Peter Carruthers

Based on lectures developed for an audience ignorant of analytic thought, Carruthers’s clearly and elegantly written book introduces many central issues in modern philosophy, including knowledge, justification, truth, the a priori, Platonism, learning, the evolution of mind, explanation. Its organizing principle being the rationalist-empiricist controversy from the 1700s onwards, it also offers an intriguing reinterpretation of that debate and mounts a lively defense of a hybrid position that eschews the a priori while allowing the existence of innate mental structure. Carruthers’s work is thus in the best tradition of philosophical writing, instructing the novice while engaging the expert.

Valence is a central component of all affective states, including pains, pleasures, emotions, moods, and feelings of desire or repulsion.This paper has two main goals. One is to suggest that enough is now known about the causes, consequences, and properties of valence to indicate that it forms a unitary natural-psychological kind, one that seemingly plays a fundamental role in motivating all kinds of intentional action. If this turns out to be true, then the correct characterization of the nature of valence becomes an urgent philosophical issue. There appear to be just two accounts that have the required generality. According to one, valence is a nonconceptual representation of value. According to the other, valence is an intrinsic qualitative property of experience. The second goal of the paper is to contrast and evaluate these two views of the nature of valence, drawing on the relevant empirical findings. Overall, I suggest that the representational account is more plausible.

According to higher-order thought accounts of phenomenal consciousness it is unlikely that many non-human animals undergo phenomenally conscious experiences. Many people believe that this result would have deep and far-reaching consequences. More specifically, they believe that the absence of phenomenal consciousness from the rest of the animal kingdom must mark a radical and theoretically significant divide between ourselves and other animals, with important implications for comparative psychology. I shall argue that this belief is mistaken. Since phenomenal consciousness might be almost epiphenomenal in its functioning within human cognition, its absence in animals may signify only relatively trivial differences in cognitive architecture. Our temptation to think otherwise arises partly as a side-effect of imaginative identification with animal experiences, and partly from mistaken beliefs concerning the aspects of common-sense psychology that carry the main explanatory burden, whether applied to humans or to non-human animals.

A number of two-systems accounts have been proposed to explain the apparent discrepancy between infants’ early success in nonverbal mindreading tasks, on the one hand, and the failures of children younger than four to pass verbally-mediated false-belief tasks, on the other. Many of these accounts have not been empirically fruitful. This paper focuses, in contrast, on the two-systems proposal put forward by Ian Apperly and colleagues. This has issued in a number of new findings. The present paper shows that the theoretical arguments offered in support of Apperly’s account are nevertheless unconvincing, and that the data can be explained in other terms. A better view is that there is just a single mindreading system that exists throughout, but which undergoes gradual conceptual enrichment through infancy and childhood. This system can be used in ways that do, or do not, draw on executive resources and/or working memory.

This chapter examines the extent to which there are continuities between the cognitive processes and epistemic practices engaged in by human hunter-gatherers, on the one hand, and those which are distinctive of science, on the other. It deploys anthropological evidence against any form of 'no-continuity' view, drawing especially on the cognitive skills involved in the art of tracking. It also argues against the 'child-as-scientist' accounts put forward by some developmental psychologists, which imply that scientific thinking is present in early infancy and universal amongst humans who have sufficient time and resources to devote to it. In contrast, a modularist kind of 'continuity' account is proposed, according to which the innately channelled architecture of human cognition provides all the materials necessary for basic forms of scientific reasoning in older children and adults, needing only the appropriate sorts of external support, social context, and background beliefs and skills in order for science to begin its advance

Theories of Theories of Mind brings together contributions by a distinguished international team of philosophers, psychologists, and primatologists, who between them address such questions as: what is it to understand the thoughts, feelings, and intentions of other people? How does such an understanding develop in the normal child? Why, unusually, does it fail to develop? And is any such mentalistic understanding shared by members of other species? The volume's four parts together offer a state of the art survey of the major topics in the theory-theory/simulationism debate within philosophy of mind, developmental psychology, the aetiology of autism and primatology. The volume will be of great interest to researchers and students in all areas interested in the 'theory of mind' debate.

_The Nature of the Mind_ is a comprehensive and lucid introduction to major themes in the philosophy of mind. It carefully explores the conflicting positions that have arisen within the debate and locates the arguments within their context. It is designed for newcomers to the subject and assumes no previous knowledge of the philosophy of mind. Clearly written and rigorously presented, this book is ideal for use in undergraduate courses in the philosophy of mind. Main topics covered include: * the problem of other minds * the dualist/physicalist debate * the nature of personal identity and survival * mental-state concepts The book closes with a number of pointers towards more advanced work in the subject. Study questions and suggestions for further reading are provided at the end of each chapter. _The Nature of the Mind_ is based on Peter Carruthers' book, _Introducing Persons_, also published by Routledge.

In this remarkably clear and original study of the Tractatus Peter Carruthers has two principal aims. He seeks to make sense of Wittgenstein's metaphysical doctrines, showing how powerful arguments may be deployed in their support. He also aims to locate the crux of the conflict between Wittgenstein's early and late philosophies. This is shown to arise from his earlier commitment to the objectivity of logic and logical relations, which is the true target of attack of his later discussion of rule-following. Within this general framework Dr Carruthers explores a number of themes, including the early Wittgenstein's doctrine of the priority of logic over metaphysics, the nature and purpose of his programme of analysis for ordinary language and the various possible arguments supporting the existence of Simples. He offers many original interpretations and defends them with considerable attention to textual detail, yet the book's clarity and directness will make it accessible to anyone acquainted with the Tractatus. It will be required reading for all serious students of Wittgenstein's philosophy.

Wegner (Wegner, D. (2002). The illusion of conscious will. MIT Press) argues that conscious will is an illusion, citing a wide range of empirical evidence. I shall begin by surveying some of his arguments. Many are unsuccessful. But one—an argument from the ubiquity of self-interpretation—is more promising. Yet is suffers from an obvious lacuna, offered by so-called ‘dual process’ theories of reasoning and decision making (Evans, J., & Over, D. (1996). Rationality and reasoning. Psychology Press; Stanovich, K. (1999). Who is rational? Studies of individual differences in reasoning. Lawrence Erlbaum; Frankish, K. (2004). Mind and supermind. Cambridge University Press). I shall argue that this lacuna can be filled by a plausible a priori claim about the causal role of anything deserving to be called ‘a will.’ The result is that there is no such thing as conscious willing: conscious will is, indeed, an illusion.

This is the third volume of a three-volume set on The Innate Mind. The extent to which cognitive structures, processes, and contents are innate is one of the central questions concerning the nature of the mind, with important implications for debates throughout the human sciences. By bringing together the top nativist scholars in philosophy, psychology, and allied disciplines these volumes provide a comprehensive assessment of nativist thought and a definitive reference point for future nativist inquiry. The Innate Mind: Volume 3: Foundations and the Future, concerns a variety of foundational issues, as well as questions about the direction of future nativist research. It addresses such questions as: What is innateness? Is it a confused notion? What is at stake in debates between nativists and empiricists? What is the relationship between genes and innateness? How do innate structures and learned information interact to produce adult forms of cognition, e.g. about number, and how does such learning take place? What innate abilities underlie the creative aspect of language use, and of creative cognition generally? What are the innate foundations of human motivation, and of human moral cognition? In the course of their discussions, many of the contributors pose the question : Where next for nativist research? Together, these three volumes provide the most intensive and richly cross-disciplinary investigation of nativism ever undertaken. They point the way toward a synthesis of nativist work that promises to provide a powerful picture of our minds and their place in the natural order.

This article evaluates the scientific credentials of a distinction that is frequently endorsed by scientists who study human reasoning, between so-called “System 1” and “System 2”. The paper argues that one aspect of what is generally intended by this distinction is real. In particular, there is a real distinction between intuitive and reflective cognitive processes. But this distinction fails to line up with many of the other properties attributed to System 1 and System 2. Accordingly, the paper argues that the latter distinction is not real, and should be abandoned.