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The Chomsky–Foucault debate was a debate about human nature, between Noam Chomsky and Michel Foucault at the Eindhoven University of Technology in the Netherlands, on 22 October 1971 at 7:30 p.m.
This is also called the "nurture" perspective as opposed to the "nature" perspective (linguistic nativism). Chomsky's innateness hypothesis contradicts the belief by John Locke that our knowledge, including language, cannot be innate and is instead derived from experience. [32]
Modern nativism is most associated with the work of Jerry Fodor (1935–2017), Noam Chomsky (b. 1928), and Steven Pinker (b. 1954), who argue that humans from birth have certain cognitive modules (specialised genetically inherited psychological abilities) that allow them to learn and acquire certain skills, such as language.
Chomsky states that the ability to learn how to properly construct sentences or know which sentences are grammatically incorrect is an ability gained from innate knowledge. [2] Noam Chomsky cites as evidence for this theory, the apparent invariability, according to his views, of human languages at a fundamental level.
Avram Noam Chomsky [a] (born December 7, 1928) is an American professor and public intellectual known for his work in linguistics, political activism, and social criticism. Sometimes called "the father of modern linguistics", [ b ] Chomsky is also a major figure in analytic philosophy and one of the founders of the field of cognitive science .
Noam Chomsky argued: "You find that people cooperate, you say, 'Yeah, that contributes to their genes' perpetuating.' ... Review of the nature vs. nurture debate ...
Noam Chomsky posed Plato's problem. Plato's problem is the term given by Noam Chomsky to "the problem of explaining how we can know so much" given our limited experience. [ 1 ] Chomsky believes that Plato asked (using modern terms) how we should account for the rich, intrinsic, common structure of human cognition, when it seems underdetermined ...
According to Noam Chomsky, [3] "The speed and precision of vocabulary acquisition leaves no real alternative to the conclusion that the child somehow has the concepts available before experience with language and is basically learning labels for concepts that are already a part of his or her conceptual apparatus." One of the most significant ...