<scp>AI</scp> from the point of view of ordinary language

Abstract I shall first consider two puzzles that illustrate the contrast between everyday experience or ordinary language, on the one hand, and scientific description on the other. What is common to them is simply that the ordinary description and the scientific description seem to conflict, and the philosopher is called upon to resolve the apparent contradiction. I contend—with some caveats—that there is no such conflict, nothing to adjust. That is one philosophical point (which has been made before). The other is to articulate the lesson for a third puzzle, for the concept of intelligence, particularly with respect to AI or artificial intelligence (especially as purportedly instantiated by LLMs, ‘Large Language Models’).

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Publication Details

Journal
Philosophical Investigations
Published
2025-05-05
DOI
https://doi.org/10.1111/phin.12461
Citations
1
Primary Topic
Artificial Intelligence in Education
Type
article
Field-Weighted Citation Impact
3.25
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article

AI from the point of view of ordinary language

Gary Kemp
1 citations
Philosophical Investigations
Artificial Intelligence in Education
3.25
article

AI from the point of view of ordinary language

Gary Kemp
article en
1 citations

Abstract

Abstract I shall first consider two puzzles that illustrate the contrast between everyday experience or ordinary language, on the one hand, and scientific description on the other. What is common to them is simply that the ordinary description and the scientific description seem to conflict, and the philosopher is called upon to resolve the apparent contradiction. I contend—with some caveats—that there is no such conflict, nothing to adjust. That is one philosophical point (which has been made before). The other is to articulate the lesson for a third puzzle, for the concept of intelligence, particularly with respect to AI or artificial intelligence (especially as purportedly instantiated by LLMs, ‘Large Language Models’).

Philosophical InvestigationsVol. 48(3)
University of Glasgow (GB)
Openalex Percentile: Top 9%
Artificial Intelligence in Education
3.25
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