A Companion to Phenomenology and Existentialism is a complete guide to two of the dominant movements of philosophy in the twentieth century. Written by a team of leading scholars, including Dagfinn Føllesdal, J. N. Mohanty, Robert Solomon, Jean–Luc Marion Highlights the area of overlap between the two movements Features longer essays discussing each of the main schools of thought, shorter essays introducing prominent themes, and problem–oriented chapters Organised topically, around concepts such as temporality, intentionality, death and nihilism Features essays on (...) unusual subjects, such as medicine, the emotions, artificial intelligence, and environmental philosophy. (shrink)

Hubert Dreyfus’s work in the phenomenology of agency is distinctive for the privileged and central position he gives to our ability to navigate the everyday world. Drawing on the existential-phenomenological tradition—particularly the work of Heidegger and Merleau-Ponty—Dreyfus characterizes skillful embodied engagement with the world (skillful coping) as the paradigmatic instance of human intelligence and agency. He uses the notion of skillful coping to push against the emphasis on deliberation he finds in the traditional view of human agency. One of Dreyfus’s (...) central claims is that the complex understanding involved in skillful coping need not be highly reflective. -/- Dreyfus connects the ability to respond to the particular significances of a concrete situation with typically existential concerns, such as authenticity. The way Dreyfus connects skillful coping with authenticity exemplifies his syncretic approach in which he synthesizes and, arguably, extends the work of thinkers such as Heidegger and Merleau-Ponty. -/- The concluding section examines one worry about Dreyfus’s characterization of expertise within the skillful coping paradigm. Specifically, does Dreyfus’s rejection of the tradition’s emphasis on deliberation lead him to excessively minimize the role of deliberation as one develops and expands expertise? My suggestion is that there is space for such deliberate learning and skill development for experts within the framework Dreyfus proposes. To flesh out the place of deliberate learning, I draw on both Dreyfus and Merleau-Ponty to suggest how intentionally (and deliberately) trying to live in a certain way is not at odds with but is ultimately crucial for the expertise of absorbed, fluid, and skillful coping in a practical world. (shrink)

Dreyfus and Rubin's commentary on Division II of Being and Time raises three closely related puzzles about the possibility of authenticity: how could Dasein ever choose to become authentic, how could authentic Dasein ever choose to take up any particular possibility, and how could anything matter to authentic Dasein? They argue that Heidegger has a convincing answer to the first two puzzles, but they find his answer to the third "indirect and not totally convincing". I argue that they should find (...) Heidegger's answer to the third puzzle far worse than "not totally convincing", given their interpretation of his account of anxiety, and that the answers they claim he has in response to the first two puzzles are not supported by the text. I then show that the puzzles arise from distortions in Dreyfus and Rubin's interpretation of Heidegger's account of anxiety. The puzzles dissolve once the distortions are identified. (shrink)

The last decades have seen a rising philosophical interest in the phenomenology of skill acquisition. One central topic in this work is the relation between the athlete's background capacities and foreground attention as an invariant feature of skilful movements. The purpose of this paper is to examine further this gestalt relation from the perspective of Merleau-Ponty's phenomenological account of embodied learning and a classical notion from philosophy of sport, namely ?sweet tension of uncertainty of outcome?. In the first part we (...) will explicate how Merleau-Ponty understands embodied learning as a form of gestalt switch that allows the athlete to perceive the world more meaningfully in relation to an ongoing movement project. That is, a skilled athlete perceives more and better opportunities for actions. In the second part, we revisit the classical notion of ?sweet tension of uncertainty of outcome? developed by Kretchmar. This phrase is attributed to the indeterminate back and forth rallies between sport contestants, and to persons facing a sport situation that produces an ambiguity as to whether one will succeed in one's task. In the third part, we then juxtapose Merleau-Ponty's notion of embodied learning and the notion of sweet tension from philosophy of sport in order to draw out the relations between the two notions. In addition, in much of the philosophical work on skill acquisition (for instance in Merleau-Ponty and his much-cited commentator, Hubert Dreyfus) the distinction between everyday skills (such as walking and opening doors) and sport skills is collapsed. Our discussion aims to show that by introducing the notion of ?sweet tension? to the literature on phenomenology of skill acquisition, we are able to highlight a phenomenological difference between everyday skills and sport skills. (shrink)

The Phenomenological Mind, by Shaun Gallagher and Dan Zahavi, is part of a recent initiative to show that phenomenology, classically conceived as the tradition inaugurated by Edmund Husserl and not as mere introspection, contributes something important to cognitive science. (For other examples, see “References” below.) Phenomenology, of course, has been a part of cognitive science for a long time. It implicitly informs the works of Andy Clark (e.g. 1997) and John Haugeland (e.g. 1998), and Hubert Dreyfus explicitly uses it (e.g. (...) 1992). But where the former use phenomenology in the background as broad context and Dreyfus uses it primarily (though not exclusively) as a critique of conventional AI, Gallagher and Zahavi wish to indicate a positive and constructive place for it within cognitive science. They do not recommend that we simply accept pronouncements of thinkers like Husserl, Heidegger, Sartre and Merleau‐Ponty and apply them to questions of cognition, but that we use revised forms of phenomenology to illuminate dimensions of cognitive experience that are missing in current research. The book is presented as an “introduction to philosophy of mind and cognitive science” written from a phenomenological perspective. It seeks to justify the use of phenomenology in cognitive science by showing what kinds of questions it asks and answers, the variety of uses to which it has recently been put and the fruitfulness of some of its findings. The catalog of topics, for the most part, matches other introductions to the philosophy of mind, such as questions of method, consciousness, perception, intentionality, embodiment, action, agency and other minds. One issue presented here that is not generally dealt with in existing philosophy of mind and cognitive science texts is temporality, a mainstay of the continental tradition. After an introductory chapter that places phenomenology in the context of other approaches, the book lays out the main tenets of phenomenological method. Here, one encounters expected components of phenomenology: the epoché (described below), phenomenological reduction, eidetic variation, and so on. This traditional fare is soon followed by some potential surprises, namely, attempts to “naturalize” phenomenology, a few attempts to formalize it, and the emergence of ‘neurophenomenology’. Each of these is a bit surprising because Husserl was a vocal critic of naturalism, seeing transcendental phenomenology as an alternative to the empirical study of consciousness. He was also skeptical about the possibilities of mathematizing phenomenology. Gallagher and Zahavi acknowledge these points, but since they are not repeating history or undertaking exegesis, strict adherence to canonical phenomenology is not required. Naturalizing phenomenology means recognizing that “the phenomena it studies are part of nature and are therefore also open to empirical investigation” (p.. (shrink)

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes (AIR) approach?a differently nuanced model of expert skill aligned with the integrative spirit of the Noices? research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

Expert skill in music performance involves an apparent paradox. On stage, expert musicians are required accurately to retrieve information that has been encoded over hours of practice. Yet they must also remain open to the demands of the ever-changing situational contingencies with which they are faced during performance. To further explore this apparent paradox and the way in which it is negotiated by expert musicians, this article profiles theories presented by Roger Chaffin, Hubert Dreyfus and Tony and Helga Noice. For (...) Chaffin, expert skill in music performance relies solely upon overarching mental representations, while, for Dreyfus, such representations are needed only by novices, while experts rely on a more embodied form of coping. Between Chaffin and Dreyfus sit the Noices, who argue that both overarching cognitive structures and embodied processes underlie expert skill. We then present the Applying Intelligence to the Reflexes approach—a differently nuanced model of expert skill aligned with the integrative spirit of the Noices’ research. The AIR approach suggests that musicians negotiate the apparent paradox of expert skill via a mindedness that allows flexibility of attention during music performance. We offer data from recent doctoral research conducted by the first author of this article to demonstrate at a practical level the usefulness of the AIR approach when attempting to understand the complexities of expert skill in music performance. (shrink)

For more than a quarter of a century, Hubert L. Dreyfus has been the leading voice in American philosophy for the continuing relevance of phenomenology, particularly as developed by Edmund Husserl, Martin Heidegger, and Maurice Merleau-Ponty. Dreyfus has influenced a generation of students and a wide range of colleagues, and these volumes are an excellent representation of the extent and depth of that influence.In keeping with Dreyfus's openness to others' ideas, many of the essays in this volume take the form (...) of arguments with various of his positions. The essays focus on the dialogue with the continental philosophical tradition, in particular the work of Heidegger, that has played a foundational role in Dreyfus's thinking. The sections are Philosophy and Authenticity; Modernity, Self, and the World; and Heideggerian Encounters. The book concludes with Dreyfus's responses to the essays.Contributors : William D. Blattner, Taylor Carman, David R. Cerbone, Dagfinn Føllesdal, Charles Guignon, Michel Haar, Beatrice Han, Alastair Hannay, John Haugeland, Randall Havas, Jeff Malpas, Mark Okrent, Richard Rorty, Julian Young, Michael E. Zimmerman. (shrink)

Against Davidsonian (or deflationary) realism, it is argued that it is coherent to believe that science can in principle give us access to the functional components of the universe as they are in themselves in distinction from how they appear to us on the basis of our quotidian concerns or sensory capacities. The first section presents the deflationary realist's argument against independence. The second section then shows that, although Heidegger pioneered the deflationary realist account of the everyday, he sought to (...) establish a robust realist account of science. Next, the third section develops two different sides of Heidegger's thinking. Resources developed by Thomas Kuhn are drawn on to work out Heidegger's account of plural worlds. This argument shows that it makes sense to talk about things-in-themselves independent of our practices, but falls short of the robust realist claim that we can have access to things as they are in themselves independent of our practices. So, secondly, Saul Kripke's account of rigid designation is drawn on to work out Heidegger's account of formal designation. On the basis of a Heideggerian elaboration of rigid designation, it is argued that we do indeed have practices for achieving access to things independent of all our practices. But this second argument leaves us unable to reject metaphysical nominalism. So, thirdly, it is proposed that the currently most persuasive philosophical argument for nominalism depends on a logico-mathematical space of possibilities. But the proto-theoretical space opened by the pre-scientific access practices has features that provide reasons for believing that the independent stuff to which we have access has a determinate structure and specific causal powers. (shrink)

For Descartes, knowledge exists as ideas in the mind that represent the world. In a radical critique, Hubert Dreyfus and Charles Taylor argue that knowledge consists of much more than the representations we formulate in our minds. They affirm our direct contact with reality—both the physical and the social world—and our shared understanding of it.

McDowell's claim that "in mature human beings, embodied coping is permeated with mindedness",1 suggests a new version of the mentalist myth which, like the others, is untrue to the phenomenon. The phenomena show that embodied skills, when we are fully absorbed in enacting them, have a kind of non-mental content that is non-conceptual, non-propositional, non-rational and non-linguistic. This is not to deny that we can monitor our activity while performing it. For solving problems, learning a new skill, receiving coaching, and (...) so forth, such monitoring is invaluable. But monitoring what we are doing as we are doing it degrades performance to at best competence. On McDowell's view, there is no way to account for such a degradation in performance since the same sort of content would be involved whether we were fully absorbed in or paying attention to what we were doing. McDowell claims that it is an advantage of his conceptualism that it avoids any foundationalist attempt to build up the objective world on the basis of an indubitable Given or any other ground-floor experience. And, indeed, if the world is all that is the case and our minds are unproblematically open to it, all experience is on the same footing. But one must distinguish motor intentionality, and the interrelated solicitations our coping body is intertwined with, from conceptual intentionality and the world of propositional structures it opens onto. The existential phenomenologist can then agree with McDowell in rejecting traditional foundationalisms, while yet affirming and describing the ground-floor role of motor intentionality in providing the support on which all forms of conceptual intentionality are based. (shrink)

MICHAEL WHEELER Cambridge, MA: MIT Press, 2005432 pages, ISBN: 0262232405 (hbk); $35.001.When I was teaching at MIT in the 1960s, students from the Artificial Intelligence Laboratory would come to...

In previous work I urged that the perceptual experience we rational animals enjoy is informed by capacities that belong to our rationality, and - in passing - that something similar holds for our intentional action. In his Presidential Address, Hubert Dreyfus argued that I thereby embraced a myth, "the Myth of the Mental". According to Dreyfus, I cannot accommodate the phenomenology of unreflective bodily coping, and its importance as a background for the conceptual capacities exercised in reflective intellectual activity. My (...) paper responds to this accusation. Dreyfus misreads my invocation of Aristotle, and is thereby led to suppose, wrongly, that I conceive rationality as detached, brought to bear on practical predicaments from a standpoint other than one of immersion in them. I urge that even unreflective bodily coping, on the part of rational animals, is informed by their rationality. Dreyfus mentions Heidegger’s distinction, which is picked up by Gadamer, between being oriented towards the world and merely inhabiting an environment. But he sets it aside, whereas it is crucial for the issue between us. Engaged bodily coping involves responsiveness to affordances, and responsiveness to affordances on the part of rational animals belongs to their relation to the world. I explain how the idea that conceptual capacities are actualized in our perceptual experience is connected with the thought that our perceptual experience opens us to the world. Finally, I suggest that the real myth in this area is the conception of rationality underlying Dreyfus’s resistance to my picture. (shrink)

After a year at Brandeis I was hired by MIT, and then I realized for the first time that there was a struggle and that I was on the losing end of it. The people there, particularly Judith Thomson, who is still at MIT, called Continental philosophy “stone-age philosophy,” and wouldn’t let me teach in the graduate program at all, because they thought that it would just corrupt the students and waste their time. I did feel a little unhappy because (...) I wasn’t allowed to teach graduate students, but not very, because I had never taught graduate students, so I didn’t think I had to, and I was still feeling grateful that I could teach philosophy anywhere at all. And I had Todes to talk to, and he was writing his brilliant thesis. (shrink)

In this paper I want to do the following things. First I want to show that in the part of the Theaetetus where the relationship between knowledge and perception is examined, the concept of knowledge that is in question is very clearly characterized. We are left in no doubt as to what is to count as knowing. Secondly I want to unravel in some detail the case that Socrates puts on Protagoras’ behalf where he draws on what Protagoras actually wrote (...) (151 E-152C); as opposed to what he may have taught secretly to his pupils (152C-160D). Thirdly I wish to argue that if we let the dialogue speak for itself, it is manifest that this case put up on Protagoras’ behalf at 151 E-152C is not overthrown; it is not even shaken. (shrink)

The following is a summary of the author’s five-stage model of adult skill acquisition, developed in collaboration with Hubert L. Dreyfus. An earlier version of this article appeared in chapter 1 of Mind Over Machine: The Power of Human Intuition and Expertise in the Era of the Computer (1986, Free Press, New York).

In this paper I want to do the following things. First I want to show that in the part of the Theaetetus where the relationship between knowledge and perception is examined, the concept of knowledge that is in question is very clearly characterized. We are left in no doubt as to what is to count as knowing. Secondly I want to unravel in some detail the case that Socrates puts on Protagoras’ behalf where he draws on what Protagoras actually wrote (...) ; as opposed to what he may have taught secretly to his pupils. Thirdly I wish to argue that if we let the dialogue speak for itself, it is manifest that this case put up on Protagoras’ behalf at 151 E-152C is not overthrown; it is not even shaken.In that part of the dialogue where the question is under examination whether or not knowledge and perception are the same, Socrates uses an idealized concept of knowledge. That is, he restricts the use of the word by setting down what he will consider to be the essential characteristics of knowledge, the sufficient and necessary conditions of its being instantiated. An excellent piece of philosophical procedure. (shrink)

The doctrine of the two truths - a conventional truth and an ultimate truth - is central to Buddhist metaphysics and epistemology. The two truths (or two realities), the distinction between them, and the relation between them is understood variously in different Buddhist schools; it is of special importance to the Madhyamaka school. One theory is articulated with particular force by Nagarjuna (2nd ct CE) who famously claims that the two truths are identical to one another and yet distinct. One (...) of the most influential interpretations of Nagarjuna's difficult doctrine derives from the commentary of Candrakirti (6th ct CE). In view of its special soteriological role, much attention has been devoted to explaining the nature of the ultimate truth; less, however, has been paid to understanding the nature of conventional truth, which is often described as "deceptive," "illusion," or "truth for fools." But because of the close relation between the two truths in Madhyamaka, conventional truth also demands analysis. Moonshadows, the product of years of collaboration by ten cowherds engaged in Philosophy and Buddhist Studies, provides this analysis. The book asks, "what is true about conventional truth?" and "what are the implications of an understanding of conventional truth for our lives?" Moonshadows begins with a philosophical exploration of classical Indian and Tibetan texts articulating Candrakati's view, and uses this textual exploration as a basis for a more systematic philosophical consideration of the issues raised by his account. (shrink)

A Critique of Artificial Reason Hubert L. Dreyfus . HUBERT L. DREYFUS What Computers Still Can't Do Thi s One XZKQ-GSY-8KDG What. WHAT COMPUTERS STILL CAN'T DO Front Cover.

We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert learns to respond appropriately to each unique situation. The skills model thus supports an ethics of situated involvement such as that of Aristotle, John Dewey, (...) and Carol Gilligan against the detached, rationalist ethics of Kant, John Rawls, Lawrence Kohlberg, and Jürgen Habermas. (shrink)

Husserl and Searle agree that, for a bodily movement to be an action, it must be caused by a propositional representation. Husserl's representation is a mental state whose intentional content is what the agent is trying to do; Searle thinks of the representation as a logical structure expressing the action's conditions of satisfaction. Merleau-Ponty criticises both views by introducing a kind of activity he calls motor intentionality, in which the agent, rather than aiming at success, feels drawn to reduce a (...) felt tension. I argue that Searle can account for Merleau-Ponty's kind of coping only by broadening his notion of propositional representation to include indexicals, but that, in so doing, he covers up the way representational intentionality depends upon motor intentionality. (shrink)

Because anticipated and retrospective regret play important roles in practical deliberation and motivation, better understanding them can illuminate the contours of human agency. However, the possibility of self-ignorance and the fact that we change over time can make regret—especially anticipatory regret—not only a poor predictor of where the agent will be in the future but also an unreliable indicator of where the agent stands. Granting these, this paper examines the way in which prospective and, particularly, retrospective regret can nevertheless yield (...) important insight into the sorts of creatures we are, both generally and individually. The experience of retrospective regret can show a person she values something in a way she did not know or that she is (or was) a different person than she had thought, insights which can factor into forward-looking, or prospective, deliberation. Such instances of revelatory regret reveal something to the agent about herself as agent. I examine two cases of agential self-ignorance. In the first, the experience of regret reveals what the agent values, not only to others but even to the agent himself. In the second, the agent anticipates experiencing regret for an action but does not experience the regret, suggesting that the agent did not value the rejected alternative in the way she thought. Anticipatory regret is forward-looking and can play an important role in practical deliberation. But insofar as anticipatory regret flows from one’s imperfect judgment and prospection about oneself, retrospective regret can be an important corrective in helping the agent understand her own standpoint. (shrink)

Artificial Intelligence, and the cognitivist view of mind on which it is based, represent the last stage of the rationalist tradition in philosophy. This tradition begins when Socrates assumes that intelligence is based on principles and when Plato adds the requirement that these principles must be strict rules, not based on taken-for-granted background understanding. This philosophical position, refined by Hobbes, Descartes and Leibniz, is finally converted into a research program by Herbert Simon and Allen Newell. That research program is now (...) in trouble, so we must return to its source and question Socrates' assumption that intelligence consists in solving problems by following rules, and that one acquires the necessary rules by abstracting them from specific cases. A phenomenological description of skill acquisition suggests that the acquisition of expertise moves in just the opposite direction: from abstract rules to particular cases. This description of expertise accounts for the difficulties that have confronted AI for the last decade. (shrink)

This book is the first to provide a sustained, coherent analysis of Foucault's work as a whole. To demonstrate the sense in which Foucault's work is beyond structuralism and hermeneutics, the authors unfold a careful, analytical exposition of his oeuvre. They argue that during the of Foucault's work became a sustained and largely successful effort to develop a new method - "interpretative analytics" - capable of explaining both the logic of structuralism's claim to be an objective science and the apparent (...) validity of the hermeneutical counterclaim that the human sciences can proceed only by understanding the deepest meaning of the subject and his tradition. (shrink)

Essays discuss the themes of worldliness, affectedness, understanding, and the care-structure found in Heidegger's work on the nature of existence.

In his newly updated version of The Anatomy of a Constitutional Law Case, Alan F. Westin provides a documentary portrait of historically important constitutional law case, 'Youngstown Sheet & Tube Co. v. Sawyer, ' from its rise in a bargaining dispute in the steel industry during 1952 to the aftermath of its decision by the United States Supreme Court. Westin has added to his classic book additional materials and personal commentaries collected since the work was first published. The new information (...) covers what went on within the Truman administration, what went on within the Supreme Court when analyzing and resolving issues that come before it. Westin includes selections from transcripts, briefs and other official proceedings, adds notes describing each phase of the constitutional process, and a section of commentary and questions relating this case to others. (shrink)