Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticism—which confront us often in the context of education and child rearing—are inadequately dealt (...) with if attention is primarily focused on ways to resist or act differently. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of ‘the good life’ is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here responsibility is accepted, and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of ‘the good life’ is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...) responsibility is accepted and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

This paper explores Stanley Cavell’s notion of ‘passionate utterance’, which acts as an extension of/departure from (we might read it as both) J. L. Austin’s theory of the performative. Cavell argues that Austin having made the revolutionary discovery that truth claims in language are bound up with how words perform, then gets bogged by convention when discussing what is done ‘by’ words. In failing to account for the less predictable, unconventional aspects of language, the latter therefore washes his hands of (...) the expressive passionate aspects of speech. To ignore such aspects is to ignore an important moral dimension of language. Finally, I bring Cavell’s approach to bear on the epistemic criterion, which Michael Hand applies in his paper ‘Should We Teach Homosexuality as a Controversial Issue?’. I suggest that Hand’s approach, by failing to account for the linguistic dimension of truth and the expressive quality that accompanies this dimension, presents an overly narrow conception of moral education. (shrink)

Moral philosophy has traditionally aimed for correct or appropriate moral judgments. Consequently, when asked for moral advice, the moral philosopher first tries to develop a moral judgment and then informs the advisee. The focus is on what the advisee should do, not on whether any advice should be given. There may, however, be various kinds of reasons not to morally judge, to be ‘morally modest’. In the first part of this article, I give some reasons to be morally modest when (...) moral advice is asked for. Second, I show how Wittgenstein radicalizes these reasons to such an extent that the very possibility of giving moral advice seems threatened. Third, I argue that taking Wittgenstein and the need for moral modesty seriously does not make moral advice impossible, but rather asks for a notion of moral advice in which moral advice is not necessarily linked to the ideal of a moral judgment. Fourth, I highlight some advantages of a Wittgensteinian notion of moral advice over traditional notions. (shrink)

The paper aims at offering a pedagogical perspective as part of the debate on philosophical practices with children, referring particularly to educational deontology matters emerging when “uncomfortable” questions occur. Many of the questions which arise during sessions of philosophical are left unanswered, being perceived as uncomfortable. Our reflection is on what educational deontology requires in order to deal with the challenge that these kinds of questions bring along. Starting from the concept of deontology proposed by the educationalist Mariagrazia Contini and (...) embracing Jana Mohr Lone’s idea of children’s comfort with uncertainty, the paper offers a discussion on what we mean by educational responsibility when undertaking the task of facilitating a community of philosophical inquiry with children. The paper concludes that the facilitator should be present, attentive, capable of good listening. She/he should be a model, a good example for the community: available to listen and answer back, respectful, sensitive, capable of mind shifts and humble. Moreover, a facilitator should be trained to a reflexive thinking: she/he needs to be well aware of her/his cognitive schemes, the premises of her/his knowledge, the social and cultural paradigms she/he refers to. All this “intangible background” needs to be made explicit in order to be aware of the frames that shape each educational action. (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)

Richard Brandt, following Hume, famously argued that suicide could be rational. In this he was going against a common ‘absolutist’ view that suicide is irrational almost by definition. Arguments to the effect that suicide is morally permissible or prohibited tend to follow from one’s position on this first issue of rationality. I want to argue that the concept of rationality is not appropriately ascribed – or withheld – to the victim or the act or the desire to commit the act. (...) To support this, I explore how the concept is ascribed and withheld in ordinary situations, and show that it is essentially future-oriented. Since the suicide victim has no future, it makes no sense to call his act rational or irrational. The more appropriate reaction to a declared desire for suicide, or to the news of a successful suicide, is horror and pity, and these are absent from Brandt’s account, as is a humble acknowledgement of the profound mystery at the heart of any suicide. (shrink)

Is tragedy, as Nietzsche declared, dead? In recent years many philosophers have reconsidered tragedy's relation to philosophy. While tragedy is deemed to contain important lessons for philosophy, there is a consensus that it remains a thing of the past. This article calls this consensus into question, arguing that it reifies tragedy, keeping tragedy at arm's length. With the interest of identifying the necessity of tragedy to philosophy, it draws from Quentin Skinner to put forward an alternative approach to genre as (...) living form. This approach alters our understanding of the philosopher at the heart of philosophy's dialogue with tragedy, Immanuel Kant. Moreover, it shows that tragedy is closer to contemporary philosophy than we might think. (shrink)

This essay examines in detail the triangulated conversation Naoko Saito constructs, in The Gleam of Light, among the voices of R. W. Emerson, John Dewey and Stanley Cavell. The pivot around which everything turns is the Emersonian ideal of moral perfectionism and, in particular, the implications of this ideal for the philosophy of education. As explicated by Cavell, this ideal concerns ‘the dimension of moral thought directed less to restraining the bad than to releasing the good’. For the conscientious person, (...) it is, at once, unavoidable and unattainable. In constructing a conversation among these and other authors, Saito establishes herself as an arresting voice by her thoughtful contributions to many contemporary controversies bearing upon our educational practices, not least of all ones about curricular reform as well as personal transformation. (shrink)

In this paper I offer a retrospective rereading of my work on epistemic responsibility in order to see why this inquiry has found only an uneasy location within the discourse of Anglo-American epistemology. I trace the history of the work's production, circulation and reception, and examine the feminist implications of the discussions it has occasioned.

Joining a vast Wittgensteinian anti-theoretical movement, John Canfield has argued that it is possible to read the claims that (1) “language is essentially communal” and (2) “it is conceptually possible that a Crusoe isolated from birth should speak or follow rules” in such a way that they are perfectly compatible, and, indeed, that Wittgenstein held them both at once. The key to doing this is to drain them of any theoretical content or implications that would put each claim at odds (...) with the other. I argue here, first of all, that it is not possible to detheorize both (1) and (2) and still hope to say anything illuminating about the nature of language. In fact, Canfield himself does not succeed in detheorizing both (1) and (2) but ends up trivializing (1) and leaving (2) with quite a bit of theoretical content. I further argue, however, that this is getting the matter the wrong way around. Contra Canfield et al., it is only when we recognize this that we can appreciate how radical and innovative Wittgenstein's claims about language really are. (shrink)

This paper attempts to make more explicit the relationship between narrativity and feminist care ethics. The central concern is the way in which narrativity carries the semantic load that some accounts of feminist care ethics imply but leave hanging. In so doing, some feminist theorists of care-based ethics then undervalue the major contribution that narrativity provides to care ethics: it carries the semantic load that is essential to the best care. In this article, I defend the narrative as the central (...) medium though which we make sense of and communicate our lives and their attendant hopes and cares. More than just working with the narrative of the cared-for, caring is about investing in the narrative of the cared-for in order to meet the needs of this cared-for and how this narrative might turn out. I will further demonstrate how the attitude of caring or investing in a narrative would amount to what Gabriel Marcel has described as the attitude of disponibilité. (shrink)

Having acknowledged the recurrent theme of education in Stanley Cavell's work, the discussion addresses the topic of scepticism, especially as this emerges in the interpretation of Wittgenstein. Questions concerning rule‐following, language and society are then turned towards political philosophy, specifically with regard to John Rawls. The discussion examines the idea of the social contract, the nature of moral reasoning and the possibility of our lives' being above reproach, as well as Rawls's criticisms of Nietzschean perfectionism. This lays the way for (...) the broaching of questions of race and America. The theme of the ordinary, which emerges variously in Cavell's reflections on Emerson, Wittgenstein and Austin, is taken up and extended into a consideration of Thoreau's ‘experiment in living’. The conversation closes with brief remarks about happiness. (shrink)

In the present essay, I aim to accentuate an analogy between the patterns of thought articulated by Berkeley's Hylas and those of Nagel in his philosophy of bats and aliens. The comparison has a critical purpose, with Philonous playing a role similar to that of Wittgenstein. I argue that Nagel's central claim comes down to statements that are marked by a peculiar form of emptiness. Towards the end, though, I will concede that this kind of Wittgensteinian criticism runs up against (...) certain limits. The fantasies produced by Hylas or Nagel have as counterparts genuine philosophical expressions of experience, which are not vulnerable to the charges levelled at their theoretical parallels. (shrink)

In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by investigating what characteristically happens (...) to our view of language learning when we do philosophy. The focus throughout is on the relation between the individual (the learning child) and the community (usually represented by the parents), and how that relation is deformed when we operate with a certain philosophical notion of ground. (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)

The sceptic about the external world presents us with a paradox: an apparently acceptable argument for an apparently unacceptable conclusion—that we do not know anything about the external world. Some paradoxes, for instance the liar and the sorites, are very hard. The defense of a purported solution to either of these two inevitably deploys the latest in high-tech philosophical weaponry. On the other hand, some paradoxes are not at all hard, and may be resolved without much fuss. They do not (...) contain profound lessons about the human condition. Where should we place the sceptical paradoxes? (shrink)

I argue that Wittgenstein's rejection of scepticism in On Certainty rests on the view that epistemic concepts such as‘doubt,‘knowledge’,‘justification’and so on, cannot be intelligibly applied to the common sense propositions that traditional sceptical arguments appear to undermine. I detect two strands in On Certainty in support of this view. I attempt to show that neither of these strands adequately establishes the thesis, and that they point to a tension in Wittgenstein's treatment of scepticism. I argue that the first strand is (...) dogmatic, but accords with the constraints of Wittgenstein's method, while the second strand avoids the dogmatism of the first at the cost of violating these constraints. (shrink)

Does Kant’s restriction of knowledge to phenomena undermine objectivity? Jacobi argues that it does, daring the transcendental idealist to abandon the thing in itself and embrace the “strongest idealism”. According to Bruno, McDowell and Meillassoux adopt a similar critique of Kant’s conception of objectivity and, more significantly, echo Jacobi’s dare to profess the strongest idealism – what McDowell approvingly calls “consistent idealism” and Meillassoux disparagingly calls “extreme idealism”. After exposing the Cartesian projection on which Jacobi’s critique rests, Bruno shows that (...) McDowell’s and Meillassoux’s critiques make the same projection. He argues that whereas McDowell offers an inconsistent alternative to Kant’s idealism, Meillassoux begs the question against it. Finally, Bruno sketches the account of objectivity that follows from Kant’s distinction between general and transcendental logic. (shrink)

Recent literature on skepticism has raised a nearly univocal voice in condemning skeptical argumentation on the grounds that such argumentation necessarily involves our adopting some nonordinary or unnatural perspective. Were this really so, then skeptical conclusions would not speak to us in the way in which skeptics think they do: We would be "insulated" from any such conclusions. I argue that skeptical argumentation need not rely on any nonordinary or unnatural standards. Rather, the skeptic's procedure is to offer a critique (...) from within. Having given my argument for this claim (which I call the 'continuity argument'), I consider and respond to two important objections. I conclude that the skeptic has a powerful meta-argument to be deployed in defending the legitimacy of his skeptical conclusions against the slings and arrows of (those I call) the half-true theorists. (shrink)

In this paper I evaluate the soundness of the prototype paradigm, in particular its basic assumption that there are pan-human psychological essences or core meanings that refer to basic-level natural kinds, explaining why, on the whole, human communication and learning are successful. Instead I argue that there are no particular pan-human basic elements for thought, meaning and cognition, neither prototypes, nor otherwise. To illuminate my view I draw on examples from anthropology. More generally I argue that the prototype paradigm exemplifies (...) two assumptions that dominate cognitive science: (1) If human beings use words they mean something particular and what they mean can be discovered by scientific methods. (2) There is a fixed number of domains of categorization, each made up of a fixed number of basic categories. I suggest that these two assumptions lead to Brave New World. (shrink)

We offer an overview of what we take to be the main themes in Annalisa Coliva’s book, Moore and Wittgenstein: Scepticism, Certainty and Common Sense. In particular, we focus on the ‘framework reading’ that she offers of Wittgenstein’s On Certainty and its anti-sceptical implications. While broadly agreeing with the proposal that Coliva puts forward on this score, we do suggest one important supplementation to the view—viz., that this way of dealing with radical scepticism needs to be augmented with an account (...) of the meta-sceptical problem which this proposal generates, which we call epistemic vertigo. (shrink)

The article presents the conceptual groundwork for an understanding of the essentially improvisational dimension of human rationality. It aims to clarify how we should think about important concepts pertinent to central aspects of human practices, namely, the concepts of improvisation, normativity, habit, and freedom. In order to understand the sense in which human practices are essentially improvisational, it is first necessary to criticize misconceptions about improvisation as lack of preparation and creatio ex nihilo. Second, it is necessary to solve the (...) theoretical problems that derive from misunderstandings concerning the notions of normativity, habit, and freedom – misunderstandings that revolve around the idea that rationality is a form that is developed out of itself and thus works in a way similar to algorithms. One can only make sense of normativity, habit, and freedom if one understands that they all involve conflictual relationships with the world and with others, which in turn enables one to adequately take into account their constitutive connection to improvisation, properly understood. In outlining these conceptual connections, we want to prepare the foundations for an explanation of rational practices as improvisational practices. The article concludes by stating that human rational life is improvisatory because the conditions of human practice arise out of practice itself. (shrink)

This paper compares and contrasts two ways of going on from Wittgenstein and, to a lesser extent, Austin. The first is Charles Travis'. The second is Stanley Cavell's. Focusing on our concept of propositional knowledge ('knowing that such and such'), I argue that Travis' tendency to think of language and its concepts as essentially in the business of enabling us to represent (describe, think of) things as being one way or another and his consequent neglect of the question of what, (...) in the Austinian sense, is being done with the words have led him to give an inaccurate account of the context sensitivity of 'knowing that'. By contrast, Cavell's treatment of the concept - while fully hospitable to Travis' 'occasion sensitivity' - is attentive to the limitations of the representationalist conception, and takes the question of what is being done with the words, as it relates to the question of the intelligibility of the speaker, as primary. This fundamental difference between Travis and Cavell, I finally suggest, explains the stark contrast between the ways in which each has responded to what he calls 'scepticism'. (shrink)

In ‘Aesthetics Problems of Modern Philosophy’ Stanley Cavell proposes, first, that Kant's characterization of judgments of beauty may be read as a Wittgensteinian grammatical characterization, and, second, that the philosophical appeal to ‘what we say and mean’ partakes of the grammar of judgment of beauty. I argue first that the expression of the dawning of an aspect partakes of the grammar of judgments of beauty as characterized by Kant, and may also be seen—on a prevailing way of thinking about concepts (...) and how they relate to their instances—to have the same kind of significance that judgments of beauty have according to Kant. And then I argue that there are good reasons for being suspicious of the prevailing conception of concepts, and therefore good reasons for being suspicious of the proposed understanding of the significance of aspect perception—an understanding that has attracted many readers of Wittgenstein's remarks on aspects. This leads me to suggest that it is actually the philosophical appeal to ordinary language that has the kind of significance that the Kantian picture attributes to judgments of beauty and to the seeing of aspects. In this way, I offer a way to vindicate Cavell's second proposal. (shrink)

The philosophical “method of cases” has been the subject of intense discussion. In a recent paper, Frank Jackson attempts to vindicate the method by proposing that it is underwritten by the “representational view of language.” Jackson's proposal is potentially very significant. For if it is true, then the method of cases stands, but quite possibly also falls, with the representational view of language as characterized by Jackson. The aim of this paper is to question the philosophical method of cases by (...) showing that it does in fact presuppose a particular view of language that is at the very least questionable, both philosophically and empirically. (shrink)

This essay builds from an analysis of the philosophical underpinnings of Bruce Lee’s jeet kune do to an analysis of the current state of academic scholarship generally and martial arts studies scholarship specifically. For the sake of a more comprehensive understanding of the philosophical underpinnings of jeet kune do, and in particular its affinities with a philosophical tradition traced by Stanley Cavell under the heading of perfectionism, this essay brings the philosophical writings of Ralph Waldo Emerson and Ayn Rand into (...) contact with Lee’s writings during the time that he spent formulating his martial arts philosophy. Additionally, this essay uses the philosophical insights of Emerson, Rand, and Lee to challenge longstanding academic dogma vis-à-vis poststructuralist philosophy, the methods of academic intervention, and the nature of philosophical argumentation. Though pitched as a debate regarding the content and the status of Bruce Lee and his combative philosophy, this essay endeavors to inspire scholars to (re)examine their conceptions of Bruce Lee, martial arts, and martial arts studies. (shrink)

In a Society of Peoples as Rawls conceives it, human rights function as “criteria for toleration.” This paper defends the conception of human rights that appears in Rawls’ The Law of Peoples as normatively and theoretically adequate. I claim that human rights function as criteria for determining whether or not a given society or legal system can be tolerated. As such, “human rights” are not themselves basic facts or judgments or ascriptions, but rather the means by which we collectively attempt (...) to secure public criteria for evaluating what can and cannot be tolerated. Human rights are one expression of the fundamental value commitments of Political Liberalism to reasonableness and tolerance. If correct, this account provides good reasons for concluding that Political Liberalism has a normatively adequate conception of global justice. (shrink)

This book offers an original account of a distinctly republican theory of social and global justice. The book starts by exploring the nature and value of Hegelian recognition theory. It shows the importance of that theory for grounding a normative account of free and autonomous agency. It is this normative account of free agency which provides the groundwork for a republican conception of social and global justice, based on the core-ideas of freedom as non-domination and autonomy as non-alienation. As the (...) author argues, republicans should endorse a sufficientarian account of social justice, which focuses on the nature of social relationships and their effects on people's ability to act freely and realize their fundamental interests. On the global level, the book argues for the cosmopolitan extension of the republican principles of non-domination and non-alienation within a multi-level democratic system. In so doing, the book addresses a major gap in the existing literature, presenting an original theory of justice, which combines Hegelian recognition theory and republican ideas of freedom, and applying this hybrid theory to the global domain. Fabian Schuppert creates a grand synthesis uniting neo-republican insights on freedom with Hegelian recognition theory. The result is an account of agency that arises from the idea of non-domination whose aim it is to safeguard individual freedom. When combined with Hegelian recognition theory a social focus also emerges. This amalgam comments on many of the major disputes concerning global justice from a cosmopolitan perspective. Because of the broad scope and the many contemporary discussions engaged this book will be of keen interest to scholars as well as a welcome addition to the classroom. (shrink)

This chapter intervenes in recent debates in Kant scholarship about the possibility of a general logical alien. Such an alien is a thinker whose laws of thinking violate ours. She is third-personal as she is radically unlike us. Proponents of the constitutive reading of Kant’s conception of general logic accordingly suggest that Kant rules out the possibility of such an alien as unthinkable. I add to this an often-overlooked element in Kant’s thinking: there is reason to think that he grants—and (...) in fact presupposes—the possibility of a transcendental logical alien. Such an alien is a knower whose laws of experience purport to violate ours. She is first-personal as she is radically like us. In other words, she is us, insofar as we are alienated from ourselves and our experience. I go on to draw an analogy between her, a dogmatist, and another transcendental alien, an evil agent. Just as a dogmatist is alienated from her (our) experiential laws, an evil agent is alienated from her (our) moral law. These forms of theoretical and practical self-conceit require self-knowledge in the form of a critique of speculative or practical reason. In bringing this point out, I aim to shift from the question of whether logical laws constitute our thinking to the question of whether grasping our experiential and moral laws as our laws constitutes our reason. (shrink)

This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisation of citizenship. The work of Ralph Waldo Emerson, Stanley Cavell and Michel Foucault is drawn upon here to (...) explore an understanding of voice constituted in seeking a different way of accounting for ourselves, a different relation of the self to the self and others than is demanded by the current order. This is explored in relation to thought and scholarship as expressions of one's voice and thus of one's citizenship. (shrink)

Discusses the conditions of possibility for intercultural and comparative philosophy, and for crosscultural communication at large. This innovative book explores the preconditions necessary for intercultural and comparative philosophy. Philosophical practices that involve at least two different traditions with no common heritage and whose languages have very different grammatical structure, such as Indo-Germanic languages and classical Chinese, are a particular focus. Lin Ma and Jaap van Brakel look at the necessary and not-so-necessary conditions of possibility of interpretation, comparison, and other forms (...) of interaction and how we can speak of similarities and differences in this context. The authors posit that it is necessary to dissolve the question of universalism versus relativism by replacing the ideal language paradigm with a paradigm of family resemblances and that it is not necessary to share a common language to engage in comparison. Numerous case studies are presented, including many comparisons of Western and Chinese concepts. (shrink)

This is the most comprehensive book ever published on philosophical methodology. A team of thirty-eight of the world's leading philosophers present original essays on various aspects of how philosophy should be and is done. The first part is devoted to broad traditions and approaches to philosophical methodology. The entries in the second part address topics in philosophical methodology, such as intuitions, conceptual analysis, and transcendental arguments. The third part of the book is devoted to essays about the interconnections between philosophy (...) and neighbouring fields, including those of mathematics, psychology, literature and film, and neuroscience. (shrink)

In the “Lecture on ethics”, Wittgenstein declares that ethical statements are essentially nonsense. He later told Friedrich Waismann that it is essential to “speak for oneself” on ethical matters. These comments might be taken to suggest that Wittgenstein shared an emotivist view of ethics—that one can only speak for oneself because there is no truth in ethics, only expressions of opinion (or emotions). I argue that this assimilation of Wittgenstein to emotivist thought is deeply misguided, and rests upon a serious (...) misunderstanding of what is implied by the nonsensicality of ethical claims on Wittgenstein's view. I develop a reading of Wittgenstein's remarks in the “Lecture on ethics” on which ethical statements, despite their nonsensicality, reveal the perspective of the speaker. The purpose of ethical language is to elucidate a speaker's perspective. Such elucidations, and the perspectives they reveal, can be evaluated, criticized, and respected on principled grounds even if, as Wittgenstein insists, no ethical judgment can be (objectively) justified by any fact. I contrast Wittgenstein's comments on ethics with some comments made by Frank Ramsey (from the same period), which appear similar to Wittgenstein's remarks on value. Contra Ramsey's insistence that there is “nothing to discuss” about (or within) ethics, a proper understanding of Wittgenstein's views does not commit us to passing over ethics in silence. (shrink)

This chapter argues that several aspects of Bernard Williams’s style, methodology, and metaphilosophy can be read as evolving dialectically out of Wittgenstein’s own. After considering Wittgenstein as a stylistic influence on Williams, especially as regards ideals of clarity, precision, and depth, Williams’s methodological debt to Wittgenstein is examined, in particular his anthropological interest in thick concepts and their point. The chapter then turns to Williams’s explicit association, in the 1990s, with a certain form of Wittgensteinianism, which he called ‘Left Wittgensteinianism’. (...) It is shown how this is not a sudden conversion, but the direct product of Williams’s longstanding critical engagement with Wittgenstein’s methodology and metaphilosophy: Williams arrives at this position by envisaging a Wittgensteinianism that thinks in concrete sociohistorical terms, embraces genuine explanation, and relinquishes its insistence on the purity of philosophy. When properly understood, moreover, this critique turns out to be continuous with Williams’s advocacy of a conception of philosophy as a humanistic discipline. Finally, it is shown that Williams inherits from Wittgenstein a certain understanding of how philosophy can help us to live, in particular the therapeutic ambition to liberate us from distortions in our self-understanding by assembling reminders. (shrink)

In this article, I attempt to bring some colour to a discussion of fraught topics in education. Though the scenes and stories (from education and elsewhere) that feature here deal with racism, the discussion aims to say something to such topics more generally. The philosophers whose work I draw on here are Stanley Cavell and Judith Butler. Both Butler and Cavell develop (or depart from) J.L. Austin's theory of the performative utterance. Butler, following Derrida, argues that in concentrating on the (...) illocutionary force of utterances (their capacity to do things), Austin fails to account for the force of words themselves. The iterability of language means that words are never at one with themselves. They carry their old contexts with them as they enter into new ones. This has important consequences for ethical issues that pertain to what Butler calls the ?performativity? of gender and race. Though we are performed by language, this performance has a dynamic quality that leads to the reshaping of identity. In contrast, for Cavell, the disappointing aspect of Austin's thought relates to the latter's neglect of the perlocutionary effect of language ? what is done ?by words?. By taking on this project, Cavell embraces the unconventional aspects of language characterised by ?passionate? expression and exchange. Butler and Cavell approach the performative utterance from different directions. In the last part of this article, the significance of this difference is discussed in relation to the provision of a moral education with regard to tackling issues surrounding racism. (shrink)

What is the difference between knowing someone and acknowledging them? Is it possible to want to be acknowledged while remaining unknown? And if one’s desire to know another person is too consuming, can this foreclose the possibility of acknowledgment? Cavell argues that we sometimes avoid the ethical problem of acknowledgment by (mis)conceiving our relations with others in terms of knowledge and that this epistemic misconception can actually amount to a form of ethical harm. I show that Polanski’s Chinatown helps us (...) understand the difference between knowing and acknowledging and that Cavell’s concepts help us better appreciate Chinatown. (shrink)

En este artículo me propongo revisar en qué medida cabría atribuir a Wittgenstein la responsabilidad de haber propiciado un «giro retórico» con sus inquisiciones filosóficas, correlativo al giro más general, en el mismo sentido, que, según recientemente se ha venido reconociendo, habría sufrido nuestra cultura en los últimos tiempos. Dado que cabe leer la obra de Wittgenstein como si una de sus más pujantes preocupaciones consistiese en dilucidar qué debemos entender hoy por racionalidad, el mentado «giro retórico», de haberse cumplido (...) en él, podría leerse como algo que atañe cardinalmente a tal cuestión. Explicaremos primeramente, pues, en qué consiste efectuar un giro retórico en la filosofía acerca de la racionalidad; para trasladarnos posteriormente a sopesar la presencia de tal giro en Wittgenstein (y de Wittgenstein en tal giro). (shrink)

Beyond a monolingual mentality and beyond the language that is typically observed in the prevalent discourse of education for understanding other cultures, this article tries to present another approach: Stanley Cavell's idea of philosophy as translation . This Cavellian approach shows that understanding foreign cultures involves a relation to other cultures already within one's native culture. Foreshadowing the Cavellian sense of tragedy, Emerson's 'Devil's child' helps us detect the sources of repression and blindness that are hidden behind the foundationalist approach (...) to other cultures. The child represents the human condition in which the self and language are simultaneously in the process of translation. On the strength of this I propose a possibility of understanding other cultures that is crucially related to language education, one that can point us beyond monolingualism . Cavell's view of language and the self envisions a way of releasing, not repressing, the desire to express one's inner light as a crucial source of the revival of one's native culture from within, while at the same time cultivating an eye for the other, the stranger, who is already here within oneself. This is to find alterity in the human condition in terms of the translation that is inherent to language and the immigrancy of the self. (shrink)

This paper explores three current notions of literacy, which underpin the theorisation and practice of teaching and learning for both children and adults in England. In so doing, it raises certain problems inherent in these approaches to literacy and literacy education and shows how Stanley Cavell's notions of reading, and especially his reading of Thoreau's Walden , help to construct a notion not of literacy, but of being literate. The paper takes four themes central to Cavell's work in his The (...) senses of Walden : awakening; estrangement and familiarity; conviction; and the obligation to read, and argues that these ideas offer an approach to language, and an understanding of reading in particular, that is different from current iterations of literacy. Such ideas, though alien to current - mainly empirical - work within literacy studies, have a resonance for literacy research and education today. (shrink)

Vinten looks at the relationship between Wittgenstein’s philosophy and the social sciences as well as at the ideological implications of Wittgenstein’s philosophy and applications of Wittgenstein’s philosophy to problems in social science. He examines and assesses the work of thinkers like Richard Rorty, Perry Anderson, and Chantal Mouffe. -/- “Robert Vinten has produced an impressively meticulous and wide-ranging discussion of how Wittgenstein’s mature philosophy can revitalize the social sciences. There is insight and scholarship on every page. This important book will (...) open up new possibilities for both philosophers and social scientists.” —Leonidas Tsilipakos, Lecturer, University of Bristol, UK. (shrink)

This book suggests that to know how Wittgenstein’s post-Tractarian philosophy could have developed from the work of Kant is to know how they relate to each other. The development from the latter to the former is invoked heuristically as a means of interpretation, rather than a historical process or direct influence of Kant on Wittgenstein. Ritter provides a detailed treatment of transcendentalism, idealism, and the concept of illusion in Kant’s and Wittgenstein’s criticism of metaphysics. Notably, it is through the conceptions (...) of transcendentalism and idealism that Wittgenstein’s philosophy can be viewed as a transformation of Kantianism. This transformation involves a deflationary conception of transcendental idealism along with the abandonment of both the idea that there can be a priori 'conditions of possibility' logically detachable from what they condition, and the appeal to an original ‘constitution’ of experience. -/- The closeness of Kant and post-Tractarian Wittgenstein does not exist between their arguments or the views they upheld, but rather in their affiliation against forms of transcendental realism and empirical idealism. Ritter skilfully challenges several dominant views on the relationship of Kant and Wittgenstein, especially concerning the cogency of Wittgenstein-inspired criticism focusing on the role of language in the first Critique, and Kant's alleged commitment to a representationalist conception of empirical intuition. (shrink)

Technology is not just a tool but an amalgam of conceptual, institutional, and interactional issues that occupy the space of technical reason. In this space, parents' identity is becoming narrowed according to a limited conception in which the place of caring is in danger of being lost. Parents are increasingly required to adopt knowledge on parent ing instead of adapting it to their child's needs. By use of the Heideggerian idea of Enframing, I argue that educational experts and practitioners need (...) to undo parent ing from this technological straitjacket. It needs to be recognised that being a parent is about ac knowledging that caring for your children is about questioning the borders of Enframing rather than accepting its boundaries uncritically. I argue that experts, in order to provoke parents to care, ought to create space for ethical questions on how the Information and Communication Technology we once managed has come to manage us. (shrink)

This paper considers the place of freedom in discussions of the aims of education. Bearing in mind remarks of R.S. Peters to the affect that the singling out of aims can ‘fall into the hands of rationalistically minded curriculum planners’, it begins by considering the views of Roland Reichenbach regarding Bildung and his account of this in ateleological terms. The particular place of freedom is examined in the light of the writings of Martin Heidegger and Jean-Luc Nancy. The meaning of (...) education in terms of ‘the leap of freedom’ is discussed. This opens the way to an account of education that is different from classical notion of educational aims. Finally, in the leap of freedom, educational practices are considered as a form of translation. (shrink)

Although Longino and Solomon are interested in what social conditions will produce better science, neither philosopher has provided a sufficient analysis of the social character of science. For instance, neither considers the social character of discovery as well as that of justification, or that an individual scientist’s social status and social relations may be important for understanding her role in both processes. The contributors to Schmitt’s volume are interested in whether the terms that refer to social entities can be reduced (...) to or eliminated in favor of terms referring to individuals. Their analyses, which proceed largely by testing their intuitions against imaginary examples, could benefit from paying more attention to actual social science and real-world social problems. Ideally, these social metaphysicians should be engaged with philosophers of science in a joint effort to investigate whether a social account of scientific knowledge can explain something that an individualist account leaves out. (shrink)

In the face of pluralism, moral constructivists attempt to salvage cognitivism by separating moral and ethical issues. Divergence over ethical issues, which concern the good life, would not threaten moral cognitivism, which is based on identifying generalizable interests as worthy of defending, using reason. Yet this approach falters given the inability of the constructivist to provide us a sure path by which to discern generalizable interests in difficult cases. Still, even if this approach to constructivism fails, cognitivist aspirations may not (...) be defeated if we can continue discursively in a project of identifying and appreciating the interests of others. Grasping the interests of others may require a transformation of moral sensibility such that agents recognize values they have not acknowledged before. This view calls for external moral discourse—that is, moral discourse that makes no appeal to an agent's present interests or desires but rather engages in description of the moral situation in hopes of bringing about a change in moral sensibility. (shrink)