Philosophy Concordance - online philosophical quotations

And, in fine, I could not have restrained my desires, nor remained satisfied had I not followed a path in which I thought myself certain of attaining all the knowledge to the acquisition of which I was competent, as well as the largest amount of what is truly good which I could ever hope to secure Inasmuch as we neither seek nor shun any object except in so far as our understanding represents it as good or bad, all that is necessary to right action is right judgment, and to the best action the most correct judgment, that is, to the acquisition of all the virtues with all else that is truly valuable and within our reach; and the assurance of such an acquisition cannot fail to render us contented.

But the paradox is lessened when we take note of the fact that this militant anti-psychologism is no less true of much of contemporary psychology itself, particularly of those branches that until a few years ago monopolised the study of use and acquisition of language.

Anyone concerned with the study of human nature and human capacities must somehow come to grips with the fact that all normal humans acquire language, whereas acquisition of even its barest rudiments is quite beyond the capacities of an otherwise intelligent ape – a fact that was emphasised, quite correctly, in Cartesian philosophy.

Psychology conceived as “behavioural science” has been concerned with behaviour and acquisition or control of behaviour.

The achievement of structuralist phonology was to show that the phonological rules of a great variety of languages apply to classes of elements that can be simply characterised in terms of these features; that historical change affects such classes in a uniform way; and that the organisation of features plays a basic role in the use and acquisition of language.

As participants in a certain culture, we are naturally aware of the great differences in ability to use language, in knowledge of vocabulary, and so on that result from differences in native ability and from differences in conditions of acquisition; we naturally pay much less attention to the similarities and to common knowledge, which we take for granted.

The factual situation is obscure enough to leave room for much difference of opinion over the true nature of this innate mental structure that makes acquisition of language possible.

In particular, the empiricist assumptions that have dominated the study of acquisition of knowledge for many years seem to me to have been adopted quite without warrant and to have no special status among the many possibilities that one might imagine as to how the mind functions.

Goodman’s treatment of the question suffers first from an historical misunderstanding and second from a failure to formulate correctly the exact nature of the problem of acquisition of knowledge.

He then goes on to argue that “acquisition of an initial language is acquisition of a secondary symbolic system” and is quite on a par with normal second-language acquisition.