|Learning: learning is acquiring the ability to establish relationships between signs, symptoms or symbols and objects. This also includes e.g. recognition and recollection of patterns, similarities, sensory perceptions, self-perception, etc. In the ideal case, the ability to apply generalizations to future cases is acquired while learning. See also knowledge, knowledge-how, competence._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
Identification/Learning/Knowledge/World/Identity/Millikan: that we are not only programmed to identify, but that we can learn this, shows that we need to have a way of knowing how the world should look like. That is a knowledge-how.
Novelty/Millikan: we create new concepts by matching our methods of term repetition so that they produce consistent inner images for us.
Two conditions must be assumed:
1. Terms must be tested in groups that are small enough to locate the cause of inconsistencies.
2. There must be a rich opportunity for the emergence of contradictions.
Learning/language/identification/child/Millikan: even a child learns a lot linguistically, which would be much more difficult to learn in direct perception. E.g. recognizing different dogs as belonging to one kind.
Learning/Language/Identification/Wittgenstein/Millikan: Thesis: Learning how to identify something is like learning how to apply a measuring scale._____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution.
R. G. Millikan
Language, Thought, and Other Biological Categories: New Foundations for Realism Cambridge 1987