Don Gardner

This introduction provides an overview of William Lycan’s contributions to philosophy, with a particular focus on his work in the philosophy of mind, language, and method. Lycan has been a major figure in contemporary philosophy, defending materialist and functionalist views of the mind, while also engaging with issues such as representationalism, perception, and epistemology. His work on language has significantly shaped debates on truth-conditional semantics, reference, and natural-kind terms. Furthermore, Lycan has contributed to metaphilosophy, especially concerning the nature and progress of philosophical inquiry. The volume is structured into three sections—Mind, Meaning, and Method—each of which reflects key themes in Lycan’s thought. The contributions explore topics such as olfactory representation, the epistemic role of intuitions, and the philosophy of conditionals. By examining Lycan’s work from multiple angles, this volume aims to provide a deeper understanding of his influence and the ongoing relevance of his ideas in contemporary debates.

When do the folk think that mereological composition occurs? Many metaphysicians have wanted a view of composition that fits with folk intuitions, and yet there has been little agreement about what the folk intuit. We aim to put the tools of experimental philosophy to constructive use. Our studies suggest that folk mereology is teleological: people tend to intuit that composition occurs when the result serves a purpose. We thus conclude that metaphysicians should dismiss folk intuitions, as tied into a benighted teleological view of nature.

In this paper, I approach epistemic norms from an ontogenetic point of view. I argue and present evidence that to understand epistemic norms – e.g., scientific norms of methodology and the evaluation of evidence – children must first develop through their social interactions with others three key concepts. First is the concept of belief, which provides the most basic distinction on which scientific investigations rest: the distinction between individual subjective perspectives and an objective reality. Second is the concept of reason, which in the context of science obligates practitioners to justify their claims to others with reasons by grounding them in beliefs that are universally shared within the community. Third is the concept of social norm, which is not primarily epistemic, but provides children with an understanding of norms as collective agreements. The theoretical argument is that all three of these concepts emerge not from just any kind of social interaction, but specifically from social interactions structured by the human species’ unique capacities for shared intentionality.