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The Philosophy of Mind
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  • Page extent: 304 pages
  • Size: 216 x 138 mm
  • Weight: 0.45 kg

Library of Congress

  • Dewey number: 128/.2
  • Dewey version: 19
  • LC Classification: BD418.3 .S65 1986
  • LC Subject headings:
    • Philosophy of mind
    • Cognition
    • Clinical neuropsychology
    • Brain damage
    • Brain

Library of Congress Record

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 (ISBN-13: 9780521312509 | ISBN-10: 0521312507)

DOI: 10.2277/0521312507

Manufactured on demand: supplied direct from the printer

 (Stock level updated: 02:09 GMT, 28 November 2015)


This is a straightforward, elementary textbook for beginning students of philosophy. The general aim is to provide a clear introduction to the main issues arising in the philosophy of mind. Part I discusses the Cartesian dualist view which many find initially appealing, and contains a careful examination of arguments for and against. Part II introduces the broadly functionalist type of physicalism which has Aristotelian roots. This approach is developed to yield accounts of perception, action, belief and desire, and the emerging theory of the mind is compared at each stage with rival historical and contemporary views. In Part III the functionalist approach is further explored in giving analyses of sensation, thought and freedom of will. The discussions throughout are exceptionally clear, and the writing uncomplicated, to make available to the students a wealth of detailed argument in the philosophy of mind.


Preface; Analytical table of contents; 1. Dualism, for and against; 2. Towards a better theory of the mind; 3. Sensation, thought and freedom; Chronological table; Bibliography; Index.


' … unusually good of its kind … The book has an impressive range and at least two, sometimes three, contrasting theories of each phenomenon are given full exposition and discussion. The richness of debate is thereby very well conveyed, and the books' systematic and sympathetic discussions are exemplary.' The Times Literary Supplement

'This is not 'philosophy made easy'. It is a very clever book indeed.' The Times Higher Education Supplement

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