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We may usefully think of the language faculty, the number faculty, and others as 'mental organs,' analogous to the heart or the visual system or the system of motor coordination and planning. There appears to be no clear demarcation line between physical organs, perceptual and motor systems and cognitive faculties in the respects in question.
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Noam Chomsky

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This monograph is about the current status of the faculty psychology program; not so much its evidential status (which I take to be, for the most part, an open question ) as what the program is and where it does, and doesn't, seem natural to try to apply it. Specifically I want to do the following things: (1) distinguish the general claim that there are psychological faculties from a particular version of that claim, which I shall call the modularity thesis; (2) enumerate some of the properties that modular cognitive systems are likely to exhibit in virtue of their modularity ; and (3) consider whether it is possible to formulate any plausible hypothesis about which mental processes are likely to be the modular ones. Toward the end of the discussion, I'll also try to do something by way of (4) disentangling the faculty jmodularity issues from what I'll call the thesis of Epistemic Boundedness: the idea that there are endogenously determined constraints on the kinds of problems that human be.

 

Jerry Fodor

 

FACULTY PSYCHOLOGY is getting to be respectable again after centuries of hanging around with phrenologists and other dubious types. By faculty psychology I mean, roughly , the view that many fundamentally different kinds of psychological mechanisms must be postulated in order to explain the facts of mental life . Faculty psychology takes seriously the apparent heterogeneity of the mental and is impressed by such prima facie differences as between, say, sensation and perception, volition and cognition, learning and remembering, or language and thought.

 

Jerry Fodor

 

A second prefatory question faces us: that of society and the individual. We have sought to contrast the child and the civilized adult on the ground of their respective social attitudes. The baby (at the stage of motor intelligence) is asocial, the egocentric child is subject to external constraint but has little capacity for cooperation, the civilized adult of to-day presents the essential character of cooperation between differentiated personalities who regard each other as equals.
There are therefore three types of behavior: motor behavior, egocentric behavior (with external constraint), and cooperation. And to these three types of social behavior there correspond three types of rules: motor rules, rules due to unilateral respect, and rules due to mutual respect.
But here again, one must beware of laying down the law: for things are motor, individual and social all at once. As we shall have occasion to show, rules of cooperation are in some respects the outcome of the rules of coercion and of the motor rules. On the other hand, coercion is applied during the first days of an infant's life, and the earliest social relations contain the germs of cooperation. Here again, it is not so much a question of these successive features themselves as of the proportions in which they are present. Moreover, the way in which conscious realization and the time-lag from one level to another come into play is a further bar to our arranging these phenomena in a strict sequence, as though they made a single appearance and then disappeared from the scene once and for all.

 

Jean Piaget

 

I believe that there is a necessary connection in both directions between the physical and the mental, but that it cannot be discovered a priori. Opinion is strongly divided on the credibility of some kind of functionalist reductionism, and I won't go through my reasons for being on the antireductionist side of that debate. Despite significant attempts by a number of philosophers to describe the functional manifestations of conscious mental states, I continue to believe that no purely functionalist characterization of a system entails — simply in virtue of our mental concepts — that the system is conscious.

 

Thomas Nagel

 

What is a system? A system is a network of interdependent components that work together to try to accomplish the aim of the system. A system must have an aim. Without an aim, there is no system. The aim of the system must be clear to everyone in the system. The aim must include plans for the future. The aim is a value judgment. (We are of course talking here about a man-made system.)

 

W. Edwards Deming