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  1. Blasphemy, dogmatism and injustice: The rough edges of on certainty. [REVIEW]Robert Plant - 2003 - International Journal for Philosophy of Religion 54 (2):101-135.
    On Certainty remains one the mostprovocative and challenging parts ofWittgenstein's intellectual legacy.Philosophers generally read this text as anassault on the traditional sceptic/anti-scepticdebate. But some commentators identifypolitical – specifically `conservative' –sentiments at work here. Others embraceWittgenstein's (alleged) `pluralism', whilethose less enthused think the latter collapsesinto relativism. Although this mixed receptionis, I will argue, partly due to Wittgenstein'sown troubled engagement with the central themesof On Certainty, the real difficultyand value of this text lies in itsintertwining questions of epistemology,religious belief and ethical-politicaljudgement.
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  • Ni Fundacionismo Ni Coherentismo: Una Lectura Antropológica de Sobre la Certeza.Eduardo Fermandois - 2013 - Revista de filosofía (Chile) 69:99-117.
    The title and subtitle entail the main claims of this article. In the face of the present debate on the question whether Wittgenstein was a foundationalist, a coherentist, or both things, I suggest that, at least in a certain important sense, he didn’t adopt either of these positions. The point concerns the status of propositions that I characterize as “unheard-of propositions” and that constitute the most important subclass of so called “Moore-type propositions”. Unheard-of propositions (and the corresponding beliefs) are neither (...)
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  • On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging.José María Ariso - 2024 - Studies in Philosophy and Education 43 (2):163-176.
    In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work On Certainty. To this end, I analyze the paragraphs of On Certainty in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards (...)
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