On Defining ‘Concept’

There are at least three prevailing ways to understand what a concept is:

• Concepts as mental representations, where concepts are entities that exist in the brain.

• Concepts as abilities where concepts are abilities peculiar to cognitive agents.

• Concepts as abstract objects, where objects are the constituents of propositions that mediate between thought, language, and referents.

In a physicalist theory of mind, a concept is a mental representation, which the brain uses to denote a class of things in the world. This is to say that it is literally, a symbol or group of symbols together made from the physical material of the brain. Concepts are mental representations that allows us to draw appropriate inferences about the type of entities we encounter in our everyday lives. Concepts do not encompass all mental representations, but are merely a subset of them. The use of concepts is necessary to cognitive processes such as categorization, memory, decision making, learning, and inference.

A concept is a common feature or characteristic. The logical acts of the understanding by which concepts are generated as to their form are:

1. comparison, i.e., the likening of mental images to one another in relation to the unity of consciousness;

2. reflection, i.e., the going back over different mental images, how they can be comprehended in one consciousness; and finally

3) abstraction or the segregation of everything else by which the mental images differ.

In order to make our mental images into concepts, one must thus be able to compare, reflect, and abstract, for these three logical operations of the understanding are essential and general conditions of generating any concept whatever. For example, I see a fir, a willow, and a linden. In firstly comparing these objects, I notice that they are different from one another in respect of trunk, branches, leaves, and the like; further, however, I reflect only on what they have in common, the trunk, the branches, the leaves themselves, and abstract from their size, and so forth; thus I gain a concept of a tree.

4. Answer the following questions. Give the reasons for your answer.

1. What definitions of ‘concept’ are offered?

2. What are the ways to make our mental images into concepts?

3. What is meant by a concept as a mental representation?

4. What logical acts are concepts generated by?

4. Following are some false statements about the points of the reading selection “On Defining ‘Concept’”. Make true statements by changing the false ones.

1. Concepts are mental representations that allows us to demonstrate our abilities in our everyday lives.

2. The logical acts of the understanding by which concepts are generated are thought, language, and referents.

3. The use of concepts is necessary to cognitive processes such as abilities and the segregation of everything.

4. In order to make our mental images into concepts, one must thus be able to divide all objects into groups.

4. Read the following material, then answer the questions:

1. How is the concept dusha interpreted by Americans and Russians?

2. What argument about the concept dusha continues in a modem industrial society? What approach is it based on?

3. What are the main aspects of the Russian soul?

4. What are the differences between the Russian concept dusha and the British /American concept soul?

Russian dusha is often derided in the West as a fantasy of artists, composers, and writers. If dusha ever really existed, this argument goes, it was the product of a traditional agricultural society which had very little in material goods to offer. In a modem industrial society, the argument continues, dusha is quickly forgotten and Russians become as realistic, practical, materialistic and unromantic as Westerners.

The truth lies somewhere in between. Russians do have a rich spirituality that does indeed contrast with Western rationalism, materialism, and pragmatism. Russians suffer but seem to enjoy their suffering. Obsessed with ideas, their conversation is weighty and lengthy. The rational and pragmatic approach does not always work for them. More often, it is personal relations, feelings, and traditional values that determine a course of action.

In the early years of the twenty-first century, the Russian soul is still spirited. Old virtues endure - respect for parents, deference to old age, regard for learning. Belief in village virtues is still strong - self-sacrifice, sense of duty, compassion, importance of family, love of nature. These aspects of the Russian soul are again the themes of “village writers”, as they are known, who glorify peasant life and encourage a renaissance of traditional Russian values. Grateful audience present flowers to musical and theatrical performers. Before vacating a home where they have lived for some time, Russians will sit quietly for a minute or two, reflecting on the events they have experienced there. Even in the postindustrial age, Russians demonstrate that emotions and personal feelings still matter.

(Richmond Y. From Nyet to Da, p. 48-51)

7 Read the following material quickly about the Russian concept ’’nyekulturno” and discuss with your fellow students what is meant by it.

Everyday Russian life is full of other dos and don’ts, reflecting the state’s efforts to impose patterns of behavior on a newly urbanized citizenry only recently removed from their tradition-bound villages. There is a right way and a wrong way to do almost everything, and Russians will not hesitate to tell you when you are doing something wrong. The wrong way is termed ’’nyekulturno ”( uncultured, bad manners, or vulgar), and a foreign visitor’s behavior will be judged by the same standards.

Wearing coats public buildings is nyekulturno, although Russians see nothing wrong in strolling through hotel corridors clad only in pajamas or bathrobes, as if hotel were a large communal apartment. Also nyekulturno are standing with hands in pants pockets, sprawling in chairs, placing feet on tables, crossing legs while seated so as to show the sole of shoe, sitting with legs spread wide, crossing arms behind the head, draping an arm over the back of a chair, or merely lounging. People are expected to behave in public with a degree of decorum. These are not exclusively Russian attitudes; disdain for such demeanor may be found in other European countries as well.

Many other liberties are also nyekulturno. Students do not eat, drink, or chew gum during class. Eating lunch on park lawns in the city is unacceptable. In the evening, theater patrons are expected to dress appropriately for opera, theater, and the symphony.

When you are going into theater aisle to reach your seat, turn to face the seated people you will be passing, rather than showing them your backside. Loud talk in public and being “pushy” are taboo; the quiet “sell” and modesty will get you further. Telling Russians that you have to go to the rest room is also nyekulturno. Simply excuse yourself; they’ll know where you are going. Whistling in a concert hall after a performance is not showing approval; rather, it is a sign of disapproval in Russia (and everywhere in Europe).

(Richmond Y. From Nyet to Da, p. 132-133)