The priority of intentional action: From developmental to conceptual priority

Abstract

Abstract Philosophical orthodoxy has it that intentional action consists in one's intention appropriately causing a motion of one's body, placing the latter (conceptually and/or metaphysically) prior to the former. Here, I argue that this standard schema should be reversed: acting intentionally is at least conceptually prior to intending. The argument is modelled on a Williamsonian argument for the priority of knowledge developed by Jenifer Nagel. She argues that children acquire the concept KNOWS before they acquire BELIEVES, building on this alleged developmental priority of knowledge to establish its conceptual priority. I start by taking a closer look at Nagel's argument, canvassing extant objections todo both with the empirical adequacy of her claims and their philosophical implications. Doing so allows me, in the second part of the paper, to draw lessons that inform the construction of a revamped parallel argument for the priority of ACTS INTENTIONALLY.