelligence to solve problems, answer questions, make plans and so on. Thought should be studied as a kind of goal-directed activity. Those interested in the norms that govern thought should attend to the role of responsible disciplined reflection in carrying out this activity.