Frege introduced the notion of pragmatic force as what distinguishes statements from questions. This distinction was elaborated by Wittgenstein in his later works, and systematised as an account of different kinds of speech acts in formal dialogue theory by Hamblin. It lies at the heart of the inferential semantics more recently developed by Brandom. The present paper attempts to sketch some of the relations between these developments.

In his recent paper, Winch attacks a group of theories he calls cognitivism. These theories agree in holding that ‘the ability to think, both consciously and subconsciously, amounts to an ability to internally manipulate symbolic representations of that which we think about.The relevance of this attack to education is that ‘Cognitivism’ supplies plausible‐looking reasons for thinking that learning can take place without instruction, practice, memorisation or training and its prestige as a theory of learning devalues those activities within education.Its rejection (...) should therefore lead us to re‐examine our need for explicit teacher‐oriented pedagogies’.Cognitivism has led to an emphasis on autonomous learning and a consequent devaluing of the role of overt teaching, ‘the active transmission of knowledge and technique by an authoritative figure’. (shrink)

This paper aims to shed light on the broader significance of Frege’s logicism against the background of discussing and comparing Wittgenstein’s ‘showing/saying’-distinction with Brandom’s idiom of logic as the enterprise of making the implicit rules of our linguistic practices explicit. The main thesis of this paper is that the problem of Frege’s logicism lies deeper than in its inconsistency : it lies in the basic idea that in arithmetic one can, and should, express everything that is implicitly presupposed so that (...) nothing is left unsaid. This, in fact, is the target of Wittgenstein’s critique. Rather than the Tractatus, with its claim that logicism attempts to say something that can only be shown, it is the Philosophical Investigations, with its argument by regress against the thesis that every rule which one can follow must be of an explicit nature, that is of real significance here. (shrink)