Philosophers From The United States

"Our tools are extensions of our purposes, and so we find it natural to make metaphorical attributions of intentionality to them; but I take it no philosophical ice is cut by such examples."

"Descartes may have made a lot of mistakes, but he was right about this: you cannot doubt the existence of your own consciousness. That's the first feature of consciousness, it's real and irreducible. You cannot get rid of it by showing that it's an illusion in a way that you can with other standard illusions."

"The sense in which an automatic door "understands instructions" from its photoelectric cell is not at all the sense in which I understand English."

"Just acquiring this amount of "education" will not, by itself, make you an educated person, even less will it give you what Oakeshott calls "judgment." But if the manner of instruction is adequate, the student should be able to acquire this much knowledge in a way that combines intellectual openness, critical scrutiny, and logical clarity. If so, learning will not stop when the student leaves the university."

"I want to block some common misunderstandings about "understanding": In many of these discussions one finds a lot of fancy footwork about the word "understanding.""

"Finally, and perhaps most importantly, you need to acquire the skills of writing and speaking that make for candor, rigor, and clarity. You cannot think clearly if you cannot speak and write clearly."

"I will argue that in the literal sense the programmed computer understands what the car and the adding machine understand, namely, exactly nothing."

"In many cases it is a matter for decision and not a simple matter of fact whether x understands y; and so on."

"There is one mistake we got to avoid, and that is the mistake of supposing that if you simulate it, you duplicate it. This is a deep mistake embedded in our popular culture - that simulation is equivalent to duplication, but of course it isn't. A perfect simulation of the brain - say, on a computer - would no longer thereby be conscious than a perfect simulation of a rainstorm on a weather-predicting computer will leave us all wet."

"You need to know enough philosophy so that the methods of logical analysis are available to you to be used as a tool. One of the most depressing things about educated people today is that so few of them, even among professional intellectuals, are able to follow the steps of a simple logical argument."

"An utterance can have Intentionality, just as a belief has Intentionality, but whereas the Intentionality of the belief is intrinsic the Intentionality of the utterance is derived."

"The Intentionality of the mind not only creates the possibility of meaning, but limits its forms."

"There is probably no more abused a term in the history of philosophy than “representation,” and my use of this term differs both from its use in traditional philosophy and from its use in contemporary cognitive psychology and artificial intelligence.... The sense of “representation” in question is meant to be entirely exhausted by the analogy with speech acts: the sense of “represent” in which a belief represents its conditions of satisfaction is the same sense in which a statement represents its conditions of satisfaction. To say that a belief is a representation is simply to say that it has a propositional content and a psychological mode."

"I cannot recall a time when American education was not in a "crisis." We have lived through Sputnik (when we were "falling behind the Russians"), through the era of "Johnny can't read," and through the upheavals of the Sixties. Now a good many books are telling us that the university is going to hell in several different directions at once. I believe that, at least in part, the crisis rhetoric has a structural explanation: since we do not have a national consensus on what success in higher education would consist of, no matter what happens, some sizable part of the population is going to regard the situation as a disaster. As with taxation and relations between the sexes, higher education is essentially and continuously contested territory. Given the history of that crisis rhetoric, one's natural response to the current cries of desperation might reasonably be one of boredom."

"Well, what does “good” mean anyway...? As Wittgenstein suggested, “good,” like “game,” has a family of meanings. Prominent among them is this one: “meets the criteria or standards of assessment or evaluation.”"

"Where questions of style and exposition are concerned I try to follow a simple maxim: if you can’t say it clearly you don’t understand it yourself."

"The student should have enough knowledge of his or her cultural tradition to know how it got to be the way it is. This involves both political and social history, on the one hand, as well as the mastery of some of the great philosophical and literary texts of the culture on the other. It involves reading not only texts that are of great value, like those of Plato, but many less valuable that have been influential, such as the works of Marx. For the United States, the dominant tradition is, and for the foreseeable future, will remain the European tradition. The United States is, after all, a product of the European Enlightenment. However, you do not understand your own tradition if you do not see it in relation to others. Works from other cultural traditions need to be studied as well."

"It seems to me obvious that infants and many animals that do not in any ordinary sense have a language or perform speech acts nonetheless have Intentional states. Only someone in the grip of a philosophical theory would deny that small babies can literally be said to want milk and that dogs want to be let out or believe that their master is at the door."

"In the performance of an illocutionary act in the literal utterance of a sentence, the speaker intends to produce a certain effect by means of getting the hearer to recognize his intention to produce that effect; and furthermore, if he is using the words literally, he intends this recognition to be achieved in virtue of the fact that the rules for using the expressions he utters associate the expression with the production of that effect."

"Whatever is referred to must exist. Let us call this the axiom of existence."

"I once had a conversation with a famous French philosopher who's a friend of mine. And I said to him, "Why the hell do you write so badly? Pourquoi tu écris si mal?" ... And this was Michel Foucault. He was a very smart guy and wrote a lot of very good stuff but in general he just wrote badly. When you heard him give a lecture in Berkeley, it was perfectly clear, just as clear as I am. ... And he said, "Well, in France, it would be regarded as somewhat childish and naive if you wrote clearly. ... In France you've got to have 10% incomprehensible." Otherwise people won't think it's deep. They won't think you're a profound thinker."

"The general nature of the speech act fallacy can be stated as follows, using “good” as our example. Calling something good is characteristically praising or commending or recommending it, etc. But it is a fallacy to infer from this that the meaning of “good” is explained by saying it is used to perform the act of commendation."

"Dualism makes the problem insoluble; materialism denies the existence of any phenomenon to study, and hence of any problem."

"The assertion fallacy ... is the fallacy of confusing the conditions for the performance of the speech act of assertion with the analysis of the meaning of particular words occurring in certain assertions."

"You need to know enough of the natural sciences so that you are not a stranger in the world."

"Precisely by inculcating a critical attitude, the "canon" served to demythologize the conventional pieties of the American bourgeoisie and provided the student with a perspective from which to critically analyze American culture and institutions. Ironically, the same tradition is now regarded as oppressive. The texts once served an unmasking function; now we are told that it is the texts which must be unmasked."

"It is apparently very congenial for some people who are professionally concerned with fictional texts to be told that all texts are really fictional anyway, and that claims that fiction differs significantly from science and philosophy can be deconstructed as a logocentric prejudice, and it seems positively exhilarating to be told that what we call "reality" is just more textuality. Furthermore, the lives of such people are made much easier than they had previously supposed, because now they don't have to worry about an author's intentions, about precisely what a text means, or about distinctions within a text between the metaphorical and the literal, or about the distinction between texts and the world because everything is just a free play of signifiers. The upper limit, and I believe the reductio ad absurdum, of this "sense of mastery" conveyed by deconstruction, is in Geoffrey Hartman's claim that the prime creative task has now passed from the literary artist to the critic."

"One can imagine a computer simulation of the action of peptides in the hypothalamus that is accurate down to the last synapse. But equally one can imagine a computer simulation of the oxidation of hydrocarbons in a car engine or the action of digestive processes in a stomach when it is digesting pizza. And the simulation is no more the real thing in the case of the brain than it is in the case of the car or the stomach. Barring miracles, you could not run your car by doing a computer simulation of the oxidation of gasoline, and you could not digest pizza by running the program that simulates such digestion. It seems obvious that a simulation of cognition will similarly not produce the effects of the neurobiology of cognition."

"The problem posed by indirect speech acts is the problem of how it is possible for the speaker to say one thing and mean that but also to mean something else."

"The ascription of an unconscious intentional phenomenon to a system implies that the phenomenon is in principle accessible to consciousness."

"Where conscious subjectivity is concerned, there is no distinction between the observation and the thing observed."

"Materialism ends up denying the existence of any irreducible subjective qualitative states of sentience or awareness."

"You need to know at least one foreign language well enough so that you can read the best literature that that language has produced in the original, and so you carry on a reasonable conversation and have dreams in that language. There are several reasons why this is crucial, but the most important is perhaps this: you can never understand one language until you understand at least two."

"There are different kinds of truths for different kinds of people. There are truths appropriate for children; truths that are appropriate for students; truths that are appropriate for educated adults; and truths that are appropriate for highly educated adults, and the notion that there should be one set of truths available to everyone is a modern democratic fallacy. It doesn't work."

"What's the point of being the greatest, most powerful nation in the world and not having an imperial role?"

"The "national interest" is not a geographical term, except for fairly prosaic matters like trade and environmental regulation. A smaller nation might appropriately feel that its national interest begins and ends at its borders, so that its foreign policy is almost always in a defensive mode. A larger nation has more extensive interests. And large nations, whose identity is ideological, like the Soviet Union of yesteryear and the United States of today, inevitably have ideological interests in addition to more material concerns. Barring extraordinary events, the United States will always feel obliged to defend, if possible, a democratic nation under attack from nondemocratic forces, external or internal. That is why it was in our national interest to come to the defense of France and Britain in World War II. That is why we feel it necessary to defend Israel today, when its survival is threatened. No complicated geopolitical calculations of national interest are necessary."

"The danger facing American Jews today is not that Christians want to persecute them but that Christians want to marry them."

"It is ironic to watch the churches, including large sections of my own religion, surrendering to the spirit of modernity at the very moment when modernity itself is undergoing a kind of spiritual collapse..."

"Doing good isn't [that] hard. It's just doing a lot of good that is very hard. If your aims are modest, you can accomplish an awful lot. When your aims become elevated beyond a reasonable level, you not only don't accomplish much, you can cause a great deal of damage."

"The major political event of the twentieth century is the death of socialism."

"There is nothing like a parade to elicit the proper respect for the military from the populace."

"Today there is a new class hostile to business in general, and especially to large corporations. As a group, you find them mainly in the very large and growing public sector and in the media. They share a disinterest in personal wealth, a dislike for the free-market economy, and a conviction that society may best be improved through greater governmental participation in the country's economic life. They are the media. They are the educational system. Their dislike for the free-market economy originates in their inability to exercise much influence over it so as to produce change. In its place they would prefer a system in which there is a very large political component. This is because the new class has a great deal of influence in politics. Thus, through politics, they can exercise a direct and immediate influence on the shape of our society and the direction of national affairs."

"A liberal is one who says that it's all right for an 18-year-old girl to perform in a pornographic movie as long as she gets paid the minimum wage."

"Democracy does not guarantee equality of conditions — it only guarantees equality of opportunity."

"Neo-conservatives are unlike old conservatives because they are utilitarians, not moralists, and because their aim is the prosperity of post-industrial society, not the recovery of a golden age."

"The spirit of rebellion is a spirit of desperation-a desperate rejection of whatever exists, a desperate aspiration toward some kind of utopia. ...It is governed by a blind momentum... and its so-called leaders are... its captives, and ultimately its victims. ...The so-called "betrayal" is... the necessary conclusion... [I]ts impossible intentions are unrealizable... the end result is... a regime which pretends to embody these intentions and... enforces such false pretentions by terror. A revolution... is a... practical exercise in political philosophy. ...It requires an attentive prudence, a careful calculation of means and ends, a spirit of sobriety... [A] successful revolution cannot be governed by the spirit of the mob. ...[I]f ...revolution is not to degenerate into a rebellion, mob actions must be marginal... [O]nly a self-disciplined people can... undertake... a revolution. ...[A] successful revolution is best accomplished by a people who do not really want it at all, but find themselves reluctantly making it."

"[T]he America which emerged from the Revolution and the Constitutional Convention was the first in history. In a democracy, the will of the people is supreme. In a republic... the rational consensus of the people... implicit in the term "consent"... governs the people. ...[I]n a democracy, popular passion may... though it need not... [rule] but in a republic, popular passion is regarded as unfit to rule, and precautions... see that it is subdued rather than sovereign. In a democracy all politicians are, to some degree, demagogues: they appeal to... prejudices and passions, they incite... expectations by... reckless promises... In a republic, there are not supposed to be such politicians, only statesmen—sober, unglamorous, thoughtful men... in... perpetual conversation with the citizenry. In a republic, a fair degree of equality and prosperity are important goals, but... liberty... is given priority as the proper end of government. In a democracy... priorities are reversed: the status... as consumers... is taken to be more significant than... as participants in the creation of political goods. A republic is... "moralistic" in... public and private affairs; a democracy is more easygoing, more "permissive"... more cynical."

"A welfare state, properly conceived, can be an integral part of a conservative society."

"The Supreme Court... was never supposed to be... a democratic institution; it is a republican institution which counterbalances the... democratic institutions."

"It was a new kind of class war — the people as citizens versus the politicians and their clients in the public sector."