Conceptual mastery and the knowledge argument

Rabin, Gabriel Oak

doi:10.1007/s11098-011-9705-6

Cited by 28 publications

(6 citation statements)

References 23 publications

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“…34 Though see Rabin 2011and Ball 2013, and Alter 2013 for reply. 35 See, e.g., Balog 2012, Papineau 2002.…”

Section: The Conceivability Gap Is Not Merely Semanticmentioning

confidence: 99%

Vagueness and zombies: why ‘phenomenally conscious’ has no borderline cases

Simon¹

2016

Philos Stud

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I argue that there can be no such thing as a borderline case of the predicate 'phenomenally conscious': for any given creature at any given time, it cannot be vague whether that creature is phenomenally conscious at that time. I first defend the Positive Characterization Thesis, which says that for any borderline case of any predicate there is a positive characterization of that case that can show any sufficiently competent speaker what makes it a borderline case. I then appeal to the familiar claim that zombies are conceivable, and I argue that this claim entails that there can be no positive characterizations of borderline cases of 'phenomenally conscious'. By the Positive Characterization Thesis, it follows that 'phenomenally conscious' can not have any borderline cases.

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“…34 Though see Rabin 2011and Ball 2013, and Alter 2013 for reply. 35 See, e.g., Balog 2012, Papineau 2002.…”

Section: The Conceivability Gap Is Not Merely Semanticmentioning

confidence: 99%

Vagueness and zombies: why ‘phenomenally conscious’ has no borderline cases

Simon¹

2016

Philos Stud

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“…The skill of analyzing information is the process of dividing and structuring information into smaller parts to recognize its pattern, connection, and various cause-effect of a complex scenario. Moreover, the students' thinking skill is very related to the learning devices employed during the scientific works (Boleng et al, 2018;Mapeala & Siew, 2015;Rabin, 2011;Yao et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Scientific Independence towards Students’ Content Analysis and Science Process Skills on Cell Metabolism Topic

Ekawati¹,

Iswari

Lisdiana

2018

JPII

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Students commonly judge that cell metabolism topic is arduous since they only listen to their teacher and memorizing concept without a deep comprehension. Other than that, a direct explanation could not enhance the students' science process skills. Thus, this research intended to analyze the differences of the content-analysis and science process skills between the students experiencing a learning that oriented to scientific independence (experimental class) and those joining a direct learning (control class). The materials taught in both classes were cell metabolism. This study employed the quantitative of the quasi-experimental method. The research object was the students learning Biology. The students joining a scientific independence-based class were able to answer questions requiring analytical thinking. The relationship of the students' scientific independence towards the content analysis and science process skills was seen on the test. Based upon the statistical data analysis, the correlation significance was 0,038<0,05. Therefore, it concluded that there was a very significant correlation between the students' scientific independence towards the content analysis and science process skills.

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“…See Rabin [2020] for a recent discussion. For discussions of mastery for phenomenal concepts, see Ball [2009, 2013], Rabin [2011], and Alter [2013]. Note, though, that these discussions mostly focus on the ramifications of concept mastery for the knowledge argument, rather than on the kinds of issues addressed in this paper.…”

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confidence: 99%

Knowing what it's like

Lee

2023

Philosophical Perspectives

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David Lewis—famously—never tasted vegemite. Did he have any knowledge of what it's like to taste vegemite? Most say ‘no’; I say ‘yes’. I argue that knowledge of what it's like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it's like to undergo their target experiences. This degreed picture contrasts with the standard all‐or‐nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, and (2) the semantics of ‘knows what it's like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts.

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Conceptual mastery and the knowledge argument

Cited by 28 publications

References 23 publications

Vagueness and zombies: why ‘phenomenally conscious’ has no borderline cases

Vagueness and zombies: why ‘phenomenally conscious’ has no borderline cases

The Influence of Scientific Independence towards Students’ Content Analysis and Science Process Skills on Cell Metabolism Topic

Knowing what it's like

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