Re: Reasoning, where does it come from
reasoning ability is experiential, Intelliphant.
when a baby is born, the bay eventually begins putting things in the mouth to explore her /his environment.
and that kind of contact and discovery of objects with guidance and protection of the care giver or parent/s, the child is led to form a sense of extension beyond self.
as needs develop beyond food and comfort, the child understand self as distinct from the rest of the environment.
begins to sit on own back, crawls, reaches out, holds rolls, stands, takes steps and begins to walk with support and eventually without support at all.
the child knows and familiarizes own self with own things - familiar and liked own things.
reflexes as well as preferences get meshed together to define what a particular child likes or dislikes.
how a parents or rest of the environment appeals or not appeal to the child, the child devises a general sense of what is to be accepted and what is t be avoided, even distanced away, in case the child does not want a particular something.
and later on, through constant interaction with the environment, objects in it, and with other people, same age or older, the child evolves into an actively thinking and feeling personality.
the concept of tabula rasa is not altogether off. but blank state blanks from what!? is not answered in theory by its proponent.
bad or good stimulating environment can make an intelligent child dull and frustrated too.
and can turn that child into actively engaged and inventive as well.
studies done on animal species will indicate the same.
as soon as a bird is hatched, it follow the parents for food and stays in nest and eventually through imitation of learnt behavior and own independent life experiences, the bird leaves the nest and begins to explore and survive in the habitat on own self.
so, the argument, to me, is going to have the bearing towards the content of reasoning getting shaped by the experiential knowledge since fore knowledge is not totally there, beyond reflex actions,
and anatomically, physiologically and biochemically, a healthy child will have its brain structures in place that will enable full to capacity use of reasoning ability.
in human species the stakes are higher since morality and ethics, ability to speak, are present a lot more vividly.
the balancing of core genes with how they best suit the environment and its countless harms, relies on the reasoning that the humans develop as time goes in and learning takes shape.
best,
Dushwari