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Concepts
Oxford Cognitive Science SeriesGeneral Editors: Martin Davies, Wilde Reader in Mental Philosophy, University of Oxford, UK, James Higginbotham, Professor of General Linguistics, University of Oxford, UK, John O'Keefe, Professor of Cognitive Neuroscience, University College, London, UK, Christopher Peacocke, Waynflete Professor of Metaphysical Philosophy, University of Oxford, UK, and Kim Plunkett,University Lecturer in Psychology, University of Oxford, UKThe Oxford Cognitive Science series is a forum for the best contemporary work in this flourishing field, where various disciplines—cognitive psychology, philosophy, linguistics, cognitive neuroscience, and computational theory—join forces in the investigation of thought, awareness, understanding, and associated workings of the mind. Each book will represent an original contribution to its subject, but will be accessible beyond the ranks of specialists, so as to reach a broad interdisciplinaryreadership. The series will be carefully shaped and steered by the general editors, with the aim of representing the most important developments in the field and bringing together its constituent disciplines. About this bookThe renowned philosopher Jerry Fodor, who has been a leading figure in the study of the mind for more than twenty years, presents a strikingly original theory of the basic constituents of thought. He suggests that the heart of a cognitive science is its theory of concepts, and that cognitive scientists have gone badly wrong in many areas because their assumptions about concepts have been seriously mistaken. Fodor argues compellingly for an atomistic theory of concepts, deals out witty andpugnacious demolitions of the rival theories that have prevailed in recent years, and suggests that future work on human cognition should build upon new foundations.This lively, conversational, and surprisingly accessible book is the first volume in the Oxford Cognitive Science Series, where the best original work in this field will be presented to a broad readership. Concepts will fascinate anyone interested in contemporary work on mind and language. Cognitive science will never be the same again.
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Concepts
Andy Blunden presents a critical review of theories of Concepts in cognitive psychology, analytical philosophy, linguistics, conceptual change theory and other disciplines. The problems in these disciplines has led many to abandon the idea of Concepts altogether, particularly those taking an interactionist approach. Blunden responds with an historical review focussing on the idealist philosophy of Hegel, its reception and transformation in the development of positive science and finally the cultural psychology of Lev Vygotsky. He then proposes an approach to Concepts which draws on Activity Theory. Concepts are equally subjective and objective, units of consciousness and of the cultural formation of which one is a part. This continues the author’s earlier work in An Interdisciplinary Theory of Activity (Brill 2010).
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concepts
Concepts seem to work best when created in that interspace between theory and praxis, between philosophy, art, and science. Deleuze himself has generated many concepts in this encounter between philosophy and non-philosophy (art, literature, film, botany, etc): his ideas of affects and percepts, of becoming, the stutter, movement-image and time-image, the rhizome, to name but a few.In the case of this volume, the "other" is the "other" to English language/culture (and its philosophy): what happens, if instead of "other disciplines," we take other cultures, other languages, other philosophies? Does not the focus on English as a hegemonic language of academic discourse deny us a plethora of possibilities, of possible Denkfiguren, of possible concepts? This collection is a kind of travelogue. The journey does not follow a particular trajectory—some countries are not on the map; some are visited twice. So, there is no claim to completeness involved here—it is rather an invitation to answer to the call … there is much to explore!
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Concept
It's a non-fictional story formed by the journey , inspired by the destination, these poems are the representation of a man's dream of the world becoming his stage. "You have the portion, to raise the roof off the foundation."
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Philosophical History of the Concept
The concept of concept plays a central role in philosophy, serving both as a subject of study in disciplines such as logic, epistemology, and philosophy of mind, and as a methodologically central notion for those who think that philosophy is essentially concerned with analysing, deconstructing, developing, or ameliorating concepts. But what exactly are concepts, and why have they become so significant in philosophy? The chapters of this volume explore critical moments in the history of the concept of concept, investigating why and how philosophers across different eras and cultures have addressed concepts' nature, acquisition, and relationship to the entities to which they apply. Spanning classical Greek to modern Western philosophies, and incorporating Chinese, Indian, and Islamic traditions, the volume examines concepts as means for categorizing the world – tracing their evolution from elements of thought to foundational components of reality, and the transformation of the concept into the key notion of philosophy.
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New Perspectives on Concepts
Much recent work on concepts has been inspired by and developed within the bounds of the representational theory of the mind often taken for granted by philosophers of mind, cognitive scientists, and psychologists alike. The contributions to this volume take a more encompassing perspective on the issue of concepts. Rather than modelling details of our representational architecture in line with the dominant paradigm, they explore three traditional issues concerning concepts. Is mastery of a language necessary for thought? Do concepts reduce to abilities? Is the analysis of concepts a viable means to ascertain truths from the proverbial armchair? An introductory essay provides a rough geography of key ideas and issues shaping the overall debate on concepts within contemporary philosophy.
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Learning Scientific Concepts
Understanding important scientific concepts like matter, energy, force, and species is central to scientific literacy. But how do we learn scientific concepts? This book explains what research across distinct theoretical perspectives has taught us and then cuts through the diversity to offer a novel integrated account and a unified theory of conceptual change.Theoretical perspectives from science education, cognitive science, developmental psychology, the learning sciences, and the history and philosophy of science are often seen as competing alternatives and practical pedagogical recommendations diverge, sometimes even contradicting one another. Learning Scientific Concepts responds by explaining and evaluating prominent theoretical perspectives: the nature of concepts and conceptual development, in general, as understood in cognitive and developmental psychology; and theory change, knowledge-in-pieces, and situated/embodied/distributed perspectives on science concept learning, in particular. It then integrates these perspectives and proposes the Unified Theory of Conceptual Change (UTCC), building on Susan Carey’s foundational account of concepts and conceptual development in developmental psychology and Edwin Hutchins’ multilevel approach to analyzing cognitive systems in cognitive anthropology. The UTCC outlines a comprehensive modeling toolkit for making sense of how we learn scientific concepts at different levels of analysis.This book serves as a comprehensive guide for researchers, advanced students, and practitioners to the most important research on learning scientific concepts. In proposing a novel theoretical synthesis, it also suggests a way forward for researchers and offers practitioners a coherent and comprehensive story of what kind of instruction and curricular design is effective and why.
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Concept for Rotary
Il progetto di un marchio che e l'elemento simbolico in cui si riconoscono gruppi di attivita come aziende, enti, associazioni o movimenti di idee, e qualcosa di molto delicato e per certi versi complicato perche e un percorso che nasconde molteplici insidie. Le difficolta nascono dall'esigenza di soddisfare istanze opposte tra loro. Se da un lato il marchio deve rispettare precise regole come l'essenzialita dal punto di vista formale e l'immediatezza percettiva, per risultare riconoscibile e riproducibile, dall'altro deve assolvere all'esigenza di rappresentativita che si finalizza nelle aspirazioni, nella storia e negli ideali. Tutto questo difficilmente puo essere rappresentato in pochi tratti. Un marchio deve essere composto da segni grafici "semplici" ma al contempo contenere una certa quantita di informazioni.
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Learning Scientific Concepts
Understanding important scientific concepts like matter, energy, force, and species is central to scientific literacy. But how do we learn scientific concepts? This book explains what research across distinct theoretical perspectives has taught us and then cuts through the diversity to offer a novel integrated account and a unified theory of conceptual change.Theoretical perspectives from science education, cognitive science, developmental psychology, the learning sciences, and the history and philosophy of science are often seen as competing alternatives and practical pedagogical recommendations diverge, sometimes even contradicting one another. Learning Scientific Concepts responds by explaining and evaluating prominent theoretical perspectives: the nature of concepts and conceptual development, in general, as understood in cognitive and developmental psychology; and theory change, knowledge-in-pieces, and situated/embodied/distributed perspectives on science concept learning, in particular. It then integrates these perspectives and proposes the Unified Theory of Conceptual Change (UTCC), building on Susan Carey’s foundational account of concepts and conceptual development in developmental psychology and Edwin Hutchins’ multilevel approach to analyzing cognitive systems in cognitive anthropology. The UTCC outlines a comprehensive modeling toolkit for making sense of how we learn scientific concepts at different levels of analysis.This book serves as a comprehensive guide for researchers, advanced students, and practitioners to the most important research on learning scientific concepts. In proposing a novel theoretical synthesis, it also suggests a way forward for researchers and offers practitioners a coherent and comprehensive story of what kind of instruction and curricular design is effective and why.
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Concepts in Action
This open access book is a timely contribution in presenting recent issues, approaches, and results that are not only central to the highly interdisciplinary field of concept research but also particularly important to newly emergent paradigms and challenges. The contributors present a unique, holistic picture for the understanding and use of concepts from a wide range of fields including cognitive science, linguistics, philosophy, psychology, artificial intelligence, and computer science. The chapters focus on three distinct points of view that lie at the core of concept research: representation, learning, and application. The contributions present a combination of theoretical, experimental, computational, and applied methods that appeal to students and researchers working in these fields.
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Logic of Concept Expansion
The operation of developing a concept is a common procedure in mathematics and in natural science, but has traditionally seemed much less possible to philosophers and, especially, logicians. Meir Buzaglo's innovative study proposes a way of expanding logic to include the stretching of concepts, while modifying the principles which block this possibility. He offers stimulating discussions of the idea of conceptual expansion as a normative process, and of the relation of conceptual expansion to truth, meaning, reference, ontology and paradox, and analyzes the views of Kant, Wittgenstein, Godel, and others, paying especially close attention to Frege. His book will be of interest to a wide range of readers, from philosophers (of logic, mathematics, language, and science) to logicians, mathematicians, linguists, and cognitive scientists.
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Concepts in Thought, Action, and Emotion
In recent years, the idea of a concept has become increasingly central to different areas of philosophy. This collection of original essays presents philosophical perspectives on the link between concepts and language, concepts and experience, concepts and know-how, and concepts and emotion. The essays span a variety of interrelated philosophical domains ranging from epistemology, philosophy of language, philosophy of mind, philosophy of action, and the philosophy of emotions. Among the central questions addressed by the contributors are: What are concepts? What is nonconceptual content? Does perceptual experience have conceptual content? Is conceptual thought language dependent? How do we form new concepts? Does practical knowledge have propositional content? Is practical understanding conceptual (without being propositional)? Do emotions have a representational content and if so, is the representational content conceptual? Concepts in Thought, Action, and Emotion advances current debates about concepts and will interest scholars across a broad range of philosophical disciplines.
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Concepts: A Critical Approach
Andy Blunden presents an interdisciplinary review of theories of concepts of interest to cognitive psychology, analytic philosophy, linguistics, and the history of science. Problems within these disciplines establishing reductive theories of the conceptual have led some to abandon concepts altogether in favor of interactionist or narrowly pragmatic approaches.
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Dynamics of Concepts
This book offers a model for concepts and their dynamics. Abasic assumptionis that concepts are composed of specifiedcomponents, which are representedby large binary patternswhose psychological meaning is governed by the interactionbetween conceptual modules and other functional modules. Arecurrent connectionist model is developed in which someinputs are attracted faster than others by an attractor,where convergence times can beinterpreted as decisionlatencies. The learning rule proposed is extracted frompsychological experiments. The rule has the property thatthat whena context becomes more familiar, the associationsbetween the concepts of the context spontaneously evolvefrom loose associations to a more taxonomicorganization.
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Number Concepts
This Element aims to review and critically assess research on number-concepts within developmental psychology and cognitive science, in a manner that is helpful to researchers within both philosophy and the relevant sciences. It outlines i) commonplace theoretical commitments underlying most mainstream number cognition research, such as representationalism, the existence of certain number-specific cognitive systems, e.g. the Approximate Number System and the Small Number System, and a trajectory of key developmental milestones specific to number concept possession; ii) a taxonomy of existing views within mainstream number cognition research, including influential formulations of those views, along with significant challenges they face; and iii) various philosophical assumptions often adopted by number cognition researchers, concerning e.g. the relationship between foundational mathematics and developmental psychology, and what natural numbers are like. The Element also distinguishes and motivates different versions of conceptual pluralism about number concepts.
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Concept of Nature
When The Concept of Nature by Alfred North Whitehead was first published in 1920 it was declared to be one of the most important works on the relation between philosophy and science for many years, and several generations later it continues to deserve careful attention. Whitehead explores the fundamental problems of substance, space and time, and offers a criticism of Einstein's method of interpreting results while developing his own well-known theory of the four-dimensional 'space-time manifold'. With a specially commissioned new preface written by Michael Hampe, this book is presented in a fresh series livery for the twenty-first century for a new generation of readers.
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Concept of Nature
When The Concept of Nature by Alfred North Whitehead was first published in 1920 it was declared to be one of the most important works on the relation between philosophy and science for many years, and several generations later it continues to deserve careful attention. Whitehead explores the fundamental problems of substance, space and time, and offers a criticism of Einstein's method of interpreting results while developing his own well-known theory of the four-dimensional 'space-time manifold'. With a specially commissioned new preface written by Michael Hampe, this book is presented in a fresh series livery for the twenty-first century for a new generation of readers.
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Nature of Concepts
The Nature of Concepts examines a central issue for all the main disciplines in cognitive science: how the human mind creates and passes on to other human minds a concept. An excellent cross-disciplinary collection with contributors including Steven Pinker, Andy Clarke and Henry Plotkin.
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Supply of Concepts
The Supply of Concepts achieves a major breakthrough in the general theory of systems. It unfolds a theory of everything that steps beyond Physics' theory of the same name. The author unites all knowledge by including not only the natural but also the philosophical and theological universes of discourse. The general systems model presented here resembles an organizational flow chart that represents conceptual positions within any type of system and shows how the parts are connected hierarchically for communication and control. Analyzing many types of systems in various branches of learned discourse, the model demonstrates how any system type manages to maintain itself true to type. The concepts thus generated form a network that serves as a storehouse for the supply of concepts in learned discourse. Partial to the use of analogies, Irving Silverman presents his thesis in an easy-to-read style, explaining a way of thinking that he has found useful. This book will be of particular interest to the specialist in systems theory, philosophy, linguistics, and the social sciences.Irving Silverman applies his general systems model to 22 system types and presents rationales for these analyses. He provides the reader with a method, and a way to apply that method; a theory of knowledge derived from the method; and a practical outlook based on a comprehensive approach. Chapters include: Minding the Storehouse; Standing Together; The Cognitive Contract; The Ecological Contract; The Social Contract; The Semantic Terrain.
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High Concept
Steven Spielberg once said, "I like ideas, especially movie ideas, that you can hold in your hand. If a person can tell me the idea in twenty-five words or less, it's going to make a pretty good movie." Spielberg's comment embodies the essence of the high concept film, which can be condensed into one simple sentence that inspires marketing campaigns, lures audiences, and separates success from failure at the box office.This pioneering study explores the development and dominance of the high concept movie within commercial Hollywood filmmaking since the late 1970s. Justin Wyatt describes how box office success, always important in Hollywood, became paramount in the era in which major film studios passed into the hands of media conglomerates concerned more with the economics of filmmaking than aesthetics. In particular, he shows how high concept films became fully integrated with their marketing, so that a single phrase ("Just when you thought it was safe to go back in the water...") could sell the movie to studio executives and provide copy for massive advertising campaigns; a single image or a theme song could instantly remind potential audience members of the movie, and tie-in merchandise could generate millions of dollars in additional income.
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Concept of Violence
This study focuses on conceptual questions that arise when we explore the fundamental aspects of violence. Mark Vorobej teases apart what is meant by the term ‘violence,’ showing that it is a surprisingly complex, unwieldy and highly contested concept. Rather than attempting to develop a fixed definition of violence, Vorobej explores the varied dimensions of the phenomenon of violence and the questions they raise, addressing the criteria of harm, agency, victimhood, instrumentality, and normativity. Vorobej uses this multifaceted understanding of violence to engage with and complicate existing approaches to the essential nature of violence: first, Vorobej explores the liberal tradition that ties violence to the intentional infliction of harm, and that grows out of a concern for protecting individual liberty or autonomy. He goes on to explore a more progressive tradition – one that is usually associated with the political left – that ties violence to the bare occurrence of harm, and that is more concerned with an equitable promotion of human welfare than with the protection of individual liberty. Finally, the book turns to a tradition that operates with a more robust normative characterization of violence as a morally flawed (or forbidden) response to the ontological fact of (human) vulnerability. This nuanced and in-depth study of the nature of violence will be especially relevant to researchers in applied ethics, peace studies and political philosophy.
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Concept of Meaning
First published in 2002. This is Volume VIII of seventeen in the Library of Philosophy series on Metaphysics. Written in 1974, the most significant studies of meaning are rightly focused upon restricted ranges of meanings, but occasional attempts to see the subject in larger perspective are also required. The present inquiry is concerned with meanings of words in languages and of spoken and written sentences, but it is also concerned with a wider spectrum including meanings of spoken and written sentences, of signs and symbols, of physical and historical events, of material objects and mental images, of poems and paintings, of sculptures and symphonies, and even of life and of the universe.
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Concept of Time
The Concept of Time presents the reconstructed text of a lecture delivered by Martin Heidegger to the Marburg Theological Society in 1924. It offers a fascinating insight into the developmental years leading up to the publication, in 1927, of his magnum opus Being and Time, itself one of the most influential philosophical works this century. In The Concept of Time Heidegger introduces many of the central themes of his analyses of human existence which were subsequently incorporated into Being and Time , themes such as Dasein, Being-in-the-world, everydayness, disposition, care, authenticity, death, uncanniness, temporality and historicity. Starting out by asking: What is time?, Heidegger proceeds to radicalise the concept of time and our relation to it, ending with the question: Are we ourselves time? Am I time?
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Concept of Intelligence
This book is about the concept of intelligence which derives virtually all of its significance from an occurrence use of mental conduct adverbs. But an occurrence or episodic use of mental concepts does not open the way toward viewing mental events as 'ghostly processes,' for as far as the concept of intelligence is concerned, the occurrences are publicly observable; the significance of 'intelligence' is predicted on outward criteria. The Concept of Intelligence provides an episodic rather than a dispositional analysis, while at the same time, agreeing that intelligence has 'outer criteria' of meaning. It reinforces the 'nature' as opposed to the 'nurture' side of the popular debate on intelligence by showing what the concept signifies in ordinary language, and so, dovetails with the controversial 'The Bell Curve^D>.'The book is intended for courses in the philosophy of mind, philosophical psychology, cognitive science, analytic philosophy, psychology, psychometrics, and artificial intelligence.
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Forms and Concepts
Forms and Concepts is the first comprehensive study of the central role of concepts and concept acquisition in the Platonic tradition. It sets up a stimulating dialogue between Plato’s innatist approach and Aristotle’s much more empirical response. The primary aim is to analyze and assess the strategies with which Platonists responded to Aristotle’s (and Alexander of Aphrodisias’) rival theory. The monograph culminates in a careful reconstruction of the elaborate attempt undertaken by the Neoplatonist Proclus (6th century AD) to devise a systematic Platonic theory of concept acquisition.
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Hegel's Concept of Life
Karen Ng sheds new light on Hegel's famously impenetrable philosophy. She does so by offering a new interpretation of Hegel's idealism and by foregrounding Hegel's Science of Logic, revealing that Hegel's theory of reason revolves around the concept of organic life. Beginning with the influence of Kant's Critique of Judgment on Hegel, Ng argues that Hegel's key philosophical contributions concerning self-consciousness, freedom, and logic all develop around the idea of internal purposiveness, which appealed to Hegel deeply. She charts the development of the purposiveness theme in Kant's third Critique, and argues that the most important innovation from that text is the claim that the purposiveness of nature opens up and enables theoperation of the power of judgment. This innovation is essential for understanding Hegel's philosophical method in the Differenzschrift (1801) and Phenomenology of Spirit (1807), where Hegel, developing lines of thought from Fichte and Schelling, argues against Kant that internal purposiveness constitutes cognition'sactivity, shaping its essential relation to both self and world. From there, Ng defends a new and detailed interpretation of Hegel's Science of Logic, arguing that Hegel's Subjective Logic can be understood as Hegel's version of a critique of judgment, in which life comes to be understood as opening up the possibility of intelligibility. She makes the case that Hegel's theory of judgment is modelled on reflective and teleological judgments, in which something's species or kind provides the objective context for predication. The Subjective Logicculminates in the argument that life is a primitive or original activity of judgment, one that is the necessary presupposition for the actualization of self-conscious cognition. Through bold and ambitious new arguments, Ng demonstrates the ongoing dialectic between life and self-conscious cognition, providing ground-breaking ways of understanding Hegel's philosophical system.
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Iterative Conceptions of Set
Many philosophers are aware of the paradoxes of set theory (e.g. Russell's paradox). For many people, these were solved by the iterative conception of set which holds that sets are formed in stages by collecting sets available at previous stages. This Element will examine possibilities for articulating this solution. In particular, the author argues that there are different kinds of iterative conception, and it's open which of them (if any) is the best. Along the way, the author hopes to make some of the underlying mathematical and philosophical ideas behind tricky bits of the philosophy of set theory clear for philosophers more widely and make their relationships to some other questions in philosophy perspicuous.
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From Concept to Form in Landscape Design
One of the most difficult tasks for a designer is to translate concepts into specific and detailed organizations of space. From Concept to Form in Landscape Design, Second Edition provides vital, functional techniques that make the transformation easier and more effective. This perceptive resource examines both traditional and nontraditional methods of landscape design, providing the conceptual and philosophical foundations for ideas and their visual expression. The revised and expanded Second Edition includes: * A new chapter dealing with the creative thought process for generating ideas * Precise case studies showing sequential form evolution * Hundreds of detailed photographs to assist in visualizing various techniques * Inspiring images from nature for naturalistic form development * Atypical design examples as impetus for innovation * Accompanying web site with projects for classroom students and self-learners alike From Concept to Form in Landscape Design, Second Edition presents the landscape transformation process in a highly visual manner, creating both a vivid learning experience for students and a useful toolbox for working designers. Replete with compelling, valuable, and accessible insights for designing outdoor spaces, Reid's book is an ideal blend of inspiration and application.
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Conceptualising Concepts in Greek Philosophy
Concepts are basic features of rationality. Debates surrounding them have been central to the study of philosophy in the medieval and modern periods, as well as in the analytical and Continental traditions. This book studies ancient Greek approaches to the various notions of concept, exploring the early history of conceptual theory and its associated philosophical debates from the end of the archaic age to the end of antiquity. When and how did the notion of concept emerge and evolve, what questions were raised by ancient philosophers in the Greco-Roman tradition about concepts, and what were the theoretical presuppositions that made the emergence of a notion of concept possible? The volume furthers our own contemporary understanding of the nature of concepts, concept formation, and concept use. This title is part of the Flip it Open Programme and may also be available Open Access. Check our website Cambridge Core for details.
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Concepts and Reality in the History of Philosophy
This book traces a deep misunderstanding about the relation of concepts and reality in the history of philosophy. It exposes the influence of the mistake in the thought of Locke, Berkeley, Kant, Nietzche and Bradley, and suggests that the solution can be found in Hegelian thought. Ellis argues that the treatment proposed exemplifies Hegel's dialectical method. This is an important contribution to this area of philosophy.
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Concept of Law
Fifty years on from its original publication, HLA Hart's The Concept of Law is widely recognized as the most important work of legal philosophy published in the twentieth century, and remains the starting point for most students coming to the subject for the first time.In this third edition, Leslie Green provides a new introduction that sets the book in the context of subsequent developments in social and political philosophy, clarifying misunderstandings of Hart's project and highlighting central tensions and problems in the work.
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