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Michael Pauen<br />

How Naturalism Can Save the Self<br />

So being able to recognize yourself as yourself means being able to recognize the difference between<br />

yourself and someone else, and this ability develops in degrees and it can be investigated with<br />

empirical methods. As we have seen, it starts with recognizing a difference in emotions, which seems<br />

to work already at 9 months, and is followed by recognizing differences in perception. The next step<br />

is recognizing a difference in beliefs, which requires a theory of mind in the stronger sense – a theory<br />

about the other’s mental states and beliefs. The question here is, how can a child understand her<br />

beliefs as her beliefs, and know that someone else might have different beliefs<br />

There are many studies investigating this capacity, of which I will only refer to one: the so-called<br />

Sally-Anne-test, or false belief test, which was introduced in the 1980s (Wimmer & Perner 1983;<br />

Baron-Cohen et al. 1985). Here children are shown a scenario where two characters, Sally and Anne,<br />

are in a room together. Sally places an object, a ball, into a box and then leaves the room; while she<br />

is gone, Anne moves the ball into a different box. The experimenter then asks the child observing<br />

this scene: “When Sally comes back, where will she look for the ball – in the first or the second box”.<br />

The right answer would obviously be the former: Sally still has the belief that the ball is in the first<br />

box, where she left it. However, children up to around 4 years say that she will look in the second box,<br />

because they are not yet able to distinguish between what is really the case and another person’s,<br />

Sally’s, false beliefs. This shows that the ability to recognize your beliefs as your beliefs develops at<br />

about 4 years. Of course, again, this ability develops in stages, and its precursors are instantiated<br />

much earlier. But a very stable finding of this experimental paradigm is that it takes around 46 to 49<br />

months to develop.<br />

The conclusion to take away from this is that recognizing yourself as yourself is not an ability<br />

that you either have or do not have; rather it comes in different degrees: You may be more or less<br />

proficient in this ability which develops at different stages of the ontogenetic development with<br />

regard to emotions, perceptions and beliefs.<br />

I have tried to argue, against skepticism by Dennett, Metzinger and others, that self-awareness is not<br />

a fiction. It does not require reference to a self-object or some kind of property that happens to be<br />

specific for yourself. What it does require is the ability to recognize yourself as yourself, which can be<br />

explained as the ability to distinguish between your own experiences, beliefs, and other features and<br />

the related mental states and features of others. These abilities, particularly perspective taking, are<br />

not mysterious at all. They can be investigated in empirical studies which improve our understanding<br />

of this ability. So there is no reason to doubt that the self exists and naturalism can explain how it<br />

emerges 2 .<br />

2 I would like to thank Laura Schlingloff for revising the manuscript.<br />

References<br />

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Cognition, 21(1), pp. 37-46;<br />

Damasio, A.R. (1994), Descartes’ Error: Emotion, Reason, and the Human Brain, Putnam, New York;<br />

Dennett, D.C. (1991), Consciousness Explained, Backbay Books, Boston New York Toronto;<br />

Feinman, S. (1982), “Social Referencing in Infancy”, Merrill-Palmer Quarterly-Journal of Developmental<br />

Psychology, 28(4), pp. 445-470;<br />

Fichte, J.G. (1991), “Wissenschaftslehre Nova Methodo”, in M. Frank (ed.), Selbstbewusstseins Therien von<br />

Fichte bis Sartre, Suhrkamp, Frankfurt, pp. 9-13;<br />

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265-301;<br />

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Pauen, S. & Zauner, N. (1999), “Differenzieren Kinder im vorsprachlichen Alter auf konzeptueller Eben<br />

zwischen Menschen und Säugetieren”, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie,<br />

31, pp. 78-85;<br />

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Biological Functions of Consciousness”, Journal of Consciousness Studies, 4, pp. 429-457;<br />

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Ecological and Interpersonal Sources of Self-Knowledge, Cambridge University Press, Cambridge, New York, pp.<br />

174-184;<br />

Wimmer, H. & Perner, J. (1983), “Beliefs about Beliefs. Representation and Constraining Function of<br />

Wrong Beliefs in Young Children’s Understanding of Deception”, Cognition, 13, pp. 103-128;<br />

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pp. 1-34.<br />

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