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The New Wittgenstein

New York: Routledge (2000)

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  1. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...)
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  • Wittgenstein, justice, and liberalism.Robert Vinten - 2021 - In André Barata & José Manuel Santos (eds.), Formas de Vida, Forms of Life, Formes de Vie. Covilhã: Praxis. pp. 205-233.
    This chapter from André Barata and José Manuel Santos´s (eds.) book Formas de Vida, Forms of Life, Formes de Vie involves a critical discussion of the political philosophies of Richard Rorty and Chantal Mouffe. Rorty and Mouffe have both developed similar kinds of liberal political visions and both have taken inspiration from Wittgenstein. However, it is doubtful whether any such vision can be found in Wittgenstein’s work. In fact, it will be argued here that Wittgenstein’s work contains tools for criticising (...)
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  • Research on Student Learning in Science: A Wittgensteinian Perspective.Wendy Sherman Heckler - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1381-1410.
    This chapter considers Wittgenstein’s philosophy, particularly as elaborated in Philosophical Investigations and later works, as it has obtained relevance in science education research. The specific focus is on contributions related to students’ learning of science. Wittgenstein’s writings have been used in science education in several ways: to argue for an alternate conception of rationality in theories of learning science, to support theories examining the discursive and social nature of learning, to advocate for investigations of science classrooms that parallel ethnographic and (...)
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  • Wittgenstein versus Carnap on physicalism: a reassessment.David Stern - unknown
    The "standard account" of Wittgenstein’s relations with the Vienna Circle is that the early Wittgenstein was a principal source and inspiration for the Circle’s positivistic and scientific philosophy, while the later Wittgenstein was deeply opposed to the logical empiricist project of articulating a "scientific conception of the world." However, this telegraphic summary is at best only half-true and at worst deeply misleading. For it prevents us appreciating the fluidity and protean character of their philosophical dialogue. In retrospectively attributing clear-cut positions (...)
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  • "Meaning is Use" and Wittgenstein’s Treatment of Philosophical Problems.Stefan Giesewetter - 2014 - Nordic Wittgenstein Review 3 (1):69-89.
    What is the relation between later Wittgenstein’s method of dissolving philosophical problems by reminding us of how we would actually use words, and his famous statement that “meaning is use ” in Investigations §43? The idea is widespread among readers of Wittgenstein that a close relation obtains between the two. This paper addresses a specific type of answer to this question: answers which have drawn on remarks of Wittgenstein’s where he explicitly establishes a connection between this method and certain misconceptions (...)
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  • Nonsense and the Ineffable: Re-reading the Ethical Standpoint in Wittgenstein’s Tractatus.Géza Kállay - 2012 - Nordic Wittgenstein Review 1 (1):103-130.
    The paper examines the ethical standpoint of the Tractatus as it has been reconstructed by Cora Diamond (“the austere view”) and gives an account of some of the criticism this reconstruction has received in the work of P. M. S. Hacker and Meredith Williams (“the standard view”). The second half of the paper tries to argue that the austere and the standard views rather complement each other if we recognize “two I ’-s” in the Tractatus and if it is supposed (...)
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  • THE TRANSCENDENTAL METAPHYSIC OF G.F. STOUT: HIS DEFENCE AND ELABORATION OF TROPE THEORY.Fraser Macbride - 2014 - In A. Reboul (ed.), Mind, Value and Metaphysics: Papers Dedicated to Kevin Mulligan. Springer. pp. 141-58.
    G. F. Stout is famous as an early twentieth century proselyte for abstract particulars, or tropes as they are now often called. He advanced his version of trope theory to avoid the excesses of nominalism on the one hand and realism on the other. But his arguments for tropes have been widely misconceived as metaphysical, e.g. by Armstrong. In this paper, I argue that Stout’s fundamental arguments for tropes were ideological and epistemological rather than metaphysical. He moulded his scheme to (...)
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  • becoming things, becoming-world : On Cosmopolitanism, Reification and Education.Claudia Schumann - 2020 - Dissertation, Stockholm University
    What if education were not about becoming something, making something of yourself, becoming some thing? What if we were to consider education as becoming-world? These questions are posed against the background of the current populist nationalist backlash against the consequences of globalization, along with growing anti-intellectualism and anti-democratic sentiment. How can education contribute locally and globally to fostering and safeguarding the very possibility of democratic practices against the neoliberal consecration of reified social relations? Becoming Things, Becoming-world contributes to contemporary discussions (...)
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  • Sentir lo indecible. Sentido, sin sentido y carencia de sentido en el Tractatus de Wittgenstein.Vicente Sanfélix Vidarte - 2008 - Revista de Filosofía (Madrid) 33 (2):5-20.
    This article analyses Wittgenstein’s conception of nonsense and, against resolute interpretations, defends that, perhaps influenced by Mauthner and Weininger, the Tractatus author conceived corrects ontological and ethical nonsenses like nearly to tautological senseless.
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