Evolutionary psychology is one of many biologically informed approaches to the study of human behavior. Along with cognitive psychologists, evolutionary psychologists propose that much, if not all, of our behavior can be explained by appeal to internal psychological mechanisms. What distinguishes evolutionary psychologists from many cognitive psychologists is the proposal that the relevant internal mechanisms are adaptations—products of natural selection—that helped our ancestors get around the world, survive and reproduce. To understand the central claims of evolutionary psychology we require an understanding of some key concepts in evolutionary biology, cognitive psychology, philosophy of science and philosophy of mind. Philosophers are interested in evolutionary psychology for a number of reasons. For philosophers of science —mostly philosophers of biology—evolutionary psychology provides a critical target. There is a broad consensus among philosophers of science that evolutionary psychology is a deeply flawed enterprise. For philosophers of mind and cognitive science evolutionary psychology has been a source of empirical hypotheses about cognitive architecture and specific components of that architecture. Philosophers of mind are also critical of evolutionary psychology but their criticisms are not as all-encompassing as those presented by philosophers of biology. Evolutionary psychology is also invoked by philosophers interested in moral psychology both as a source of empirical hypotheses and as a critical target.

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Stanford Encyclopedia of Philosophy

Preface to the Second Edition Part 1: Philosophical Bearings 1. Aims and Strategy 2. The Underlabourer Conception of Philosophy 3. Philosophy and Science 4. The Philosopher's Concern with Language 5. Conceptual and Empirical Enquiries 6. The Pivotal Role of Epistemology in Philosophy 7. Epistemology and the Understanding of Society 8. Rules: Wittgenstein's Analysis 9. Some Misunderstandings of Wittgenstein Part 2: The Nature of Meaningful Behaviour 1. Philosophy and Sociology 2. Meaningful Behaviour 3. Activities and Precepts 4. Rules and Habits 5. Reflectiveness Part 3: The Social Studies as Science 1. J.S. Mill's 'Logic of the Moral Sciences' 2. Differences in Degree and Differences in Kind 3. Motives and Causes 4. Motives, Dispositions and Reasons 5. The Investigation of Regularities 6. Understanding Social Institutions 7. Prediction in the Social Studies Part 4: The Mind and Society 1. Pareto: Logical and Non-Logical Conduct 2. Pareto: Residues and Derivations 3. Max Weber: Verstehen and Causal Explanation 4. Max Weber: Meaningful Action and Social Action Part 5: Concepts and Actions 1. The Internality of Social Relations 2. Discursive and Non-Discursive 'Ideas' 3. The Social Sciences and History 4. Concluding Remark

The Idea of a Social Science and its Relation to Philosophy.

Introduction Part I. Discourse on Thinking: 1. Puzzling about (mathematical) thinking 2. Objectification 3. Commognition: thinking as communicating 4. Thinking in language Part II. Mathematics as Discourse: 5. Mathematics as a form of communication 6. Objects of mathematical discourse: what mathematizing is all about 7. Routines: how we mathematize 8. Explorations, deeds, and rituals: what we mathematize for 9. Looking back and ahead: solving old quandaries and facing new ones.

/pdf/thinking-as-communicating-human-development-the-growth-of-2vx23bbaa2.pdf

Thinking as Communicating: Human Development, the Growth of Discourses, and Mathematizing

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.

/pdf/constructing-an-understanding-of-mind-the-development-of-4cw3eidj4u.pdf

Constructing an understanding of mind : the development of children's social understanding within social interaction

Entrepreneuring has never achieved a breakthrough as the key concept that could elucidate the inherently process-oriented character of entrepreneurship, but it may be able to serve as the conceptual attractor to accommodate the increasing interest in process theories within a creative process view. This paper considers whether this is possible. In addition to equilibrium-based understandings of the entrepreneurial process, this paper tentatively reconstructs the creative process view by distinguishing between a range of relevant perspectives: from those on complexity and chaos theory, to the interpretive and phenomenological, social constructionist, pragmatic and practice-based, to the relational materialist. Taking entrepreneuring as an open-ended concept to use in theoretical experimentation, the review documents the potential for the concept to develop new meanings and to attach itself to a series of concepts such as recursivity, enactment, disclosure, narration, discourse, dramatization, dialogicality...

‘Entrepreneuring’ as a conceptual attractor? A review of process theories in 20 years of entrepreneurship studies

1. Ludwig Wittgenstein: life and work an introduction Hans Sluga 2. Wittgenstein's critique of philosophy Robert J. Fogelin 3. Pictures, logic, and the limits of sense in Wittgenstein's Tractatus Thomas Ricketts 4. Fitting versus tracking: Wittgenstein on representation Donna M. Summerfield 5. Philosophy as grammar Newton Garver 6. A philosophy of mathematics between two camps Steve Gerrard 7. Necessity and normativity Hans-Johann Glock 8. Wittgenstein, mathematics, and ethics: resisting the attractions of realism Cora Diamond 9. Notes and afterthoughts on the opening of Wittgenstein's Investigations Stanley Cavell 10. Mind, meaning, and practice Barry Stroud 11. 'Whose house is that?' Wittgenstein on the self Hans Sluga 12. The question of linguistic idealism revisited David Bloor 13. Forms of life: mapping the rough ground Naomi Scheman 14. Certainties of a world-picture: the epistemological investigations of On Certainty Michael Kober 15. The availability of Wittgenstein's philosophy David Stern.

The Cambridge companion to Wittgenstein

Drawing on ten years of research on the unpublished Wittgenstein papers, Stern investigates what motivated Wittgenstein's philosophical writing and casts new light on the Tratacus and Philosophical Investigations. The book is an exposition of Wittgenstein's early conception of the nature of representation and how his later revision and criticism of that work led to a radically different way of looking at mind and language. It also explains how the unpublished manuscripts and typescripts were put together and why they often provide better evidence of the development of his ideas than can be found in his published writing. In doing so, the book traces the development of a number of central themes in Wittgenstein's philosophy, including his conception of philosophical method, the picture theory of meaning, the limits of language, the application of language to experience, his treatment of private language, and what he called the "flow of life." Arguing that Wittgenstein's views are often much more simple (and more radical) than we have been led to believe, Wittgenstein on Mind and Language provides an overview of the development of Wittgenstein's philosophy and brings to light aspects of his philosophy that have been almost universally neglected.

Wittgenstein on Mind and Language

The model of memory as a store, from which records can be retrieved, is taken for granted by many contemporary researchers. On this view, memories are stored by memory traces, which represent the original event and provide a causal link between that episode and one's ability to remember it. I argue that this seemingly plausible model leads to an unacceptable conception of the relationship between mind and brain, and that a non‐representational, connectionist, model offers a promising alternative. I also offer a new reading of Wittgenstein's paradoxical remarks about thought and brain processes: as a critique of the cognitivist thesis that information stored in the brain has a linguistic structure and a particular location. On this reading, Wittgenstein's criticism foreshadows some of the most promising contemporary work on connectionist models of neural functioning.

Models of memory: Wittgenstein and cognitive science

In this new introduction to a classic philosophical text, David Stern examines Wittgenstein's Philosophical Investigations. He gives particular attention to both the arguments of the Investigations and the way in which the work is written, and especially to the role of dialogue in the book. While he concentrates on helping the reader to arrive at his or her own interpretation of the primary text, he also provides guidance to the unusually wide range of existing interpretations, and to the reasons why the Investigations have inspired such a diversity of readings. Following closely the text of the Investigations and meant to be read alongside it, this survey is accessible to readers with no previous background in philosophy. It is well-suited to university-level courses on Wittgenstein, but can also be read with profit by students in other disciplines.

Wittgenstein's Philosophical Investigations: An Introduction

Wittgenstein: Lectures, Cambridge 1930–1933, From the Notes of G. E. Moore: Lecture 3b, May 5, 1933 and Lecture 4a, May 9, 1933

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