The document summarizes different aspects of consciousness discussed in philosophy of mind literature. It defines access consciousness and phenomenal consciousness, and discusses three possible relationships between the two. It also discusses other characterizations of consciousness, such as self-consciousness and monitoring-consciousness. Finally, it explains two famous thought experiments - the inverted spectrum and the knowledge argument - that are used to argue that physicalism may be an incomplete account of consciousness.
This slideshow is learning materials for cognitive psychology class at Universitas Indonesia. Slides are trial version. Later version --versions complete with list of literature sources-- will be updated soon.
This slideshow is learning materials for cognitive psychology class at Universitas Indonesia. Slides are trial version. Later version --versions complete with list of literature sources-- will be updated soon.
Paper # 11. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCT.docxalfred4lewis58146
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, including chemistry, biology, neuroscience, etc.). If Mary has learnt something new, then we can conclude that scientific explanations cannot capture all there is to know, argues Professor Frank Jackson, who thought up this scenario in ‘Epiphenomenal Qualia’, in The Philosophical Quarterly (1982). The story of Mary is known as the ‘knowledge argument’ and it has become one of the most prominent thought experiments in the philosophy of mind.
You might say, “Hang on a minute, how was it possible that Mary grew up in a black and white room in the first place?” Never mind the first place. Some philosophers have put forth that she wore special goggles. But this issue need not concern us, because philosophical thought experiments depend on logical coherence rather than practical feasibility. Philosophers devise such narratives to think through an imagined situation, so as to learn something about the way we understand things. Thought experiments require no Bunsen burners or test tubes; they are laboratories of the mind. In thought experiments, time travel is logically possible, but no philosophy professor is expected to travel back in time to prove their point.
Reinvigorating The Debate
The reason Professor Jackson devised the thought experiment involving Mary was to challenge the physicalist school of thought. In philosophy of mind debates, proponents of physicalism argue that what really m.
Last name 1Your NameProfessor FerreiraEnglish 6024 A.docxDIPESH30
Last name 1
Your Name
Professor Ferreira
English 60
24 August, 2011
What MLA Format Looks Like
This page is an example of what MLA format should look like. Please note that there are 1 inch margins around the page and that the writing is double spaced. Also, please note that there is a header. The header should contain the writer’s last name and the page number. Please use the tool bar to insert the header. The header is typically located under the View or Insert menus, but it depends on the software that you’re using. Be sure that you are using a Word program, otherwise there is a good chance that you won’t be able to read or view your papers on other computers, or email them to your instructor.
Please note that the title of the paper is not bold, not italicized, not in super-large print. In fact, it is in the same font as the rest of the paper. Also, there is no extra spacing between the class information, the title, and the beginning of your paper. Please don’t add any. It makes your paper look shorter, not longer.
Another important thing to be aware of is that some of the new Word programs
automatically default to have an extra space between paragraphs. This does not follow the guidelines of MLA formatting. If you find your paper has extra spaces, please be sure to go under the spacing option and delete them. Your should have the option to “Remove Space After Paragraph.”
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, ...
Paper # 11. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCT.docxalfred4lewis58146
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, including chemistry, biology, neuroscience, etc.). If Mary has learnt something new, then we can conclude that scientific explanations cannot capture all there is to know, argues Professor Frank Jackson, who thought up this scenario in ‘Epiphenomenal Qualia’, in The Philosophical Quarterly (1982). The story of Mary is known as the ‘knowledge argument’ and it has become one of the most prominent thought experiments in the philosophy of mind.
You might say, “Hang on a minute, how was it possible that Mary grew up in a black and white room in the first place?” Never mind the first place. Some philosophers have put forth that she wore special goggles. But this issue need not concern us, because philosophical thought experiments depend on logical coherence rather than practical feasibility. Philosophers devise such narratives to think through an imagined situation, so as to learn something about the way we understand things. Thought experiments require no Bunsen burners or test tubes; they are laboratories of the mind. In thought experiments, time travel is logically possible, but no philosophy professor is expected to travel back in time to prove their point.
Reinvigorating The Debate
The reason Professor Jackson devised the thought experiment involving Mary was to challenge the physicalist school of thought. In philosophy of mind debates, proponents of physicalism argue that what really m.
Last name 1Your NameProfessor FerreiraEnglish 6024 A.docxDIPESH30
Last name 1
Your Name
Professor Ferreira
English 60
24 August, 2011
What MLA Format Looks Like
This page is an example of what MLA format should look like. Please note that there are 1 inch margins around the page and that the writing is double spaced. Also, please note that there is a header. The header should contain the writer’s last name and the page number. Please use the tool bar to insert the header. The header is typically located under the View or Insert menus, but it depends on the software that you’re using. Be sure that you are using a Word program, otherwise there is a good chance that you won’t be able to read or view your papers on other computers, or email them to your instructor.
Please note that the title of the paper is not bold, not italicized, not in super-large print. In fact, it is in the same font as the rest of the paper. Also, there is no extra spacing between the class information, the title, and the beginning of your paper. Please don’t add any. It makes your paper look shorter, not longer.
Another important thing to be aware of is that some of the new Word programs
automatically default to have an extra space between paragraphs. This does not follow the guidelines of MLA formatting. If you find your paper has extra spaces, please be sure to go under the spacing option and delete them. Your should have the option to “Remove Space After Paragraph.”
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, ...
12-week lecture series on "the neural basis of consciousness" by Prof Nao Tsuchiya.
Given to 3rd year undergraduate level. No prerequisites.
Contents:
a. Why are we interested in consciousness?
b. What do we mean by consciousness?
c. How can we study consciousness?
d. What are the potential problems when one wants to
understand and test a possibility of consciousness in animals, plants and robots?
Before we can begin to consider the evolution of consciousness, we have to ask when consciousness first arose. Are human beings alone conscious, or are other creatures also conscious? Is an animal such as a dog, for example, conscious?
Dogs may not be aware of many of the things we are aware of. They are not conscious of much beyond their immediate world, the world defined by the span of their senses. They know nothing of lands beyond the oceans, or the space beyond the earth. Nor can dogs be aware of much beyond the present time. They know nothing of the course of history, or where it might be headed. They are not aware of their inevitable death in the same way that we are. They do not think to themselves in words, and they probably do not reason as we do. And they do not seem to have the self-awareness that we do; they certainly do not get caught up in concern for their own self-image, with all the strange behaviors that engenders. But this does not mean that dogs have no awareness at all.
Argues that the qualitative character distinctive of conscious perceiving also occurs without being conscious, so that being conscious is not essential to such qualitative character.
Chapter 5Sensation and PerceptionFigure 5.1 If you wer.docxrobertad6
Chapter 5
Sensation and Perception
Figure 5.1 If you were standing in the midst of this street scene, you would be absorbing and processing numerous
pieces of sensory input. (credit: modification of work by Cory Zanker)
Chapter Outline
5.1 Sensation versus Perception
5.2 Waves and Wavelengths
5.3 Vision
5.4 Hearing
5.5 The Other Senses
5.6 Gestalt Principles of Perception
Introduction
Imagine standing on a city street corner. You might be struck by movement everywhere as cars and people
go about their business, by the sound of a street musician’s melody or a horn honking in the distance,
by the smell of exhaust fumes or of food being sold by a nearby vendor, and by the sensation of hard
pavement under your feet.
We rely on our sensory systems to provide important information about our surroundings. We use this
information to successfully navigate and interact with our environment so that we can find nourishment,
seek shelter, maintain social relationships, and avoid potentially dangerous situations.
This chapter will provide an overview of how sensory information is received and processed by the
nervous system and how that affects our conscious experience of the world. We begin by learning the
distinction between sensation and perception. Then we consider the physical properties of light and sound
stimuli, along with an overview of the basic structure and function of the major sensory systems. The
chapter will close with a discussion of a historically important theory of perception called Gestalt.
Chapter 5 | Sensation and Perception 149
5.1 Sensation versus Perception
Learning Objectives
By the end of this section, you will be able to:
• Distinguish between sensation and perception
• Describe the concepts of absolute threshold and difference threshold
• Discuss the roles attention, motivation, and sensory adaptation play in perception
SENSATION
What does it mean to sense something? Sensory receptors are specialized neurons that respond to specific
types of stimuli. When sensory information is detected by a sensory receptor, sensation has occurred. For
example, light that enters the eye causes chemical changes in cells that line the back of the eye. These
cells relay messages, in the form of action potentials (as you learned when studying biopsychology), to
the central nervous system. The conversion from sensory stimulus energy to action potential is known as
transduction.
You have probably known since elementary school that we have five senses: vision, hearing (audition),
smell (olfaction), taste (gustation), and touch (somatosensation). It turns out that this notion of five
senses is oversimplified. We also have sensory systems that provide information about balance (the
vestibular sense), body position and movement (proprioception and kinesthesia), pain (nociception), and
temperature (thermoception).
The sensitivity of a given sensory system to the relevant stimuli can be expressed as an absolute threshold.
Absolute threshol.
Chapter 5Sensation and PerceptionFigure 5.1 If you wer.docxketurahhazelhurst
Chapter 5
Sensation and Perception
Figure 5.1 If you were standing in the midst of this street scene, you would be absorbing and processing numerous
pieces of sensory input. (credit: modification of work by Cory Zanker)
Chapter Outline
5.1 Sensation versus Perception
5.2 Waves and Wavelengths
5.3 Vision
5.4 Hearing
5.5 The Other Senses
5.6 Gestalt Principles of Perception
Introduction
Imagine standing on a city street corner. You might be struck by movement everywhere as cars and people
go about their business, by the sound of a street musician’s melody or a horn honking in the distance,
by the smell of exhaust fumes or of food being sold by a nearby vendor, and by the sensation of hard
pavement under your feet.
We rely on our sensory systems to provide important information about our surroundings. We use this
information to successfully navigate and interact with our environment so that we can find nourishment,
seek shelter, maintain social relationships, and avoid potentially dangerous situations.
This chapter will provide an overview of how sensory information is received and processed by the
nervous system and how that affects our conscious experience of the world. We begin by learning the
distinction between sensation and perception. Then we consider the physical properties of light and sound
stimuli, along with an overview of the basic structure and function of the major sensory systems. The
chapter will close with a discussion of a historically important theory of perception called Gestalt.
Chapter 5 | Sensation and Perception 149
5.1 Sensation versus Perception
Learning Objectives
By the end of this section, you will be able to:
• Distinguish between sensation and perception
• Describe the concepts of absolute threshold and difference threshold
• Discuss the roles attention, motivation, and sensory adaptation play in perception
SENSATION
What does it mean to sense something? Sensory receptors are specialized neurons that respond to specific
types of stimuli. When sensory information is detected by a sensory receptor, sensation has occurred. For
example, light that enters the eye causes chemical changes in cells that line the back of the eye. These
cells relay messages, in the form of action potentials (as you learned when studying biopsychology), to
the central nervous system. The conversion from sensory stimulus energy to action potential is known as
transduction.
You have probably known since elementary school that we have five senses: vision, hearing (audition),
smell (olfaction), taste (gustation), and touch (somatosensation). It turns out that this notion of five
senses is oversimplified. We also have sensory systems that provide information about balance (the
vestibular sense), body position and movement (proprioception and kinesthesia), pain (nociception), and
temperature (thermoception).
The sensitivity of a given sensory system to the relevant stimuli can be expressed as an absolute threshold.
Absolute threshol ...
2. 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”
3. Possible relationship between A- and P-Consciousness
1) 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 (A without P) and floaters (P without A)
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.
4. Other Characterizations of
Consciousness
1) 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)
5. 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.
6. 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?
7. 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
8. 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 sounds.
9. 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.
10. You and I still use color words in exactly the same way – we agree
that the sky is 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 functionally the 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.
11. 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.
12. 2) The Knowledge Argument
Frank Jackson
“Epiphenomenal Qualia”
1982
“Qualia freak”
Argues that physicalism is false, and qualia is
epiphenomenal.
13. 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.
14. 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
15. Fred
The knowledge argument has two parts:
1) Fred
2) 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.
16. 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.
17. Two possible class-level graphs for Fred’s red qualia
Color
Blue Yellow Red
Red1 Red2
John distinguish
Red1 Red2
Color
Blue Yellow
Freddistinguish
18. 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
19. 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 (Inglis’ elaboration)
20. 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!
Mary freed
21. 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.
22. Mary
all physical facts about color visionknow
some fact about color vision
learn
not subClassOf
all physical facts
subClassOf
Modal-level graph for Mary’s new fact
23. Responses
1) 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 ¬P2: Mary doesn’t learn anything new.
24. 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.
Perhaps brain fMRI studies can detect differences between
colorblind people and people with normal color sight
(also see http://www.ugr.es/~setchift/docs/2006-phantom_colors_in_color_blind_synaesthete.pdf).
If there are significant differences, then once Mary sees
colors, her fMRI should change to the ‘normal’ category.
25. 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.
Perhaps this could again be detected by brain fMRI studies.
26. 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.
Mary could objectively know how fMRIs look like for
people with normal color sight, yet not subjectively know
color qualia until after her surgery.
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.
27. 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 2003 (http://consc.net/neh/papers/jackson.htm), 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.”
28. Readings for next week
Focus:
Daniel Wegner (2003), “The mind's best trick: How we experience
conscious will”. http://web.gc.cuny.edu/cogsci/private/wegner-trick.pdf
Zelazo & Thompson, “Is Thought Unconscious?”, in The Cambridge
Handbook of Consciousness, pp. 357-359.
http://books.google.com/books?id=o9ZRc6-
FDg8C&printsec=frontcover&dq=The+Cambridge+Handbook+of+Cons
ciousness#PRA1-PA1,M1
Extra:
Levy, Neil, (2005), “Are Zombies Responsible? The Role of
Consciousness in Moral Responsibility”.
http://au.geocities.com/neil_levy/Documents/articles/consciousness_MR.pdf
Editor's Notes
Year ‘88 '89 '90 '91 '92 '93 '94 '95 '96 '97 '98 '99 '00 ‘01 '02 ’03 (Q1 and Q2) Incidents 6 132 252 406 773 1334 2340 2412 2573 2134 3734 9859 21756 52658 82094 76404 A vulnerability is a weakness that a person can exploit to accomplish something that is not authorized or intended as legitimate use of a network or system. When a vulnerability is exploited to compromise the security of systems or information on those systems, the result is a security incident. Vulnerabilities may be caused by engineering or design errors, or faulty implementation. In 1988, the ARPANET had its first automated network security incident, usually referred to as "the Morris worm". A student at Cornell University (Ithaca, NY), Robert T. Morris, wrote a program that would connect to another computer, find and use one of several vulnerabilities to copy itself to that second computer, and begin to run the copy of itself at the new location. Both the original code and the copy would then repeat these actions in an infinite loop to other computers on the ARPANET. The Morris worm prompted the Defense Advanced Research Projects Agency (DARPA, the new name for ARPA) to fund a computer emergency response team , now the CERT® Coordination Center, to give experts a central point for coordinating responses to network emergencies Incident: activity that violates an explicit or implicit security policy