Among the topics discussed in Thomas Kuhn'sThe Structure of Scientific Revolutions, those of education, training, and pedagogy are apt to seem the least compelling. Certainly, the earliest debates aboutStructurefocused on other, more controversial, matters: incommensurability, meaning change, the rationality of theory choice, normal science—the list goes on. Over the past two decades, however, a growing concern among historians and sociologists of science with the nature of scientific apprenticeship has stimulated greater appreciation of the importance of questions of teaching and learning (...) to the philosophical position sketched inStructure. This paper seeks to develop further our understanding of these issues as they bear on Kuhn's theory of science. (shrink)

Michael Dummett has claimed that the only way to establish communication between the analytic and Continental schools of philosophy is to go back to their point of divergence in Frege and the early Husserl. In this paper, I try to show that Dummett's claim is false. I examine in detail the discussions at the infamous 1958 Royaumont Colloquium on analytic philosophy. Many ? including Dummett ? believe that these discussions underscore the futility of attempting to bridge the gap between Continental (...) and analytical philosophies in anything like their current shapes. I argue, however, that a close study of the Royaumont proceedings rather reveals how close some of the analytical speakers were to some of their Continental listeners. (shrink)

This paper is a defense of investigations into the meanings of words by reflecting on their use as a philosophical method for investigating the emotions. The paper defends such conceptual analysis against the critique that it is short of empirical grounding and at best reflects current “common-sense beliefs.” Such critique harks back to Quine’s attack on the analytic/synthetic distinction, his idea that all language is theory dependent and the subsequent critique of “linguistic philosophy” as sanctifying our ordinary use of words, (...) as empirically naïve, unscientific and founded on outmoded theories of meaning. This paper is an attempt to show why such critique is misplaced. Conceptual analysis, properly construed, need not depend on empirical considerations. On the contrary, conceptual analysis of emotions is often a prerequisite to empirical investigations. Furthermore, conceptual analysis need not make ordinary language sacred and need not rely on a theory of meaning or on an analytic/synthetic distinction. (shrink)

This paper investigates a particular philosophical puzzle via an examination of its status in the writings of Wittgenstein. The puzzle concerns negation and can take on three interrelated guises. The first puzzle is how not-p can so much as negate p at all – for if p is not the case, then nothing corresponds to p. The second puzzle is how not-p can so much as negate p at all when not-p rejects p not as false but as unintelligible – (...) for if p is unintelligible, then p is nothing but scratches and sounds and does not seem apt for negation. And the third puzzle is how “not” could be anything but hopelessly equivocal if it sometimes (per the first puzzle) requires, and sometimes (per the second puzzle) precludes the intelligibility of p. The paper investigates these three puzzles, their respective structures, and their relations to each other. The second puzzle is expounded as the centre of gravity, and in countering two objections to the threefold puzzle, a special predicament is expounded with regard to the second puzzle’s concern with unipolar propositions – propositions that do not admit of an intelligible negation. The text concludes by indicating the first steps that could potentially lead us out of the threefold puzzle. (shrink)

This paper argues for two interrelated claims. The first is that the most innovative contribution of Timothy Williamson, Herman Cappelen, and Max Deutsch in the debate about the epistemology of thought experiments is not the denial of intuition and the claim of the irrelevance of experimental philosophy but the claim of epistemological continuity and the rejection of philosophical exceptionalism. The second is that a better way of implementing the claim of epistemological continuity is not Deutsch and Cappelen’s argument view or (...) Williamson’s folk psychological view. This is so because while the argument view makes the basis of the relevant classificational judgement evidentially too demanding; the folk psychological view makes it too weak and error-prone to count as an adequate explanation. Drawing from a certain reading of Aristotle’s Nichomachean Ethics that flowers in Miranda Fricker and John McDowell, I argue for the reason-responsiveness view. Like the extant views, the reason-responsiveness view vindicates the claim of epistemological continuity. But unlike the extant views, it does not share those problematic features. Further, I show that the reason-responsiveness view offers a way for champions of the claim of epistemological continuity to resist Avner Baz’s objection to the claim of epistemological continuity and his objection to the philosophical use of thought experiments while taking on board some attractive elements of his view. (shrink)

In this paper, I aim to reconstruct and discuss Stanley Cavell’s interpretation and critique of analytic philosophy. Cavell objects to the tradition of analytic philosophy that, in its eagerness to provide abstract, theoretical reconstructions, it has failed to understand the importance of “the human voice” for philosophy. First, I outline Cavell’s retelling of the history of analytic philosophy from Frege and Russell to ordinary language philosophy. Second, I turn to Cavell’s reading of Kierkegaard and Wittgenstein in order to show what (...) the suppression of the human voice is supposed to mean and entail. Central to Cavell’s account is a particular view of language according to which no structure can explain our capacity for sense-making. Third, I exemplify Cavell’s approach by analyzing his debate with Kripke. Kripke sees the absence of “rails” determining meaning as a skeptical problem and calls for a communal solution. Cavell, by contrast, accepts the absence of rails while highlighting the need for individual responsiveness. In the conclusion I contrast the analytic interest in theory, structure, and abstraction with what I see as Cavell’s humanism. While respectful of key aspects of the analytic tradition such as its commitment to rigor and transparency, Cavell wished to bring the human subject back into philosophy. (shrink)

In this essay I argue the extent to which meaning and judgment in aesthetics figures in Wittgenstein’s later conception of language, particularly in his conception of how philosophy might go about explaining the ordinary functioning of language. Following a review of some biographical and textual matters concerning Wittgenstein’s life with music, I outline the connection among (1) Wittgenstein’s discussions of philosophical clarity or perspicuity, (2) our attempts to give clarity to our aesthetic experiences by wording them, and (3) the clarifying (...) experience of the dawning of an aspect, which Wittgenstein pictures as the perception of an internal relation. By examining Wittgenstein’s use of “internal relation” from the Tractatus to his later writings, I come to challenge the still prevalent understanding of Wittgenstein’s appeals to grammar as an appeal to something given (e.g., to a set of grammatical rules). Instead, as I argue, Wittgensteinian appeals to grammatical criteria should be understood as modeled by the form of justification found in our conversations about art. (shrink)

Widespread and lasting consensus has not been philosophy's fate. Indeed, one of philosophy's most striking features is its ability to accommodate “not only different answers to philosophical questions” but also “total disagreement on what questions are philosophical” (Rorty 1995, 58). It is therefore hardly surprising that philosophers' responses to this metaphilosophical predicament have been similarly varied. This article considers two recent diagnoses of philosophical diversity: Kornblith and Rescher (respectively) claim that taking philosophical disagreement seriously does not lead to metaphilosophical scepticism. (...) The article argues that their confidence is misplaced in so far as both wrongly assume that ordinary, first-order philosophical practice and second-order metaphilosophical reflection are separate enterprises. We can say that the universe consists of a substance, and this substance we will call “atoms,” or else we will call it “monads.” Democritus called it atoms. Leibniz called it monads. Fortunately, the two men never met, or there would have been a very dull argument. (Allen 1997, 171) When will philosophers learn to be less pretentious and arrogant in their claims? One would imagine that the philosophic experiences of twenty-five centuries would have taught them the fallacy of self-esteem! (Schilpp 1935, 233). (shrink)

We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant called "aesthetic judgements." Third, philosophical experiences are (...) expressed by using words in what Wittgenstein called "secondary sense." Finally, I try to show the educational significance of pursing philosophical experiences. Through articulating them one might find one's ground, and through articulating them in a less private and more universal form one might raise oneself to universality. Thus, in expressing philosophical experiences one aspires to speak in a universal voice. (shrink)

Love does not necessarily benefit its object, and cost-free love may damage both object and subject. Our love of animals mobilises several distinct human concerns and should not be considered always as a virtue or always as a benefit to the animals themselves. We need to place this love in its full psychological, cultural, and moral context in order to assess what form it ought to take if animals are to benefit from it.

To conclude the discussion of breath and breathing in the foregoing contributions, this comment sets out from a critical perspective on embodiment. For a being that breathes out and in, should we not add to embodiment its complement of vaporisation? Breath, after all, is fluid, animate and fundamental to human conviviality. While it can temporarily be put on hold, breath cannot be contained. That is why bodily breathing is unlike the ventilation of buildings. Moreover, breathing in and breathing out are (...) dissimilar movements which cannot be reversed. This presents particular problems for those with breathing difficulties, above all in societies where speech, carried on the outbreath, is modelled on print, and where thought is attributed to a self whose powers of cognition transcend bodily experience. In place of the complementarity of self and body, we posit the soul as a vortex in which breathing, thinking, speech and song all flow into one another. (shrink)

Scepticism and negative theology are best understood not as theoretical positions, but rather as forms of philosophical practice that performatively undermine our knowledge claims or our seeming understanding of God. In particular, I am arguing that both scepticism and negative theology invoke the failure of the attempt to understand the absolute, be it God or the notion of absolute objectivity. However, with reference to L. A. Paul’s notion of epistemically transformative experience, I am arguing that we still understand something about (...) the absolute through the experience of failing to think it. This, of course, is a non-propositional form of understanding, and I am arguing that there is something about the finitude of the human condition that can only be understood through a transformative philosophical experience with respect to the absolute. (shrink)

As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the learner. This opens (...) up the possibility of viewing the disciplinary nature of philosophy of education as congenial to other humanities like literature or religious studies, rather than to social sciences as usually considered. (shrink)

This paper critically discusses D. Z. Phillips’ use of literary works as a resource for philosophical reflection on religion. Beginning by noting Phillips’ suggestion, made in relation to Waiting for Godot , that the possibilities of meaning that we see in a literary work can reveal something of our own religious sensibility, I then proceed to show what we learn about Phillips from his readings of certain works by Larkin, Tennyson, and Wharton. Through exploring alternative possible readings, I argue that, (...) although Phillips’ discussions are of considerable philosophical interest, they undermine his claim to be deploying a purely contemplative hermeneutical method. (shrink)

The word “picture” occurs pervasively in Wittgenstein's later philosophy. Not only does Wittgenstein often use literal pictures or the notion of mental pictures in his investigations, but he also frequently uses “picture” to speak about a way of conceiving of a matter (e.g. “A picture held us captive” at Philosophical Investigations§115). I argue that “picture” used in this conceptual sense is not a shorthand for an assumption or a set of propositions but is rather an expression of conceptual bedrock on (...) the model of an organising myth. This reading builds primarily on work by Gordon Baker and Stanley Cavell. (shrink)

While the term “metaphilosophy” enjoys increasing popularity in Kant scholarship, it is neither clear what distinguishes a metaphilosophical theory from a philosophical one nor to what extent Kant’s philosophy contains metaphilosophical views. In the first part of the article, I will introduce a demarcation criterion and show how scholars fall prey to the fallacy of extension confusing Kant’s philosophical theories with his theories about philosophy. In the second part, I will analyze eight elements for an “imperfect definition” of philosophy outlining (...) the scope of Kant’s explicit metaphilosophy against the backdrop of recent metaphilosophical research: scientific concept of philosophy, philosophy as an activity, worldly concept, philosophy as a science, philosophy as an architectonic idea, philosophy as a social practice and the appropriate holding-to-be-true, reason as the absolute condition and subject of philosophy, and methodology of philosophy. I will put these elements together for an attempt to give an imperfect definition of philosophy – something that Kant promised but never did – in the conclusion. (shrink)

Can a person privileged in some respect understand what it is like to be disprivileged in that respect? Some say yes; some say no. I argue that both positions are correct, because ‘understand what it is like to be disprivileged’ is ambiguous. Sometimes, it means grasp of the character of particular experiences of disprivileged people. Privileged people can achieve this. Sometimes, it means grasp of the general character shared by experiences of disprivileged people. Privileged people cannot achieve this. However, there (...) is a general kind of understanding that they can achieve: understanding of why individual experiences have their character, in relation to privilege and disprivilege. This understanding is a skill, not knowledge. It is difficult and discomforting for the privileged to acquire and is easily conflated with knowledge of general experiential character. Distinguishing and characterizing these kinds of understanding clarifies whether, and how, the privileged might understand what it is like to be disprivileged. (shrink)

Practice Then and Now "Practice theory" has a long history in philosophy, under various names, but current practice theory is a response to failures of projects of modernity or enlightenment which attempt to reduce science or politics to formulae. Heidegger, Oakeshott, and MacIntyre are each examples of philosophers who turned to practice conceptions. Foucault and Bourdieu made similar turns. Practice accounts come in different forms: some emphasize skill-like individual accomplishments, others emphasize the social character or presupposition-like character of the tacit (...) conditions of activities. The Social Theory of Practices problematized the idea of sameness, the idea that participants in an activity had the same tacit possessions, which undermined the idea that practices were collective objects in which individuals participated. Later critics, such as Schatzki and Rouse, emphasized the normative coherence and character of practice, which has a collective aspect. Pickering and others suggested a notion of practices that was de-mentalized and focused on the objects that were part of the practical activity, which provided for the continuity and sociality of practice without collectivizing its mental content. The discovery of mirror neurons suggested a non-collective mode of transmission of practices. The implications of these developments can be seen in connection with ethics, where the conflict between the ethical and the practical can be understood in terms of the intrinsic conflict between the need to behave successfully and our learned ethical intuitions. (shrink)

The article examines some well-known attempts to consider Ludwig Wittgenstein’s Philosophical Investigations in the context of transcendental idealism. The main purpose of these attempts is to protect Wittgenstein’s later philosophy from the relativistic interpretation of such concepts a “language games” and “forms of life.” Thus, Bernard Williams, noting the ambiguity of the pronoun “we” in Philosophical Investigations, believes that such a “we” has a transcendental rather than empirical character. This approach allows Williams to argue that there is no meaningful alternative (...) to the general perspective on the world that is embodied in this “we.” However, the main disadvantage of this approach is that Williams views such a “we” in much the same way as a conceptual schema. However, as many authors point out, this idea does not find its confirmation in the later works of Wittgenstein. Jonathan Lear, in turn, suggests that we should consider such a non-empirical “we” as a special kind of “mindedness.” Such a mindedness could be considered as analogous to a Kant’s analytical principle of apperception. Lear believes that it is this principle that gives meaningful unity to human behaviour and makes possible any communication with other people. Following Williams and trying to correct the shortcomings of his position, Lear proposes to consider the ambiguous status of “we” in Philosophical Investigations as an argument in favour of the “disappearance” of the transcendental “we,” and with it the disappearance of the threat of relativism. John McDowell, however, agreeing with the need to get rid Wittgenstein's philosophy of relativistic interpretations, critically assesses the idea of using transcendental idealism for this purpose. Instead, McDowell proposes to return to Hegel’s thesis about the unboundedness of the conceptual, which makes it unnecessary to appeal to the transcendental justification of harmony between reason and the world. The article, therefore, also examines McDowell’s arguments against attributing to Wittgenstein any versions of transcendental idealism. (shrink)

In a lecture given at Stanford some years ago, Stanley Cavell added his name to the list of thinkers who have endeavoured to read Poe philosophically, an impressive list that already included Derri...

This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson’s remark, ‘the inmost in due time becomes the outmost’, Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell’s endeavor to resuscitate Emerson’s and Thoreau’s voice in American philosophy is, this paper discusses the political implications of Cavell’s Emersonian moral perfectionism. This involves a reconsideration of what measures justice and what justifies happiness. While Cavell is sometimes said (...) to be too personal and too subjective to be political, I shall argue that his Emersonian perfectionism, with its concomitant idea of the conversation of justice, is in fact thoroughly political and democratic. I shall illustrate this by examining his writing on a Hollywood film, Mr. Deeds Goes to Town (1936). The film shows vividly that happiness is a condition for achieving democracy from within. In conclusion, I shall propose that a readiness for the risk inherent in speech, rather than, say, acquiescing in received ideas or hiding behind the words of others, is at the heart of perfectionist education for globally minded citizens. (shrink)

This article explores the possibilities of the antifoundationalist thought of Cavell with a particular focus on his idea of chance in aesthetic experience, as a framework through which to destabilize the prevailing discourse of education centering on freedom and control. I try to present the idea of chance in a particular way, which does not identify it with chaos or limitlessness but takes it rather as a condition of meaning-making, and more generally of a perfecting of culture, of a conscientious (...) sense of its further possibility and betterment. In Cavell's perfectionism, our aesthetic life models our political life, and such life requires our constant reengagement with our language. The cultural criticism this entails is to be understood not in merely negative terms but as itself a process of renewal. The interrelationship between the aesthetic, the political and language is at the heart of Cavellian education for self-knowledge, where this is understood as a matter of self-criticism. It connects, there.. (shrink)

Contemporary scenes of democracy and education exemplify a real scepticism about the point of political participation, and by implication about one's place in society in relation to others. What is called for is a recovery of desire per se ? of people's desire to say what they want to say and their desire to participate in the creation of the public. In response, this article examines Stanley Cavell's ordinary language philosophy. The way he reconstructs philosophy from the perspective of ordinary (...) language provides us with an alternative route to citizenship. Cavell's philosophy is turned towards our existential need to recover political passion, the mainspring of a desire to think that affirms humanity as necessarily political. And in the end this existential need dovetails with the need of the polis: that people speak in their own voice. That, I shall conclude, must be the basis of education for citizenship and political literacy. (shrink)

This article tries to bring out the implication of Cavell’s critical comments on Derrida, clustered around Cavell’s charge that deconstruction entails a flight from the ordinary. Cavell’s and Derrida’s different readings of Austin’s ordinary language philosophy provide a common ground for elaborating their respective positions. Their writings are at once the closest but also the most divergent when addressing the moral implication of speech, or more precisely, when addressing their understanding of responsibility and voice. Employing Derrida’s so-called ‘double reading’ as (...) a leitmotif will not only shed light on the moral dimension of deconstruction, but also bring the central target of Cavell’s critique into the open. (shrink)