Brent Silby

Logic-Based Therapy is a proposed modality of philosophical counseling developed by philosopher Elliot D. Cohen beginning in the mid-1980s. This Socratic dialogue illustrates the techniques used by Philosophical Counselors in helping their clients work through life problems. Philosophical Counseling is based on Stoic Philosophy and practitioners assist clients to identify faulty reasoning that leads to poor behavioral choices or unwanted emotions. Dialogues such as this can serve as teaching resources for students working towards certification in Practical Philosophy or Philosophical Counseling.

This book is an introduction to philosophy presented in the dialogue style used by the historic philosopher, Plato. Set in a fictional middle school, the protagonist, Sophia, engages in philosophical dialogue with her teachers and fellow students. At the end of each dialogue, a short chapter explains the logical structure of the conversation that has taken place. This book can therefore be used either as entertainment or as a learning resource by parents and teachers to develop rational thinking in children. Topics discussed by Sophia and her friends include the nature of learning, ethics, theories of knowledge, and justice. Three of the dialogues are modernized versions of Plato’s dialogues, thus providing young people with an introduction to the origin of Philosophy. And in keeping with the Platonic tradition, discussions start with simple questions and develop in complexity as each answer prompts a new question. The final two dialogues are based on Plato’s Apology and Crito in which Socrates stands trial for corrupting the youth of Athens. In the context of this book, the dialogues occur when the Deputy Principal, who finds Sophia infuriating, conspires to have her expelled. At her expulsion hearing, Sophia argues that the expulsion is unjust and that rather than expulsion, the school should take her out for dinner every Friday night.

Higher-order thought theories (or HOT theories) state that a mental state is conscious only when it is accompanied by a higher-order thought (HOT). The thought that makes a state conscious is not conscious in itself, but having that thought is what make the state of which it is about conscious. If there is no HOT about a mental state, then that state is not a conscious state. On this view, a state can only be a conscious state if we are aware of that state, or, have a HOT about that state. Fred Dretske, on the otherhand, believes that mental states can be conscious without the subject being aware of those states. For Dretske, what makes a mental state conscious is not the subject's awareness of the state, rather, it is the way in which the state makes the subject conscious of something in the world. When we look at an object, we are not conscious of our experience of looking at the object, we are conscious of the object itself. In this paper, I will suggest that HOT theories lead to a cluttered picture of the mind. I will then offer Dretske's account of consciousness as an alternative to the HOT theories. My goal will be to show that Dretske's model of consciousness should be the preferred option.

For Wittgenstein, all aspects of the human mind are inescapably dependent upon the use of language. A cartesian view would maintain that thoughts and representation are possible without language, but Wittgenstein does not agree. In this paper I will describe Wittgenstein's theories of consciousness and representation. One of the central goals for Wittgenstein was to account for meaning. Wittgenstein offers two accounts of human consciousness. I will describe the early view, which was contained in his Tractatus Logico-Philosophicus. I will then explain his later thoughts. Although Wittgenstein changed his mind and refuted his early work, there is a central claim in all of Wittgenstein's work.

One of the major concerns for the contemporary philosophy of mind involves the problem of qualia. The word qualia refers to our subjective experience of the world and includes the properties of our experience that cannot be located in the world external to our minds. For example, the ineffable feel of a blue experience when one looks at the sky, or the pain one feels when one is stuck with a pin. These sensations are the essence of our experience and yet cannot be pointed to in the external world

In his recent article "Advent of Google means we must rethink our approach to education", Sugata Mitra argues that our education system needs to change. He suggests that the existence of modern technologies such as Google make the skills of the past obsolete. For Mitra, the only reason we continue to teach skills such as longhand multiplication is because we have some sort of romantic attachment to the past. In this short article I respond to his central claim that we should replace the Intellectual Traditionalist form of education with a new system. I argue that Mitra description of the Intellectual Traditionalist system is a strawman. Further, I argue that it would be a mistake to replace Intellectual Traditionalism with a constructivist pedagogy.

In his paper "On A Confusion about a Function of Consciousness", Ned Block claims that the concept of consciousness is best described as a mongrel concept. For Block, the word "consciousness" refers to many different concepts and phenomena that have been bundled together under the one concept. Block suggests that we run into problems when we analyse certain aspects of consciousness using premises that cannot be applied to other aspects of consciousness. In an effort to clear up the confusion associated with reasoning about consciousness, Block breaks consciousness down into several different concepts. In this paper I will be concerned only with what Block calls access consciousness and phenomenal consciousness. These two concepts appear to constitute his primary distinction and deserve attention. I will consider David Chalmers' contribution to the issue and will then outline an alternative view offered by Daniel Dennett.

Over recent years there has been a growing movement pushing for the inclusion of Philosophy in schools.[1] As a subject, Philosophy is broad. It can be separated into many sub-disciplines such as Philosophy of Religion, Philosophy of Mind, Ethics, and Philosophy of Science, to name a few. These sub-disciplines reduce back to three broad pillars of Philosophy: Epistemology, Metaphysics, and Axiology. Regardless of where one’s philosophical interest sits, the essential skill set remains the same. This is the ability to reason. Philosophers produce rationally convincing arguments and critically assess the arguments of others. In this fictional dialogue Socrates meets with Allison Fells, the Principal of Western Heights School, to discuss the inclusion of Philosophy in the school curriculum. Socrates has been running a successful Philosophy club at school and believes that students would benefit through the extension of the club into the regular school curriculum. Socrates argues that Philosophy equips students with the skill set needed to live the good life.

Language of thought theories fall primarily into two views. The first view sees the language of thought as an innate language known as mentalese, which is hypothesized to operate at a level below conscious awareness while at the same time operating at a higher level than the neural events in the brain. The second view supposes that the language of thought is not innate. Rather, the language of thought is natural language. So, as an English speaker, my language of thought would be English. My goal is to defend the second view. My methodology will see the project broken down into three major areas. First I will show that human thinking requires a language of thought, after which I will highlight some problems with assuming that this language is innate and hidden. Included in this section will be a small introduction to the compatibility problem. The compatibility problem offers some obvious difficulties for mentalese theories and these will be discussed. The next stage of the project will focus on evidence that can be put forward in support of the claim that natural language is the language of thought. Our most direct source of evidence comes from introspection, and this will play a dominant role in the discussion. The final part of the thesis will involve an examination of the principle arguments that have been put forward against the idea that natural language is the language of thought. My goal will be to show that these arguments do not entail the existence of mentalese, nor do they show that natural language is not the language of thought. I will provide answers to the arguments, and will explain the phenomena they point to in terms of natural language being the language of thought.

During my childhood I was fascinated by videogames. One game that stands out in my memory is Pacman. It wasn’t the gameplay that interested me so much as the behavior of the ghosts. As you watch them roam around the maze, you get the feeling that they are intelligent. They seem to be making decisions about how best to catch Pacman. But how free are their decisions? One of the interesting things I noticed was that I could play exactly the same game over and over if I moved Pacman in precisely the same way each time. The ghosts always followed the same behavioral pattern and didn’t deviate from that pattern until I changed my pattern. Experimenting with Pacman in this way revealed to me something about the ghosts’ behavior. True, they make decisions, but their decisions are firmly and predictably determined by the way I move around the maze