Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, ‘shallow grounds’ for an eclectic syllabus conveying post-foundational epistemology, (...) justifying Wittgenstein's inclusion in a textbook written for diverse teenagers. Acknowledging teens’ marginality, I draw on Hekman and Scheman's appropriation of Wittgenstein to advance feminist critiques of enthralling traps in [masculinist] language: exploring nature/nurture boundaries (ferals, cyborgs, and ‘gender performativity’) toward combating discrimination in schools. Heeding Cavell, I.. (shrink)

The paper investigates the role played by ethical deliberation and ethical judgment in Wittgenstein's early thought in the light of twentieth?century German legal philosophy. In particular the theories of the phenomenologists Adolf Reinach, Wilhelm Schapp, and Gerhart Husserl are singled out, as resting on ontologies which are structurally similar to that of the Tractatus: in each case it is actual and possible Sachverhalte which constitute the prime ontological category. The study of the relationship between the states of affairs depicted, e.g., (...) in the sentences of a legal trial and prior fact?complexes to which these may correspond suggests one possible connecting link between the logical and ontological sections of the Tractatus and the ethical reflections appearing at the end. It is argued that the latter can best be understood in terms of the idea of a ?last judgment? (with its associated ethical rewards and punishments) which would relate to the world as a whole as a penal trial relates to individual complexes of facts. (shrink)

: The distinction between science and philosophy plays a central role in methodological, programmatic and institutional debates. Discussions of disciplinary identities typically focus on boundaries or else on genealogies, yielding models of demarcation and models of dynamics. Considerations of a discipline's self-image, often based on history, often plays an important role in the values, projects and practices of its members. Recent focus on the dynamics of scientific change supplements Kuhnian neat model with a role for philosophy and yields a model (...) of the evolution of philosophy of science. This view illuminates important aspects of science and itself contributes to philosophy of science. This interactive model is general yet based on exclusive attention to physics. In this paper and two sequels, I focus on the human sciences and argue that their role in the history of philosophy of science is just as important and it also involves a close involvement of the history of philosophy. The focus is on Gestalt psychology and it points to some lessons for philosophy of science. But, unlike the discussion of natural sciences, the discussion here brings out more complication than explication, and skews certain kinds of generalizations. (shrink)