In this paper a theoretical framework is proposed for how the brain processes the information necessary for us to achieve the understanding of others that we experience in our social worlds. Our framework attempts to expand several previous approaches to more fully account for the various data on interpersonal understanding and to respond to theoretical critiques in this area. Specifically, we propose that social understanding must be achieved by at least two mechanisms in the brain that are capable of parallel (...) information processing. The first mechanism, based on research into mirror matching systems in the brain, suggests that representations of others are mapped onto an observer's representations of these same schemas in order to understand them. The second mechanism requires semantic analysis of a given social situation in order to understand the actions of others and most likely involves conscious processes. We suggest that experimental correlates of these systems should be dissociable using both behavioral and neuroimaging techniques. (shrink)

There has been a good deal of interest in recent years in what Franz Brentano had to say about the notion of ‘intentional objects’ and about intentionality as a criterion of the mental. There has been less interest in his classification of mental phenomena. In his Psychology from an Empirical Standpoint Brentano asserts and argues for the thesis that mental phenomena can be classified in terms of three kinds of mental act or activity, all of which are directed towards an (...) immanent object. These are, respectively, presentation, judgment and what he calls the phenomena of love and hate. Once again, less interest has been shown in what he has to say about the last of these three than in what he says about the others. I wish to take Brentano's views as the point of departure for a discussion of love and hate, since these notions seem to me to have a good deal of philosophical interest, for at least two main reasons. First, I have recently had some concern with the part that personal relations play in our understanding of others and of ourselves, and love and hate seem to be very important elements in such relations. Second, love and hate have long seemed to me to provide important counter-examples to some prevalent philosophical theories about the emotions. I shall take this issue first. (shrink)

D W Hamlyn; How Does Knowledge Start? A Reply to Pamela Moore, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 137, https://doi.org/1.

D. W. Hamlyn; X—The Obligation to Keep a Promise, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 179–194, https://doi.org/10.10.

“Nation” and “nationalism” are not easily defined; mainly, perhaps, because these words, as popularly used, do not have precise meanings. A nation may mean: A people living under a common government,—as when we speak of British or French “nationals"; or A people with a common racial inheritance—the Jews; or A people, inhabiting a certain tract of the earth's surface, with generally common sentiments and habits of thinking, though possibly of mixed race, and part of a wider political society—the English, as (...) distinguished from the Scottish, or Irish, nation. (shrink)

A scholarly edition of a work by Adam Smith. The edition presents an authoritative text, together with an introduction, commentary notes, and scholarly apparatus.

The word “objective” is of course the trouble–maker here, Miss Smith assumes that if an aesthetic statement is held to be objective then it is the physical existence of the work of art that constitutes the objectivity: i.e. if a work of art is exteroceptively perceivable, then an aesthetic statement involving it is objective. Some writers, however have held that in genuine works of art there is manifested an ultimate spiritual Reality which we apprehend when we appreciate such works. On (...) this theory, an aesthetic statement has an objective reference if the subject of it succeeds in expressing or communicating such a supersensible Reality: if it fails to do so, then the statement is subjective, i.e. it can be analysed completely into a statement about our feelings or emotions. (shrink)

In a recent article In Mind , called A Religious Way of Knowing , Mr. C. B. Martin considers the claim made by some theologians to know the existence of God on the basis of direct experience of God. His paper is, he says, “an attempt to indicate how statements concerning a certain alleged religious way of knowing betray a logic extraordinarily like that of statements concerning introspective and subjective ways of knowing. It is not my wish to go from (...) a correct suggestion that the logic is very, very like to the incorrect suggestion that the logic is just like.”. (shrink)

Did Wittgenstein think that language-games have presuppositions? He sometimes speaks as if he thought that they do, at other times as though he thought that they do not. For examples, in On Certainty 110, after pointing out that the business of giving grounds for what we say has to come to an end sometime, he remarks, ‘but the end is not an ungrounded presupposition’; whereas, in 115, after warning us that if we try to doubt everything we shall not get (...) as far as doubting anything, he gives as his reason ‘the game of doubting itself presupposes certainty’. It is of some importance for a correct understanding of Wittgenstein to clear up this apparent contradiction. (shrink)

It is an odd thing that after two and a half centuries' experience of representative government—if we take the 1688 Revolution as ourstarting point—we have still no very certain or coherent theory of what it represents. The easy-going eighteenth-century idea that their own sense of political responsibility and the ties of political sympathy uniting them to the people at large enabled representatives chosen from among the “natural” leaders of the nation adequately to fulfil their representative role, despite the meagre measure (...) of choice exercised in their denomination; and the rather later notion that the function of a representative system was to reflect the class structure and dominant interests of the nation, have both failed to survive criticism at the hustings, and the spread of political consciousness associated with the rise of democracy. Modern ideas identify representative government with self-government, and insist on applying to it Colonel Rainboro's dictum that “the poorest he that is in England hath a life to live, as the richest he.” On the subject of what representative government represents there may nowadays be distinguished two views; what may be called the popular, or hustings view, and the academic theory, which, while different in form, preserves the same general character as the hustings view. The hustings view is unqualified majoritarianism. Representative government is government by the will of the majority. Certain ideas underlying, or associated with this view may profitably be distinguished. The most important is that of individual right. Majoritarianism is no respecter of tradition, or birth, or inborn talents, or acquired experience; it is no respecter of persons at all, only a counter of them. In its view there is no species of authority that gives one person or class of persons the right to push others around; everyone, indeed, has a presumptive right not to be pushed around. (shrink)

Philosophy is very largely concerned with speculation upon problems of a highly abstract character, but some of the questions with which it deals have important practical aspects; and I think that social philosophy occupies—and rightly occupies—a dominant place in contemporary thought. If post-war policies are to render more secure the lives, the liberties and the happiness of mankind, they must be based upon sound principles; and it is with the intention of throwing certain of these principles into bold relief that (...) I have ventured to choose the realm of politics and culture as the subject of these reflections. (shrink)

The book attempts, in as comprehensive a way as possible, to make clear the central issues for the theory of knowledge, so as to provide a framework for that subject and also to indicate something of the way in which, as the author believes, the issues should be faced.

D W Hamlyn; The Concept of Development, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 26–39, https://doi.org/10.1111/j.1467-9752.197.

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.