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  1. On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging.José María Ariso - 2024 - Studies in Philosophy and Education 43 (2):163-176.
    In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work On Certainty. To this end, I analyze the paragraphs of On Certainty in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards (...)
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  • Epistemological Foundations of Intercultural Education: Contributions from Raimon Panikkar.Zaida Espinosa Zárate - 2023 - Studies in Philosophy and Education 42 (5):501-517.
    The present article explores the epistemological conditions of intercultural encounters. Based on an analysis of Raimon Panikkar's intercultural hermeneutics, we argue that intercultural encounters cannot take place adequately when they are based on purely rhetorical rationality or rational persuasion. We point to the limitations of grounding intercultural relationships on dialectical dialogue and, therefore, of educating them by simply enhancing discursive capacities. We underline the need for other epistemological conditions that should be fostered in order to move forward on the path (...)
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  • Ortega y Gasset on the Alleged Inconvenience of Reading Don Quixote at School.José María Ariso Salgado & José María Díaz-Lage - 2022 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 55 (2):169-182.
    This article presents the stance taken by José Ortega y Gasset in the debate that took place in early-twentieth-century Spain regarding the convenience of reading Don Quixote in schools. To this end, we start by describing, albeit briefly, the state of Ortega y Gasset’s thought in 1920, when he writes Biología y pedagogía, the essay with which we shall concern ourselves. According to Ortega y Gasset, Don Quixote must not be read in the classroom because it does not contribute to (...)
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  • Why the Wrongness of Killing Innocents is Not a Universal Moral Certainty.José María Ariso - 2022 - Philosophical Investigations 45 (1):58-76.
    In this paper, I argue that the certainty about the wrongness of killing must not be considered as a universal, but as a local one. Initially, I show that there exist communities in which the wrongness of killing innocents is not a moral certainty and that this kind of case cannot be justified by arguing that such people are psychopaths. Lastly, I argue that universal certainties do not admit of exceptions: thus, the fact that some exceptional cases affect the certainty (...)
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  • Religious Certainty: Peculiarities and Pedagogical Considerations.José María Ariso - 2020 - Studies in Philosophy and Education 39 (6):657-669.
    This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the (...)
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  • The teacher as persuader: On the application of Wittgenstein’s notion of ‘persuasion’ in educational practice.José María Ariso - 2022 - Educational Philosophy and Theory 54 (10):1621-1630.
    Wittgenstein’s conception of ‘persuasion’, understood as the persuader’s attempt to modify the persuadee’s certainties, has been recently misinterpreted by some scholars. For Persichetti has overlooked the fact that one cannot persuade unintentionally, while Marconi and Perissinotto have not only taken for granted that persuasion consists in the mere transfer of a world-picture or set of certainties to an individual even when she has not alternative or different certainties, but also that education is restricted to persuading or transmitting certainties. After clarifying (...)
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