Blind Brain Theory and Enactivism: In Dialogue With R. Scott Bakker

tumblr_mkwlanqOci1qzngato1_1280[Image: Hannah Imlach]

Last week I posted a short essay on the question of meaning, style, and aesthetics in the ecological theories of Alva Noë and Jacob von Uexküll. The post resulted in a long and in-depth discussion with science fiction novelist and central architect of the Blind Brain Theory (BBT) of cognition, R. Scott Bakker. Our conversation waded through multiple topics including phenomenology, the limits of transcendental arguments, enactivism, eliminativism, meaning, aesthetics, pluralism, intentionality, first-person experience, and more. So impressed was I with Bakker’s adept ability to wade through the issues — across disciplines, perspectives, and controversies — despite my protests that I felt it worth excerpting our dialogue as a record of the exchange and as a resource for others interested in these debates. Whatever your views on the philosophy of mind, Bakker’s unique position is one you should familiarize yourself with — if only, like me, so that you can find better ways to dispute its unsettling consequences. To provide a little context to the dialogue I am re-stating my central claim and concluding paragraph from the earlier post: Continue reading

Noë and Uexküll: Ecology, Style, and Meaning

tumblr_mm96ib07g81qzngato1_1280[Image: Tomas Rak]

I have been exploring Alva Noë’s actionist account of perception and cognition in terms of an ecological account of the subject-concept relation. In my previous posts (here and here), I have emphasized a level of conceptual understanding that presupposes both language and the capacity to learn new concepts, or, more interestingly, I have described the way in which a subject can never really learn anything new but rather can only become someone with a new set of conceptual capacities through learning and practice. In this view, the subject-concept relation is ecological insofar as the concept has a symbiotic relation to the subject that both displaces and creates new conceptual capacities. To be more specific, and to repeat my phrasing from the earlier posts, learning initiates a symbiosis between subject and concept that ends in the merging of the concept with the subject and of the transformation of the subject through its understanding of the concept. Continue reading