The explanatory gap problem in philosophy of mind

Download
2007
Arıkan, Pakize
A given qualitative mental experience possesses qualitative aspects, or qualia, that identify and distinguish it from other qualitative mental states. While some philosophers explained the mental phenomena by positing nonphysical kinds of entities, some others propose wholly physical explanations. Even if those physicalistic explanations of the mental shed some light on the issue of body-mind relation, Joseph Levine claims that there still exists an explanatory gap between a qualitative mental state and the physical state supposedly responsible for it, since there is no explanation of how and why a certain kind of physical state gives rise to a specific kind of quale.This thesis is an exploration of this problem and evaluation of some of the views that interpret the gap as either ontological or epistemological in order to find out whether the gap is compatible with physicalism or not. The focus is on the Phenomenal Concept Strategy that proposes a physicalistic account for the existence of the gap that is based on the character of phenomenal concepts. I examine whether this strategy is satisfactory or not and propose a possible physicalist account to the special character of phenomenal concepts.

Suggestions

An integrative explanation of action
Benı, Majıd Davoody (Elsevier BV, 2020-12-01)
The Predictive Processing Theory (PP) and its foundational Free Energy Principle (FEP) provide a unifying theoretical groundwork that subsumes theories of perception, cognition, and action. Recently Colin Klein (2018) contends that PP-FEP cannot explain adaptive action with the same force that they deal with perceptions. In his answer to the objection, Clark (2020) points out that FEP explains action, desire and motivation on the basis of minimisation of energy. I argue that this answer begs the question of...
The Distinctive Associations of Interpersonal Problems with Personality Beliefs Within the Framework of Cognitive Theory of Personality Disorders
Akyunus, Miray; Gençöz, Tülin (Springer Science and Business Media LLC, 2020-03-01)
The aim of this study was to explore the relationship between interpersonal problems and dysfunctional beliefs associated with personality disorders, within the framework of cognitive theory of personality disorders. Based on the proposition of cognitive theory, different dimensions of interpersonal problems which were assessed through the coordinates of interpersonal circumplex model were expected to be associated with specific categories of personality beliefs namely, deprecating, inflated, and ambivalent...
The Role of schemata in responsibility among people with traumatic event history
Topçu, Merve; Köroğlu, Deniz; Gençöz, Faruk (null; 2018-05-05)
Schemata can be thought of as an abstract cognitive plan that serves as a guide for solving problems and interpreting knowledge. Schemata rooted in the early childhood. Trauma can be defined as events which disrupt the daily routine, develop suddenly and unexpectedly, create horror, anxiety and panic, and disturb the process of making sense of the world. Trauma have an important role in development of early maladaptive schemata. However, after traumatic event exposure it is possible to show psychological im...
The role of examples in the formation of concepts in mathematics
Ubuz, Behiye (2000-04-01)
This research presents a brief survey of literature on the use of examples and generic examples in concept formation, and the observation of these theoretical ideas in a number of exam papers. Explanatory insight is given to c1arify the situations in the exam papers. By focusing on the students' answers and the definition given on generic example definition, mainly two suggestions arise for the usage of generic examples. Firstly, the sequence of the exemplification may be in the order of all the generic exa...
The relationship between ideal L2 self, achievement attributions and L2 achievement /
Çağatay, Sibel (2020-12-01)
This study examines whether learners’ (high vs. low) ‘ideal L2 self’ exerts an effect on causal attributions and which of these causal attributions could predict future L2 achievement. To this end, 1006 EFL students were invited from a state university in Ankara, Turkey. The data were collected with an attribution scale composed of 29 questions and with a questionnaire containing 10 items measuring learners’ ideal L2 self. The researchers also collected the students’ achievement scores to measure the predic...
Citation Formats
P. Arıkan, “The explanatory gap problem in philosophy of mind,” M.S. - Master of Science, Middle East Technical University, 2007.