|Part of a series on|
Innatism is a philosophical and epistemological doctrine that holds that the mind is born with ideas/knowledge, and that therefore the mind is not a "blank slate" at birth. This is in contrast to, and was contested by early empiricists such as John Locke. Innatism asserts that not all knowledge is gained from experience and the senses. Plato and Descartes are prominent philosophers in the development of innatism and the notion that the mind is already born with ideas, knowledge and beliefs.Both philosophers emphasize that experiences are the key to unlocking this knowledge but not the source of the knowledge itself. Essentially, on this doctrine, no knowledge is derived exclusively from one's experiences.
In general usage, the terms innatism and nativism are synonymous as they both refer to notions of preexisting ideas present in the mind. However, more correctly,[ citation needed ] innatism refers to the philosophy of Plato and Descartes, who assumed that a God or a similar being or process placed innate ideas and principles in the human mind.
Nativism represents an adaptation of this, grounded in the fields of genetics, cognitive psychology, and psycholinguistics. Nativists hold that innate beliefs are in some way genetically programmed to arise in our mind—that innate beliefs are the phenotypes of certain genotypes that all humans share in common.
Nativism is a modern view rooted in innatism. The advocates of nativism are mainly philosophers who also work in the field of cognitive psychology or psycholinguistics: most notably Noam Chomsky and Jerry Fodor (although the latter has adopted a more critical attitude towards nativism in his later writings). The nativist's general objection against empiricism is still the same as was raised by the rationalists; the human mind of a newborn child is not a tabula rasa , but equipped with an inborn structure.
In philosophy and psychology, an innate idea is a concept or item of knowledge which is said to be universal to all humanity —that is, something people are born with rather than something people have learned through experience.
The issue is controversial, and can be said to be an aspect of a long-running nature versus nurture debate, albeit one localized to the question of understanding human cognition.
Although individual human beings obviously vary due to cultural, racial, linguistic and era-specific influences, innate ideas are said to belong to a more fundamental level of human cognition. For example, the philosopher René Descartes theorized that knowledge of God is innate in everybody as a product of the faculty of faith.
Other philosophers, most notably the empiricists, were critical of the theory and denied the existence of any innate ideas, saying all human knowledge was founded on experience, rather than a priori reasoning.
Philosophically, the debate over innate ideas is central to the conflict between rationalist and empiricist epistemologies. While rationalists believe that certain ideas exist independently of experience, empiricism claims that all knowledge is derived from experience.
Immanuel Kant was a German philosopher who is regarded as having ended the impasse in modern philosophy between rationalists and empiricists, and is widely held to have synthesized these two early modern traditions in his thought.
Plato argues that if there are certain concepts that we know to be true but did not learn from experience then it must be because we have an innate knowledge of it and this knowledge must have been gained before birth. In Plato's Meno , he recalls a situation in which Socrates, his mentor, questioned a slave boy about a geometry theorem. Though the slave boy had no previous experience with geometry, he was able to generate the right responses to the questions he was asked. Plato reasoned that this was possible as Socrates' questions sparked the innate knowledge of math the boy had had from birth.
Plato produced a tripartite to help explain what is contained within soul, which man is able to tap into for higher decision-making. Normally man is good but able to be confused and have the conscience become distorted with irrelevance’s or illogical reasoning. While Socrates believed no man does evil knowingly, Plato was skeptical. For we have to make conscious decisions with relation to other parts of our nature, that isn’t the same as reason. There are separations (which a person may have predominance of by nature or may rationally choose), each of course have a role to play and its up to our reason to rule, hence the title "Plato: The Rule of Reason". The tripartite may be categorized as:
"Individual material things are known by the senses, whereas forms are known by the intellect.". The forms have real independent existence.
Descartes conveys the idea that innate knowledge or ideas is something inborn such as one would say, that a certain disease might be 'innate' to signify that a person might be at risk of contracting such a disease. He suggests that something that is 'innate' is effectively present from birth and while it may not reveal itself then, is more than likely to present itself later in life. Descartes comparison of innate knowledge to an innate disease, whose symptoms may only show up later in life, unless prohibited by a factor like age or puberty, suggests that if an event occurs prohibiting someone from exhibiting an innate behaviour or knowledge, it doesn't mean the knowledge did not exist at all but rather it wasn't expressed – they were not able to acquire that knowledge. In other words, innate beliefs, ideas and knowledge require experiences to be triggered or they may never be expressed. Experiences are not the source of knowledge as proposed by John Locke, but catalysts to the uncovering of knowledge.
Gottfried Wilhelm Leibniz suggested that we are born with certain innate ideas, the most identifiable of these being mathematical truisms. The idea that 1 + 1 = 2 is evident to us without the necessity for empirical evidence. Leibniz argues that empiricism can only show us that concepts are true in the present; the observation of one apple and then another in one instance, and in that instance only, leads to the conclusion that one and another equals two. However, the suggestion that one and another will always equal two require an innate idea, as that would be a suggestion of things unwitnessed.
Leibniz called such concepts as mathematical truisms "necessary truths". Another example of such may be the phrase, "what is, is" or "it is impossible for the same thing to be and not to be". Leibniz argues that such truisms are universally assented to (acknowledged by all to be true); this being the case, it must be due to their status as innate ideas. Often there are ideas that are acknowledged as necessarily true but are not universally assented to. Leibniz would suggest that this is simply because the person in question has not become aware of the innate idea, not because they do not possess it. Leibniz argues that empirical evidence can serve to bring to the surface certain principles that are already innately embedded in our minds. This is similar to needing to hear only the first few notes in order to recall the rest of the melody.
The main antagonist to the concept of innate ideas is John Locke, a contemporary of Leibniz. Locke argued that the mind is in fact devoid of all knowledge or ideas at birth; it is a blank sheet or tabula rasa. He argued that all our ideas are constructed in the mind via a process of constant composition and decomposition of the input that we receive through our senses.
Locke, in An Essay Concerning Human Understanding , suggests that the concept of universal assent in fact proves nothing, except perhaps that everyone is in agreement; in short universal assent proves that there is universal assent and nothing else. Moreover, Locke goes on to suggest that in fact there is no universal assent. Even a phrase such as "What is, is" is not universally assented to; infants and severely handicapped adults do not generally acknowledge this truism. Locke also attacks the idea that an innate idea can be imprinted on the mind without the owner realizing it. For Locke, such reasoning would allow one to conclude the absurd: “all the Truths a Man ever comes to know, will, by this account, be, every one of them, innate.”To return to the musical analogy, we may not be able to recall the entire melody until we hear the first few notes, but we were aware of the fact that we knew the melody and that upon hearing the first few notes we would be able to recall the rest.
Locke ends his attack upon innate ideas by suggesting that the mind is a tabula rasa or "blank slate", and that all ideas come from experience; all our knowledge is founded in sensory experience.
Essentially, the same knowledge thought to be a priori by Leibniz is in fact, according to Locke, the result of empirical knowledge, which has a lost origin [been forgotten] in respect to the inquirer. However, the inquirer is not cognizant of this fact; thus, he experiences what he believes to be a priori knowledge.
1) The theory of innate knowledge is excessive. Even innatists accept that most of our knowledge is learned through experience, but if that can be extended to account for all knowledge, we learn colour through seeing it, so therefore, there is no need for a theory about an innate understanding of colour.
2) No ideas are universally held. Do we all possess the idea of God? Do we all believe in justice and beauty? Do we all understand the law of identity? If not, it may not be the case that we have acquired these ideas through impressions/experience/social interaction (this is the children's and idiot's criticism).
3) Even if there are some universally agreed statements, it is just the ability of the human brain to organize learned ideas/words, that is, innate. An "ability to organize" is not the same as "possessing propositional knowledge" (e.g., a computer with no saved files has all the operations programmed in but has an empty memory).
In his Meno , Plato raises an important epistemological quandary: How is it that we have certain ideas which are not conclusively derivable from our environments? Noam Chomsky has taken this problem as a philosophical framework for the scientific enquiry into innatism. His linguistic theory, which derives from 18th century classical-liberal thinkers such as Wilhelm von Humboldt, attempts to explain in cognitive terms how we can develop knowledge of systems which are said, by supporters of innatism, to be too rich and complex to be derived from our environment. One such example is our linguistic faculty. Our linguistic systems contain a systemic complexity which supposedly could not be empirically derived: the environment seems too poor, variable and indeterminate, according to Chomsky, to explain the extraordinary ability to learn complex concepts possessed by very young children. Essentially, their accurate grammatical knowledge cannot have originated from their experiences as their experiences are not adequate.It follows that humans must be born with a universal innate grammar, which is determinate and has a highly organized directive component, and enables the language learner to ascertain and categorize language heard into a system. Chomsky states that the ability to learn how to properly construct sentences or know which sentences are grammatically incorrect is an ability gained from innate knowledge. Noam Chomsky cites as evidence for this theory, the apparent invariability, according to his views, of human languages at a fundamental level. In this way, linguistics may provide a window into the human mind, and establish scientific theories of innateness which otherwise would remain merely speculative.
One implication of Noam Chomsky's innatism, if correct, is that at least a part of human knowledge consists in cognitive predispositions, which are triggered and developed by the environment, but not determined by it. Chomsky suggests that we can look at how a belief is acquired as an input-output situation. He supports the doctrine of innatism as he states that human beliefs gathered from sensory experience are much richer and complex than the experience itself. He asserts that the extra information gathered is from the mind itself as it cannot solely be from experiences. Humans derive excess amount of information from their environment so some of that information must be pre-determined.
Parallels can then be drawn, on a purely speculative level, between our moral faculties and language, as has been done by sociobiologists such as E. O. Wilson and evolutionary psychologists such as Steven Pinker. The relative consistency of fundamental notions of morality across cultures seems to produce convincing evidence for these theories. In psychology, notions of archetypes such as those developed by Carl Jung, suggest determinate identity perceptions.
Evidence for innatism is being found by neuroscientists working on the Blue Brain Project. They discovered that neurons transmit signals despite an individual's experience. It had been previously assumed that neuronal circuits are made when the experience of an individual is imprinted in the brain, making memories. Researchers at Blue Brain discovered a network of about fifty neurons which they believed were building blocks of more complex knowledge but contained basic innate knowledge that could be combined in different more complex ways to give way to acquired knowledge, like memory.
Scientists ran tests on the neuronal circuits of several rats and ascertained that if the neuronal circuits had only been formed based on an individual's experience, the tests would bring about very different characteristics for each rat. However, the rats all displayed similar characteristics which suggests that their neuronal circuits must have been established previously to their experiences – it must be inborn and created prior to their experiences. The Blue Brain Project research suggests that some of the "building blocks" of knowledge are genetic and present at birth.
There are two ways in which animals can gain knowledge. The first of these two ways is learning. This is when an animal gathers information about its surrounding environment and then proceeds to use this information. For example, if an animal eats something that hurts its stomach, it has learned not to eat this again. The second way that an animal can acquire knowledge is through innate knowledge. This knowledge is genetically inherited. The animal automatically knows it without any prior experience. An example of this is when a horse is born and can immediately walk. The horse has not learned this behavior; it simply knows how to do it.In some scenarios, innate knowledge is more beneficial than learned knowledge. However, in other scenarios the opposite is true.
In a changing environment, an animal must constantly be gaining new information in order to survive. However, in a stable environment this same individual need only to gather the information it needs once and rely on it for the duration of its life. Therefore, there are different scenarios in which learning or innate knowledge is better suited. Essentially, the cost of obtaining certain knowledge versus the benefit of having it determined whether an animal evolved to learn in a given situation or whether it innately knew the information. If the cost of gaining the knowledge outweighed the benefit of having it, then the individual would not have evolved to learn in this scenario; instead, non-learning would evolve. However, if the benefit of having certain information outweighed the cost of obtaining it, then the animal would be far more likely to evolve to have to learn this information.
Non-learning is more likely to evolve in two scenarios. If an environment is static and change does not or rarely occurs then learning would simply be unnecessary. Because there is no need for learning in this scenario – and because learning could prove to be disadvantageous due to the time it took to learn the information – non-learning evolves. However, if an environment were in a constant state of change then learning would also prove to be disadvantageous. Anything learned would immediately become irrelevant because of the changing environment.The learned information would no longer apply. Essentially, the animal would be just as successful if it took a guess as if it learned. In this situation, non-learning would evolve.
However, in environments where change occurs but is not constant, learning is more likely to evolve. Learning is beneficial in these scenarios because an animal can adapt to the new situation, but can still apply the knowledge that it learns for a somewhat extended period of time. Therefore, learning increases the chances of success as opposed to guessing and adapts to changes in the environment as opposed to innate knowledge.
In philosophy, empiricism is a theory that states that knowledge comes only or primarily from sensory experience. It is one of several views of epistemology, along with rationalism and skepticism. Empiricism emphasises the role of empirical evidence in the formation of ideas, rather than innate ideas or traditions. Recently, there have been increased efforts to advocate for added empiricism in non-scientific and social science studies, especially as such studies relate to health law, public health law, etc. However, empiricists may argue that traditions arise due to relations of previous sense experiences.
Learning Theory describes how students absorb, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.
The philosophy of perception is concerned with the nature of perceptual experience and the status of perceptual data, in particular how they relate to beliefs about, or knowledge of, the world. Any explicit account of perception requires a commitment to one of a variety of ontological or metaphysical views. Philosophers distinguish internalist accounts, which assume that perceptions of objects, and knowledge or beliefs about them, are aspects of an individual's mind, and externalist accounts, which state that they constitute real aspects of the world external to the individual. The position of naïve realism—the 'everyday' impression of physical objects constituting what is perceived—is to some extent contradicted by the occurrence of perceptual illusions and hallucinations and the relativity of perceptual experience as well as certain insights in science. Realist conceptions include phenomenalism and direct and indirect realism. Anti-realist conceptions include idealism and skepticism.
The philosophy of education examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical analysis of these themes and the description or analysis of particular pedagogical approaches. Considerations of how the profession relates to broader philosophical or sociocultural contexts may be included. The philosophy of education thus overlaps with the field of education and applied philosophy.
Substance theory, or substance–attribute theory, is an ontological theory about objecthood positing that a substance is distinct from its properties. A thing-in-itself is a property-bearer that must be distinguished from the properties it bears. The corresponding concept in Eastern philosophy is svabhava.
Tabula rasa is the theory that individuals are born without built-in mental content and that therefore all knowledge comes from experience or perception. Epistemological proponents of tabula rasa disagree with the doctrine of innatism which holds that the mind is born already in possession of certain knowledge. Generally, proponents of the tabula rasa theory also favour the "nurture" side of the nature versus nurture debate when it comes to aspects of one's personality, social and emotional behaviour, knowledge and sapience.
In philosophy, rationalism is the epistemological view that "regards reason as the chief source and test of knowledge" or "any view appealing to reason as a source of knowledge or justification". More formally, rationalism is defined as a methodology or a theory "in which the criterion of the truth is not sensory but intellectual and deductive".
In philosophy, ideas are usually taken as mental representational images of some object. Ideas can also be abstract concepts that do not present as mental images. Many philosophers have considered ideas to be a fundamental ontological category of being. The capacity to create and understand the meaning of ideas is considered to be an essential and defining feature of human beings. In a popular sense, an idea arises in a reflexive, spontaneous manner, even without thinking or serious reflection, for example, when we talk about the idea of a person or a place. A new or original idea can often lead to innovation.
Nicolas Malebranche, Oratory of Jesus, was a French Oratorian priest and rationalist philosopher. In his works, he sought to synthesize the thought of St. Augustine and Descartes, in order to demonstrate the active role of God in every aspect of the world. Malebranche is best known for his doctrines of vision in God, occasionalism and ontologism.
The alphabet of human thought is a concept originally proposed by Gottfried Leibniz that provides a universal way to represent and analyze ideas and relationships by breaking down their component pieces. All ideas are compounded from a very small number of simple ideas which can be represented by a unique character.
Modern philosophy is philosophy developed in the modern era and associated with modernity. It is not a specific doctrine or school, although there are certain assumptions common to much of it, which helps to distinguish it from earlier philosophy.
An Essay Concerning Human Understanding is a work by John Locke concerning the foundation of human knowledge and understanding. It first appeared in 1689 with the printed title An Essay Concerning Humane Understanding. He describes the mind at birth as a blank slate filled later through experience. The essay was one of the principal sources of empiricism in modern philosophy, and influenced many enlightenment philosophers, such as David Hume and George Berkeley.
Poverty of the stimulus (POS) is the controversial argument from linguistics that children are not exposed to rich enough data within their linguistic environments to acquire every feature of their language. This is considered evidence contrary to the empiricist idea that language is learned solely through experience. The claim is that the sentences children hear while learning a language do not contain the information needed to hone in on the grammar of the language.
In the field of psychology, nativism is the view that certain skills or abilities are "native" or hard-wired into the brain at birth. This is in contrast to empiricism, the "blank slate" or tabula rasa view, which states that the brain has inborn capabilities for learning from the environment but does not contain content such as innate beliefs. This factor contributes to the ongoing nature versus nurture dispute, one borne from the current difficulty of reverse engineering the subconscious operations of the brain, especially the human brain.
Abstractionism is the theory that the mind obtains some or all of its concepts by abstracting them from concepts it already has, or from experience. One may, for example, abstract 'green' from a set of experiences which involve green along with other properties. Also, for example, one may abstract a generic concept like 'vegetable' from the already possessed concepts of its instances. This view was criticized by George Berkeley and Peter Geach.
The term Cartesian linguistics was coined with the publication of Cartesian Linguistics: A Chapter in the History of Rationalist Thought (1966), a book on linguistics by Noam Chomsky. The word "Cartesian" is the adjective pertaining to René Descartes, a prominent 17th-century philosopher. However, rather than confine himself to the works of Descartes, Chomsky surveys other authors interested in rationalist thought. In particular, Chomsky discusses the Port-Royal Grammar (1660), a book which foreshadows some of his own ideas concerning universal grammar.
Plato's Problem is the term given by Noam Chomsky to "the problem of explaining how we can know so much" given our limited experience. Chomsky believes that Plato asked how we should account for the rich, intrinsic, common structure of human cognition, when it seems undetermined by extrinsic evidence presented to a person during human development. In linguistics this is referred to as the "argument from poverty of the stimulus" (APS). Such arguments are common in the natural sciences, where a developing theory is always "underdetermined by evidence". Chomsky's approach to Plato's Problem involves treating cognition as a normal research topic in the natural sciences, so cognition can be studied to elucidate intertwined genetic, developmental, and biophysical factors. Plato's Problem is most clearly illustrated in the Meno dialogue, in which Socrates demonstrates that an uneducated boy nevertheless understands geometric principles.
The problem of mental causation is a conceptual issue in the philosophy of mind. That problem, in short, is how to account for the common-sense idea that intentional thoughts or intentional mental states are causes of intentional actions. The problem divides into several distinct sub-problems, including the problem of causal exclusion, the problem of anomalism, and the problem of externalism. However, the sub-problem which has attracted most attention in the philosophical literature is arguably the exclusion problem.
The following outline is provided as an overview of and topical guide to epistemology:
The innateness hypothesis is an expression coined by Hilary Putnam to refer to a linguistic theory of language acquisition which holds that at least some knowledge about language exists in humans at birth. Putnam used the expression "the innateness hypothesis" to target linguistic nativism and specifically the views of Noam Chomsky. Facts about the complexity of human language systems, the universality of language acquisition, the facility that children demonstrate in acquiring these systems, and the comparative performance of adults in attempting the same task are all commonly invoked in support. However, the validity of Chomsky's approach is still debated. Empiricists advocate that language is entirely learned. Some have criticized Chomsky's work, pinpointing problems with his theories while others have proposed new theories to account for language acquisition.