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  1. A Meeting of the Conceptual and the Natural: Wittgenstein on Learning a Sensation‐Language.Hao Tang - 2014 - Philosophy and Phenomenological Research 91 (1):105-135.
    Since the rise of modern natural science there has been deep tension between the conceptual and the natural. Wittgenstein's discussion of how we learn a sensation-language contains important resources that can help us relieve this tension. The key here, I propose, is to focus our attention on animal nature, conceived as partially re-enchanted. To see how nature, so conceived, helps us relieve the tension in question, it is crucial to gain a firm and detailed appreciation of how the primitive-instinctive, a (...)
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  • Naturalising Mathematics? A Wittgensteinian Perspective.Jan Stam, Martin Stokhof & Michiel Van Lambalgen - 2022 - Philosophies 7 (4):85.
    There is a noticeable gap between results of cognitive neuroscientific research into basic mathematical abilities and philosophical and empirical investigations of mathematics as a distinct intellectual activity. The paper explores the relevance of a Wittgensteinian framework for dealing with this discrepancy.
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  • Wittgenstein and Stage-Setting: Being Brought into the Space of Reasons.David Simpson - 2013 - Educational Philosophy and Theory 45 (6):1-16.
    Wittgenstein constantly invokes teaching, training and learning in his later work. It is therefore interesting to consider what role these notions play for him there. I argue that their use is central to Wittgenstein’s attempt to refute cognitivist assumptions, and to show how normative practices can be understood without the threat of circularity, grounded not in a kind of seeing, but in doing, and the natural reactions of an organism. This can generate a worry that Wittgenstein’s position is quietist and (...)
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  • Wittgenstein and Stage-Setting: Being brought into the space of reasons.David Simpson - 2014 - Educational Philosophy and Theory 46 (6):624-639.
    I hope to clarify and explicate an account of how a creature comes to be brought into the space of reasons – that is, comes to take its place as a rational agent in social practices. My ultimate interest, however, is with a tension apparently generated by the emphasis on training coupled with this attack on cognitivism. If one’s coming to maturity depends on one being embedded in a practice, so that one comes to adopt, with ‘comfortable certainty’, the common (...)
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