O presente manual tem como intenção constituir um guia para uma disciplina introdutória de filosofia da linguagem. Foi elaborado a partir da leccionação da disciplina de Filosofia da Linguagem I na Faculdade de Letras da Universidade do Porto desde 2001. A disciplina de Filosofia da Linguagem I ocupa um semestre lectivo e proporciona aos estudantes o primeiro contacto sistemático com a área da filosofia da linguagem. Pretende-se que este manual ofereça aos estudantes os instrumentos necessários não apenas para acompanhar uma (...) iniciação ao campo da filosofia da linguagem mas também para o estudo e a investigação autónomos posteriores. Para isso é percorrido um trajecto que conduz das intuições pré-teóricas acerca de linguagem, de que todos dispomos, até um conhecimento disciplinar específico, histórico e temático, da filosofia da linguagem. Em termos práticos, são considerados como precedentes da disciplina de Filosofia da Linguagem I – mesmo se, pelo existem actualmente precedências em sentido estrito – as disciplinas de Lógica I e II e de Filosofia do Conhecimento I e II. Os programas dessas disciplinas nos últimos anos estiveram presentes por trás da elaboração do manual. (shrink)

In this paper, I aim to clarify the role of ‘wonder’ in education. Most of us who work in education want to provide valuable experiences for our students, and we want them to be driven by intrinsic values such as truth and recognition of the dignity of human existence. However, whilst I echo many of the sentiments espoused by advocates of the utility and ethical significance of wonder, I contend that some recent developments—and in particular, Schinkel’s argument that ‘deep’ (‘contemplative’ (...) or ‘cosmic’) wonder has a ‘fundamental’ role in education—are misconceived. This is, I argue, because any concept deployable within educational spaces (whether formal or informal) must pay due regard to the conceptual constraints of the concept of ‘education’; that is, attention must be paid to the role of ‘learning’. Schinkel’s proposals are, I suggest, vulnerable to a critique of sentimentalism and excessive romanticism. As such, they offer little in terms of practical import for educators. As I will propose, if we are to take ‘wonder’ seriously in educational contexts, we must pay attention to the purpose of wonder as an epistemic emotion; namely, aiming for knowledge and understanding, and getting there requires sensitivity to practical know-how and conceptual competence. (shrink)

In this paper, I examine the grammatical nature of Wittgenstein's private language argument (PLA). On my interpretation, the definition of private language implies that the private speaker has no natural expressions for his sensations. This in turn implies that he has no criterion of correctness for using his sensation‐words. This then implies, together with the grammatical rule that a word is senseless without a criterion of correctness for its use, that private sensation‐words are senseless, and hence also that private language (...) is senseless. So in my analysis, Wittgenstein succeeds in dissolving the problem of private language through a grammatical investigation, and therefore, his treatment of private language is consistent with his metaphilosophy. I further explain that Wittgenstein provides a diagnosis of the error of the philosopher who thinks that private language is possible and that he also offers a therapy consisting of analogies or objects of comparison. I also make a comparison with previous studies on the PLA and discuss a number of novelties in my interpretation. (shrink)

ABSTRACTWittgenstein’s remark that one cannot follow a rule only once has generated two puzzles: how can everyone accept it to be true? and why does Wittgenstein advance it? These two puzzles have tormented commentators for decades. In this paper I put forward a new interpretation and explain away the two puzzles. I shall show that Wittgenstein’s remark is plain truth and that his motivation behind making it is to dissolve the picture theory of meaning propounded in the Tractatus. This interpretation (...) also helps us to see that Wittgenstein’s other remark, that to follow a rule is a custom, is also a grammatical one. (shrink)

In this paper I will present and evaluate Anandi Hattiangadi’s arguments for the conclusion that meaning is not intrinsically normative or prescriptive. I will argue that she misconstrues the way the thesis that meaning is normative is presented in the literature and that there is an important class of semantic rules that she fails to consider and rule out. According to Hattiangadi, defenders of meaning prescriptivity argue that speaking truthfully is a necessary condition for speaking meaningfully. I will maintain that (...) this is not how prescriptivity is construed by ‘normativists’ such as Kripke, Hacker and Baker, Brandom and Millar. I think that Hattiangadi misconstrues the prescriptivity thesis because she does not distinguish between the general notion of correctness of use and the specific notion of correctness of application. In other words, she does not distinguish between using a term correctly and applying it truthfully. In addition, I submit that there is an important class of semantic rules determining correct use that Hattiangadi does not consider. Following the later Wittgenstein, Hacker and Baker argue that accepted explanations of the meanings of words have the function of semantic rules. These rules are categorically prescriptive because following them is constitutive of being a speaker of a language. (shrink)

In this paper, I present and criticize a number of influential contemporary anti-skeptical strategies inspired by G.E. Moore’s “proof of an external world”. I argue that these accounts cannot represent a valid response to skeptical worries. Furthermore, drawing on Wittgenstein’s criticisms of Moore, I argue that Radical skeptical hypotheses should be considered nonsensical combinations of signs, excluded from our epistemic practices.

Critically discussing the causal social ontologies presented by Dave Elder-Vass and John Searle, the article argues that these views implausibly identify the causal ontological source of human sociality in collectively known, recognized and accepted statuses, criteria, norms and the like. This is implausible, for it ignores human sociality as occurring in temporally and spatially dispersed on-going processes of human interaction of differently placed, often unequal, and thus epistemically differently equipped actors in division of labour. Human scientific concepts are best seen (...) as picking out (aspects of) such complex and heterogeneous processes, not what the participating actors allegedly collectively know, accept or recognize about them. The article observes that similar appeals to collective recognition are also common in Wittgensteinian literature that, however, have claimed to reject the causal ontological view. It is argued that the ultimate value in rejecting the causal ontological view, and the accompanying idea of collective recognition, resides in that we thereby avoid epistemically homogenizing and over-intellectualizing the diverse mass of dispersed, often unequal, but interacting actors. (shrink)

Arthur Pap’s work played an important role in the development of the analytic tradition. This role goes beyond the merely historical fact that Pap’s views of dispositional and modal concepts were influential. As a sympathetic critic of logical empiricism, Pap, like Quine, saw a deep tension in logical empiricism at its very best in the work of Carnap. But Pap’s critique of Carnap is quite different from Quine’s, and represents the discovery of limits beyond which empiricism cannot go, where there (...) lies nothing other than intuitive knowledge of logic itself. Pap’s arguments for this intuitive knowledge anticipate Etchemendy’s recent critique of the model-theoretic account of logical consequence. Pap’s work also anticipates prominent developments in the contemporary neo-Fregean philosophy of mathematics championed by Wright and Hale. Finally, Pap’s major philosophical preoccupation, the concepts of necessity and possibility, provides distinctive solutions and perspectives on issues of contemporary concern in the metaphysics of modality. In particular, Pap’s account of modality allows us to see the significance of Kripke’s well-known arguments on necessity and apriority in a new light. (shrink)

The questions of how we can understand others and how we can know what they feel, think and sense have repeatedly preoccupied Wittgenstein since the 1930s and especially in his last writings. In this article, the author will tackle these questions by focusing on the other as other or strange. For it is also the strangeness of others, their otherness as such, that makes it difficult and even impossible to recognize and understand their inner life. As she will show, such (...) otherness can be made comprehensible by fictional narratives, in which aspects of others’ lives are related to what is one’s own, i.e., our own inner experience, such that we can find ourselves in them. Moreover, she will argue that this idea of making something comprehensible through fictional narratives has a special methodological relevance for Wittgenstein when it comes to understanding what is ‘one’s own’ in the broadest sense. (shrink)