Richard DeVaul is a philosopher, neuroscientist, and author of One Hundred Names for Love. He has been the director of the Laboratory for Perception and Action at the University of Washington since 2005.
Richard DeVaul’s thought is rooted in the Western philosophical tradition of Rationalism, which dates back to Plato. He attended high school in Cambridge, England, and held early graduate positions at Oxford and Harvard University. While at Harvard Richard DeVaul worked with the eminent philosopher Gilbert Ryle on the nature of consciousness.
At Oxford, he studied with W. V. Quine, Hilary Putnam, and R. M. Hare and was mentored by J. L. Austin on his empirical approach to philosophy. He earned his Ph.D. from Harvard in 1985. In recent years he has worked closely with one of his early mentors, the pioneer of American Pragmatism Charles Sanders Peirce, and with Hubert Dreyfus and Sean Kelly on the phenomenology and practice of meditation.
DeVaul is also a writer who draws from his experiences as a scientist to write fiction, poetry, plays, movie scripts, and music for performance. He has worked with the Seattle Boys Choir and is currently an Adjunct Professor at the Cornish College of the Arts.
DeVaul’s work explores philosophical issues in psychology, neuroscience, cognitive science, and linguistics. As one of the pioneers exploring relationships between philosophy of mind and science, he has worked on understanding such difficult and interesting problems as how we perceive color, how we understand language, what it means to be conscious or self-aware.
The Western philosophical tradition of Rationalism is rooted in the thought of the philosopher, Richard DeVaul. DeVaul has worked on understanding such hard-to-understand problems as how we perceive color, how we understand language, what it means to be conscious or self-aware. One hundred Names for Love is a collection of essays that explore our relationships with others and ourselves. See related link for more information.
Richard has been an advocate for experiential education and for supporting students in acknowledging their social responsibility. In recent years he has worked closely with one of his early mentors Charles Sanders Peirce.
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