Blindsight and Qualities of Visual Perception Essay -- Expository Rese

Blindsight and Qualities of Visual Perception ABSTRACT: The aim of this paper is to defend a broad concept of visual perception, according to which it is a sufficient condition for visual perception that subjects receive visual information in a way which enables them to give reliably correct answers about the objects presented to them. According to this view, blindsight, non-epistemic seeing, and conscious visual experience count as proper types of visual perception. This leads to two consequences concerning the role of the phenomenal qualities of visual experiences. First, phenomenal qualities are not necessary in order to see something, because in the case of blindsight, subjects can see objects without experiences phenomenal qualities. Second, they cannot be intentional properties, since they are not essential properties of visual experiences, and because the content of visual experiences cannot be constituted by contingent properties. Introduction Blindsight is often understood as supporting certain claims concerning the function and the status of the phenomenal qualities of visual perceptions. In this talk I am going to present a short argument to show that blindsight could not be understood as evidence for these claims. The reason is that blindsight cannot be adequately described as a special case of seeing. Consequently, it is not possible to draw inferences from it concerning the role of the phenomenal qualities for seeing. Visual perceptions are supposed to have two sorts of content. First, they have intentional content which relates them as representations to the external world. The properties that constitute the intentional content are called representational or intentional qualities. Second, visual perce... ... Cognitive Psychology, Vol. 15, 197 - 300 (5) D. Lewis (1986): Veridical Hallucination and Prosthetic Vision. In: D. Lewis: Philosophical Papers. New York et al., Vol. II, 273 - 290 (6) F. Dretske (1969): Seeing and Knowing. London, 4 - 77; F. Jackson (1977): Perception. A Representative Theory. Cambridge/Mass., 154 ff.; G.J. Warnock (1956): Seeing. In: Proceedings of the Aristotelian Society, Vol. 55, 201 - 218 (7) D. Armstrong (1968): A Materialist Theory of the Mind. London (8) C. S. Peirce (1986): How to make our Ideas clear. In: Writings of Charles S. Peirce. C.J.W. Kloesel (ed.), Bloomington, Vol. III, 257 - 276; G. Ryle (1949): The Concept of Mind. London, Chapter 5 (9) D. Armstrong (1968): A Materialist Theory of the Mind. London, 209 ff. (10) F. Dretske (1969): Seeing and Knowing. London, 77 (11) Dretske (1969), 20 ff. (See footnote 11)

A description of a tranditional ELT classroom in Korea

It’s a Friday afternoon. After he looks through the schedule to find out which class he has to instruct next, Mr Jo is checking up the word quiz papers which will be used to see whether they have reviewed the words that they learned from the last English class.Now he enters the door of the classroom, and tells the students running, chatting, sitting on the desk to prepare for the class. After settling down the class, he begins to check if everyone is present. And the teacher is giving out the word quiz papers and telling them to write down on the sheet the words that he will say. Right after speaking ten words he wants to check up, he has students swtch their papers, and score them, Next, the teacher gathers up all the papers and puts them aside, and he is moving to the next segment.Mr. Jo points out a student and asks her what grammar points she was instructed in the last class. Unfortuantely she doesn’t remember what she learned, so Mr. Jo warns her that if she doesnà ¢â‚¬â„¢t reivew what she learns next time, she will have a penalty for that.For students to refresh their memory of what they have learned, he starts to go over the points again. Finishing the review, he has the students open up the textbook and begins to cover the reading passage. The teacher reads all the sentences and translates them one by one as usual. Whenever he runs into a grammar point that might be new to the students, the teacher explains it in Korean, and encourages them to take notes on their textbook.After he goes through all the passage, the teacher gives them some homework to write all the sentences and to translate them to Korean on the notebook, and also asks the students to solve all the questions on the grammar and reading sections.Getting back to his desk, he piles up the quiz sheets and starts to go through the number that each student has scored today. Now he is getting ready for another class of the same level as he has just been through.  

Essay about Does Art Influence Culture, or Does Culture...

Does art shape the mood and dependency of culture, or does culture shape the perspective of art? Art does not only mean the literal paintings, and physical art. Music, poetry, sculpting, and theatre, are also in the category of art, and people like William Shakespeare and Matsuo Basho have definitely left their mark on the past and present’s cultures with their expressions of art. Art and culture are not black and white concepts; there is no way to say that one affects the other absolutely. But they do affect each other, in many instances. For example, art reflects culture in that the society and environment in which the form of art was created may have affected the person, place, and reason behind why that piece of art was created. It†¦show more content†¦The Renaissance scholars brought back the original, classical forms of artwork from the Roman and Greek times, because they grew tired of the simplistic, archaic methods of the Middle Ages. It also changed the subje cts and ways that the artists created their artwork. Before the Renaissance, everything had been about religion and ideological faith. The Renaissance brought about new ideas and concepts for artists, such as Michelangelo’s sculpture, David. It depicts David moments before the biblical battle between the Philistines and the Israelites, where he is depicted as powerful, yet graceful. Artwork like this began to show humanism, humanities achievements and potential. Also, the Renaissance changed the way that writers wrote their literature. Writer’s like Dante and Francesco Petrarch had begun writing in the vernacular, or their native languages, being Italian and Latin instead of only the traditional Latin. But art and culture are not only linked in the Renaissance they are also a large portion of the Muslim world at that point. Art was used in the Mughal Court, exceedingly so, in the form of illustration in scripts. They would have small, detailed paintings called â€Å"m iniatures† in books. In times of wealth, artwork would invade the empire’s temples, market places, and mosques. The artwork reflected the deities of the mosques and temples, while the artworks in the more common places were adorned with art ofShow MoreRelatedARTS 125 Week 5 Assignment Art And Culture Paper858 Words   |  4 Pagesï » ¿ Art and Culture Liliana Gonzalez ART/125 May 11, 2015 Joseph Blomer University of Phoenix Abstract Art has evolved in ways only one can imagine, however; their imagination does not have to go far because all one has to do is turn on the computer and connect to the World Wide Web to get information on everything. 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