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Daniel D. Hutto

Daniel D. Hutto is Professor of Philosophical Psychology, holding this appointment jointly at both the Universities of Wollongong and Hertfordshire He is the author of Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons (MIT Press) and other books.

Titles by This Author

Basic Minds without Content

Most of what humans do and experience is best understood in terms of dynamically unfolding interactions with the environment. Many philosophers and cognitive scientists now acknowledge the critical importance of situated, environment-involving embodied engagements as a means of understanding basic minds—including basic forms of human mentality. Yet many of these same theorists hold fast to the view that basic minds are necessarily or essentially contentful—that they represent conditions the world might be in. In this book, Daniel Hutto and Erik Myin promote the cause of a radically enactive, embodied approach to cognition that holds that some kinds of minds—basic minds—are neither best explained by processes involving the manipulation of contents nor inherently contentful. Hutto and Myin oppose the widely endorsed thesis that cognition always and everywhere involves content. They defend the counter-thesis that there can be intentionality and phenomenal experience without content, and demonstrate the advantages of their approach for thinking about scaffolded minds and consciousness

The Sociocultural Basis of Understanding Reasons

Established wisdom in cognitive science holds that the everyday folk psychological abilities of humans—our capacity to understand intentional actions performed for reasons—are inherited from our evolutionary forebears. In Folk Psychological Narratives, Daniel Hutto challenges this view (held in somewhat different forms by the two dominant approaches, "theory theory" and simulation theory) and argues for the sociocultural basis of this familiar ability. He makes a detailed case for the idea that the way we make sense of intentional actions essentially involves the construction of narratives about particular persons. Moreover he argues that children acquire this practical skill only by being exposed to and engaging in a distinctive kind of narrative practice.

Hutto calls this developmental proposal the narrative practice hypothesis (NPH). Its core claim is that direct encounters with stories about persons who act for reasons (that is, folk psychological narratives) supply children with both the basic structure of folk psychology and the norm-governed possibilities for wielding it in practice. In making a strong case for the as yet underexamined idea that our understanding of reasons may be socioculturally grounded, Hutto not only advances and explicates the claims of the NPH, but he also challenges certain widely held assumptions. In this way, Folk Psychological Narratives both clears conceptual space around the dominant approaches for an alternative and offers a groundbreaking proposal.