Conceptualization and Ryle’s regress

Conceptualization and Ryle’s regress

By Graham Little PhD AFNZIM January 2003

Contents

Abstract
Levels of conceptualization
Action and the first level of conceptualization
Action and the second level of conceptualization
Action and the third of conceptualization
Action and a fourth level of conceptualization
Summary

Abstract

Ryle’s regress is summarized as follows: To act, a person selects an action relative to a problem, but this itself is an action, therefore... And so the regress is entered.

In this paper I show that there is a regress but it is not infinite as put in Ryle’s regress. By accurate understanding of conceptualization, in that to reflect and chose is an act of conceptualization, not an act of behavior, then the regress becomes bounded, since eventually in tracking back the conceptualization is of conceptualization.

Levels of conceptualization

The act of classifying events and so creating knowledge is the first level of conceptualization. It is the conceptualization of the universe, specifically conceptualizing the flow of change in the universe, such knowledge providing prediction of the universe, which in turn enables survival of the species.

The creation of knowledge is the first level of abstraction from Reality and is the creation of ideas as groups of event with common properties.

The second level of conceptualization is the creation of skills and tools to better manage the product of the first level conceptualization. These are the conceptualized tools to manage knowledge I have called nouskills. For example a simple sequence for decision-making or problem solving. The nouskills are conceptualized processes whereby our knowledge is managed, and is thus a second level abstraction from Reality.

The third level of conceptualization is where the process of conceptualization is applied to itself. These are tools able to lead and to advance the very process of conceptualization. Mathematics is one such tool. The tools used in this paper are the conceptualization of how humanity creates knowledge, thus are the conceptualization of the act of conceptualization and are a third level abstraction.

At this third level of conceptualization the process of conceptualization itself is conceptualized, there then can be no further level of abstraction in relation to the creation of knowledge.

At each level of abstraction the degree of difficulty increases. It is one thing to learn mathematics as a set of equations and rules, quite something different to concept those equations and rules in the first instance. Few people have had the conceptual and intellectual powers to concept new and additional mathematics.

Action and the first level of conceptualization

The first step in the regress is that to act, a person selects an action in relation to problem. At this level of abstraction, the focus internally is on alternative ideas that bear directly to the problem or situation. These ideas relate directly to the problem, and are first level abstractions in relation to the universe; in short, they are our knowledge of the universe¹.

Action and the second level of conceptualization

At the second level, we are then not applying our efforts or action to ideas directly, nor are we choosing. This all occurs at the first level. Within the process model the perception of the circumstances, or imagining the circumstances immediately gives rise to mental sets in relation to those circumstances, these mental sets include our knowledge of what to do, and potential outcomes – these are prior knowledge, and strictly in terms of W. Ross Ashby they are our borrowed knowledge since they are knowledge of what has happened to us in the past and is not knowledge drawn directly form this actual situation. In addition to these immediately related mental sets, there can and will arise activation of mental sets from similar circumstances, and so we can also select courses of action based on analogy.

Applying the second step of the regress is not doing these things again, that is simply repeating the first level; options are there, we can and do choose. The second stage of the regress is then the creation of options, the construction of possible actions prior to selection.

This process is not one of direct abstraction of ideas from the universe; rather it is a process or action of managing our own creativity, imagination and our existing knowledge. This internal management involves steps and sequences that we have developed by chance and training and deliberation, such steps and sequences of managing our internal events to create options for ourselves can themselves be conceptualized and when they are so I call them nouskills. So the second stage of the regress is creation and adoption of nouskills, which are the second level of conceptualization.

Action and the third of conceptualization

Using the same arguments as above at this new level, creating alternative ways of creating ideas is not a new step, and involves no additional regress it is merely repeating the existing step. The next stage of the sequence addresses the act of creating the sequences for creating ideas, in short it is the act of creating nouskills or the conceptualization of nouskills, this act however is itself a nouskill, and so is not a step back in the regress although it would at first appear so.

The third level of the regress is when we seek the tools whereby we can conceptualize, the very tools for the highest level of abstract thought. As this third level the process is now turned on itself, that is what is being conceptualized is the act of conceptualization. With these tools we can then move with confidence back down the levels, creating better nouskills that lead to yet better systems of ideas and potential action in relation to the universe.

Action and a fourth level of conceptualization

We could seek to create a fourth level of conceptualization by saying that we can now seek to create or identify the ways in which we proceed to conceptualize or create or otherwise identify how we conceptualize or create at this level. For example, the use of mathematics is second level conceptualization, able to direct the conceptualization process offering certain types of insight into the universe. The third level of conceptualization is the act of conceptualization mathematics itself. This is the most difficult level of abstract thinking, exhibited by only a few individuals. This supposed additional level is then seeking the processes of the processes whereby mathematics is created, but this is not a new step, and is the same step as for creating mathematics, it is in effect asking how it is we conceptualize.

In short, once at the third level of conceptualization then the process is turned onto itself and the regress terminates.

Summary

I have summarized the analysis as follows.

Action.
Action.

Internal action first level: which action?
Selection from options.

Internal action second level: How do I create (which action?)?
Creating options, using nouskills.

Internal action third level: How do I create (how do I create (which action?)?)?
Act of conceptualization is conceptualized; currently there are only two for conceptualization, mathematics, and W. Ross Ashby’s ultimate and immediate effects.

Notes

1. See Little, G.R., Paper 1: A theory of perception; Paper 2: Perception and a general theory of knowledge; Paper 3: A model of knowledge and tools for theory creation, at www.grlphilosophy.co.nz for a complete discussion on how ideas come to be, the existence of ideas, and for the outline of a general theory of knowledge.

Action.	Action.
Internal action first level: which action?	Selection from options.
Internal action second level: How do I create (which action?)?	Creating options, using nouskills.
Internal action third level: How do I create (how do I create (which action?)?)?	Act of conceptualization is conceptualized; currently there are only two for conceptualization, mathematics, and W. Ross Ashby’s ultimate and immediate effects.