The Knowledge Argument

1. The Knowledge Argument

2. 1st Paper Ready to return Same marking scheme as before 25% of grade You’ve now received 50% of your overall grade. Notes on the 1st paper: 1) Introduction 2) Conclusion 3) References

3. 2nd Paper • Paper length: 1500-2000 words • Due date: December 13, 2007, 3 p.m. • Penalty for late submission: 10% of your essay grade per late day, including weekends • Submit hard copy to Philosophy Office and soft copy to turnitin.com

4. Paper topics: • Is the mind modular? If so, is it massively modular, or is central processing non-modular? Please argue your case with reference to particular modules that have been proposed, e.g. a language learning module, cheater-detection module or folk psychology module. 2) Does the language of thought hypothesis or connectionism provide a more promising model of the mind? 3) Is there a universal, innate mentalese? 4) Is folk psychology an accurate theory of human behavior? Why or why not? If not, should folk psychology be eliminated? 5) Could physical science allow an alien to learn what it is like to be a human? If so, how? If not, why not and does this prove that physicalism is false?

5. Paper topics (cont.) 6) Are A-Consciousness and P-Consciousness distinct types of consciousness? Discuss in relation to cases such as sleep-walking, change blindness, blindsight, etc. 7) Does Mary learn anything when she sees red for the first time? If not, why not? If so, what does she learn and does this prove that physicalism is false? 8) Is all thinking unconscious? 9) What is the role of consciousness in thinking? 10) If decisions are made unconsciously, is free will possible?

6. Advice for 2nd Paper Say something new! Don’t rely only on what has been covered in class. I want to read some new ideas, so either: 1) Do some research. You are advised to read optional readings that I have posted that are relevant to your subject. You are also welcome to find other sources. You must acknowledge other people’s ideas through references, and, you must not only report other people’s ideas, but also use your own philosophy skills to analyse and evaluate their arguments. OR 2) Formulate your own new ideas and arguments. In either case, be sure to consider possible counter-arguments. Don’t forget: introduction, conclusion, references.

7. A-Consciousness and P-Consciousness (cont.) Review Access Consciousness: a state wherein informational mental content is available to reasoning and rational control of action Phenomenal Consciousness: qualia, raw feels, “what it is like”

8. Possible relationship between A- and P-Consciousness • They are distinct in concept and separable in reality There are actual cases of P- without A-Consciousness or A- without P-Consciousness, e.g. blindsight, background noise 2) They are conceptually distinct but empirically inseparable In humans, P and A consciousness always go together, but we can imagine in other creatures they could come apart, e.g. zombies 3) They are not even conceptually distinct P-consciousness is a necessary component of A-consciousness. A-consciousness necessarily feels the way it does. Zombies are inconceivable.

9. Other Characterizations of Consciousness • Self-Consciousness Sometimes consciousness is defined as self-consciousness. In other words, it is claimed that consciousness is an awareness of the world in relationship to one’s self, so that a concept of self is necessary for consciousness. “Perhaps consciousness arises when the brain’s simulation of the world becomes so complete that it has to include a model of itself” (Dawkins 1981)

10. Self-consciousness = a higher-order consciousness Self-Concept: self vs. environment self vs. others A kind of Access Consciousness Can a creature have P-consciousness without self-consciousness? Block says, obviously yes. Most people say yes. Some rare philosophers say no.

11. Mirror test for self-consciousness: Meant to show if animal/person is self-conscious. Spot put on forehead of dog/chimp/baby and dog/chimp/baby put in front of mirror. If they react to mirror appropriately, e.g. touch their own forehead, they are said to be self-conscious. Dogs, cats, birds fail. Chimps, elephants, dolphins pass. Babies pass after 1½ years old. Are dogs nevertheless conscious?

12. 2) Monitoring Consciousness Consciousness is internal monitoring (proposed by Lycan) Consciousness consists of a scanning of internal mechanisms that monitor perception, psychological states, etc. and integrating the information received What about laptop computer that contains internal monitoring program? Lycan: consciousness is a spectrum. Laptop computers are a little bit conscious. Block: This is only A-consciousness, not P-consciousness

13. Thought Experiments about Color Consciousness Philosophers of consciousness love to talk about color. Experience of color perception is a prime example of qualia. The experience of color is P-consciousness, but the ability to discriminate color is a function of A-consciousness But, these thought experiments are really about consciousness -- color is just an example. These thought experiments could be reformulated to be about tastes, smells, sensations or sound.

14. 1) The Inverted Spectrum A precursor to the knowledge argument. First proposed by John Locke in 17th century Imagine that you see colors in exactly the opposite way as I do. Where I see green, you see red, where I see yellow, you see blue, etc.

15. You and I still use color words in exactly the same way – we agree that the sky blue, even though we experience the color of the sky differently. Color discrimination functions the same in both of us. Argument against functionalism: Since color perception in both of us is the functionally same, but our qualia is different, functionalism about qualia must be wrong. Argument against physicalism: If no physical investigation can show that our color experience is different, physicalism must be wrong.

16. Objection to the inverted spectrum scenario: Is it really possible for color experience to be inverted with no behavioral (functional) differences? Consider: The sky appears “orange” (as you see orange) to me, but I say that the color of the sky is cool, soothing and peaceful, and it reminds me of refreshing water, bluebells and bluebirds. Can I really see “orange” and have this response? What is it like for me to see “orange” for blue? Is it like seeing orange is for you, or is it like seeing blue is for you? Dennett: “qualia” is no more than the combination of physiological responses, associations and reactive dispositions caused by a stimulus.

17. 2) The Knowledge Argument Frank Jackson “Epiphenomenal Qualia” 1982 “Qualia freak” Argues that physicalism is false, and qualia is epiphenomenal.

18. What “physicalism” means: Everything is physical All (correct) information is physical information. All facts are physical facts. Remember: supervenience The mental supervenes on the physical. Thoughts, feelings, ideas, qualia all supervene on the physical.

19. What “physicalism is false” means: There are non-physical facts. OR There are non-physical properties. Jackson’s claim: Qualia is non-physical. Anything non-physical can have no effect on the physical world (because of causal closure) Hence, qualia is epiphenomenal

20. Fred The knowledge argument has two parts: • Fred • Mary Fred is the lesser known. Fred can distinguish two completely distinct colors in objects that we call “red”. He calls them red1 and red2. For Fred, these colors are as distinct as blue and yellow are for us. He can use this ability to sort (e.g.) tomatoes reliably into two categories. The categories look the same to us (i.e. red), but he can always tell them apart.

21. We are colorblind with regard to red1 and red2. We can never know (except by direct experience, i.e. a partial brain transplant) what red1 and red2 are like. Physical investigation cannot tell us what red1 and red2 are like, so these concepts are non-physical. Is this the same as we cannot tell what it is like to be a bat? No. We share most types of subjective experience with Fred, but we cannot know what this particular subjective property is like to experience. We cannot even know what it would be like for us to see red1 or red2.

22. Mary Mary is the second and more famous part of the Knowledge Argument. Mary Imprisioned Mary is imprisoned in a black-and-white room with a black and white TV Mary’s skin, blood, etc. dyed grey? let’s just say Mary is colorblind

23. Mary is a brilliant scientist. She learns all the physical facts about colors and the neurophysiology of vision (how we see color), including: • which wavelength combinations from the sky stimulate the retina (Jackson’s example) • how the stimulation of our eyes causes the brain state changes that result in the speech act “the sky is blue” (Jackson’s example) • what changes in brain states occur when we see or imagine color and how these changes affect all other brain states (my elaboration)

24. Mary freed When Mary comes out of the room (or has surgery to give her color vision), she sees colors for the first time. Is she surprised? “Oh, that’s what blue looks like!” Does she learn something? Jackson: Yes, obviously she learns something!

25. The Argument P1 Mary knew all the physical facts about color vision P2 Mary learned something new about color vision Conclusion: What she learned was not a physical fact. Hence, there are non-physical facts. Facts about qualia are non-physical facts.

26. Responses • Mary doesn’t learn anything new Jackson is begging the question. Jackson says Mary knew all the physical facts, and yet learned something new. Obviously, this presupposes that all physical facts do not cover all possible facts. You can object that P1 is impossible. It is impossible for us to learn all the facts about human visual processing Or, if you accept P1 and you don’t beg the question and you assume that there are only physical facts, then you conclude that Mary doesn’t learn anything new.

27. If Mary doesn’t learn anything new, why does it seem like she would learn something new? It is very hard to understand what it would be like to know all the physical facts about the perception of color in human beings. Because we cannot imagine what it is like to know all the physical facts, our intuition lets us down. We cannot now imagine what complete physical knowledge of visual processing will allow us to understand in the future.

28. 2) The ability response Mary does learn something new, but what she learns is not a fact. Mary learns know-how. Not all knowledge is factual knowledge. Some knowledge is know-how, e.g. how to ride a bicycle. Mary learns how to recognize colors, how to imagine and remember them.

29. 3)Mary doesn’t learn any new facts, but she learns old facts under a new presentation. Mary learns no new facts about color. She learns to experience old facts in a new way. Knowing from a subjective point-of-view and knowing from an objective point-of-view are two different ways of knowing, but can both be knowledge of the same facts. Related argument: subjective facts are also physical facts, but can only be known subjectively. So, she does learn new facts, but physicalism is not false.

30. Jackson’s change of heart In 1982, Jackson thought that the knowledge argument proved that qualia was non-physical and supported epiphenomenalism. Later, he changed his mind. He decided that physicalism is most likely correct, and the knowledge argument is misleading, but still interesting as a challenge to be answered – how can it be wrong and yet seem so right? In 2002, he wrote: “Most contemporary philosophers given a choice between going with science and going with intuitions, go with science. Although I once dissented from the majority, I have capitulated and now see the interesting issue as being where the arguments from the intuitions against physicalism—the arguments that seem so compelling—go wrong.”

31. Readings for next week Required: Daniel Wegner (2003), “The mind's best trick: How we experience conscious will”, at: http://web.gc.cuny.edu/cogsci/private/wegner-trick.pdf Zelazo & Thompson, “Is Thought Unconscious?”, in The Cambridge Handbook of Consciousness, p. 357-359 at: http://books.google.com/books Optional: Levy, Neil, (2005), “Are Zombies Responsible? The Role of Consciousness in Moral Responsibility” at: http://au.geocities.com/neil_levy/Documents/articles/consciousness_MR.pdf