My aim in this paper is to destabilise the brain-is-self thesis, something that is now regarded in some quarters as philosophical commonsense. My contention is that it is the epithelial body that enters into the formation of our sense of self and that largely bears the burden of personal identity as well as playing the key role in grounding our psychological ascriptions. Lacking any sensorimotor or social presence of its own, the brain by itself cannot "underlie" selfhood, but only as (...) part of the whole living human being. If the minded individual is embodied, this must mean more than being embrained. (shrink)

In this paper, elementary but hitherto overlooked connections are established between Wittgenstein's remarks on mathematics, written during his transitional period, and free-variable finitism. After giving a brief description of theTractatus Logico-Philosophicus on quantifiers and generality, I present in the first section Wittgenstein's rejection of quantification theory and his account of general arithmetical propositions, to use modern jargon, as claims (as opposed to statements). As in Skolem's primitive recursive arithmetic and Goodstein's equational calculus, Wittgenstein represented generality by the use of free (...) variables. This has the effect that negation of unbounded universal and existential propositions cannot be expressed. This is claimed in the second section to be the basis for Wittgenstein's criticism of the universal validity of the law of excluded middle. In the last section, there is a brief discussion of Wittgenstein's remarks on real numbers. These show a preference, in line with finitism, for a recursive version of the continuum. (shrink)

Wittgenstein's discussion of rule-following is widely regarded to have identified what Kripke called "the most radical and original sceptical problem that philosophy has seen to date". But does it? This paper examines the problem in the light of Charles Peirce's distinctive "scientific hierarchy". Peirce identifies a phenomenological inquiry which is prior to both logic and metaphysics, whose role is to identify the most fundamental philosophical categories. His third category, particularly salient in this context, pertains to general predication. Rule-following scepticism, the (...) paper suggests, results from running together two questions: "How is it that I can project rules?", and, "What is it for a given usage of a rule to be right?". In Peircean terms the former question, concerning the irreducibility of general predication (to singular reference), must be answered in phenomenology, while the latter, concerning the difference between true and false predication, is answered in logic. A failure to appreciate this distinction, it is argued, has led philosophers to focus exclusively on Wittgenstein's famous public account of rule-following rightness, thus overlooking a private, phenomenological dimension to Wittgenstein's remarks on following a rule which gives the lie to Kripke's reading of him as a sceptic. (shrink)

Wittgenstein is not primarily concerned with anything mysterious going on inside people's heads, but with us simply going on with each other; that is, with us being able to inter-relate our everyday, bodily activities in unproblematic ways in with those of others, in practice. Learning to communicate with clear and unequivocal meanings; to send messages; to fully understand each other; to be able to reach out, so to speak, from within language-game entwined forms of life, and to talk in theoretical (...) terms of the contacts one has made., as an individual, with what is out there; and so on — all these abilities are, or can be, later developments. Wittgenstein's investigations into our pre-individual, pre-theoretical, embodied, compulsive activities are utterly revolutionary. They open up a vast new realm for empirical study to do with the detailed and subtle nature of the bodily activities in the background to everything that we do. The relational character of such pre-theoretical, Ur-linguistic, spontaneous bodily activities—and the way in which they display us as seeing connections from within a synopsis of trivialities — is explored through the paradigm of currently fashionable 3–13 random dot autostereograms. (shrink)

Several authors claim that, according to Wittgenstein, ethics has no particular subject matter and that, consequently, there is and can be no such thing as meta-ethics. These authors argue that, for Wittgenstein, a sentence’s belonging to ethics is a classification by use rather than by subject matter and that ethics is a pervasive dimension of life rather than a distinguishable region or strand of it. In this article, I will critically examine the reasons and arguments given for these claims. In (...) my view, a Wittgensteinian perspective does not exclude the possibilities of doing meta-ethics and of there being a particular subject matter of moral philosophy. These alleged impossibilities are not the distinguishing marks of Wittgensteinian moral philosophy. What distinguishes Wittgensteinian moral philosophy from traditional moral philosophy is, rather, its emphasis on alternative ways of thinking about the subject matter of moral philosophy. (shrink)

Louis Sass disputes that schizophrenia can be understood successfully according to the hitherto dominant models--for much of what schizophrenics say and do is neither regressive (as psychoanalysis claims) nor just faulty reasoning (as "cognitivists" claim). Sass argues instead that schizophrenics frequently exhibit hyper-rationality, much as philosophers do. He holds that schizophrenic language can after all be interpreted--if we hear it as Wittgenstein hears solipsistic language. I counter first that broadly Winchian considerations undermine both the hermeneutic conception of interpreting other humans (...) in general and Sass's hope of interpreting schizophrenics in particular. I then go on to argue that even if these Winchian considerations are not accepted, Sass in any case doesn't take sufficiently seriously Wittgenstein's use of nonsense as a term of criticism. Solipsism is not something we can understand so as to be able to understand analogically the schizophrenic's "world"--for there is no such thing as understanding it. Solipsism is nonsense, is nothing--there is no "world" there, in solipsists (as I show by reference to Cora Diamond's reading of Wittgenstein). Nor in any actually analogous cases of schizophrenia. Their "alienness" is the alienness of nothingness; roughly, of the fantasy of "logically alien thought". (shrink)

Our task will be to demonstrate that there are instructive parallels between Hebrew and Buddhist concepts of self. There are at least five main constituents (skandhas in Sanskrit) of the Hebrew self: (1) nepe as living being; (2) rah as indwelling spirit; (3) lb as heart-mind; (4) bāār as flesh; and (5) dām as blood. We will compare these with the five Buddhist skandhas: disposition (samskāra), consciousness (vijñāna), feeling (vedanā), perception (samjñā), and body (rpa). Generally, what we will discover is (...) that both Buddhists and Hebrews have a 'bundle' theory of the self; both see the body as an essential part of personal identity; both overcome the modernist distinction of the inner and the outer; and both avoid language about the will as a distinct faculty. In sum, both present us with a fully somatic and nondualistic view of being human. (shrink)

Based on material from Rush Rhees’ Nachlass, this article reconstructs, in PART I, the circumstances that motivated Rhees to include “The Study of Philosophy” as the concluding chapter of his 1969 publication Without Answers. As originally conceived, this chapter was longer than the version that eventually appeared in print. The reconstruction references the correspondence between Rhees and the editor of Without Answers, Dewi Z. Phillips. It outlines the central ideas of “The Study of Philosophy”, including Rhees’ clarifications of Wittgenstein’s call (...) to “Go the bloody hard way”. The original, somewhat longer version of the chapter is reproduced in PART II of the article. It consists of two text extracts from two letters to Maurice O’C. Drury from July and September 1963. Drury’s “intermediate” letter to Rhees from August 1963 is also reproduced. This article is also a “narrative” about the way one of Wittgenstein’s editor’s experiences being edited and published via an editor. (shrink)

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 (...) people who call into doubt those certainties that pupils are expected to assimilate. Subsequently, after emphasizing the importance that Wittgenstein attached to the ineffability of certainties, I explain how such certainty or trust can be staged. Lastly, I clarify why an appropriate contemplation of this staging can be of great help for pupils to achieve at least four goals of educational interest: thus, children can not only strengthen their capacity for wonder, but also experience what things are ineffable, glimpse the limits of rationality, and become more tolerant of people who are partakers of a different world-picture. (shrink)

In this article, the author analyses the relationship between two prominent philosophers of the 20th century in Europe and Great Britain—Ludwig Wittgenstein and Bertrand Russell. According to a lot of correspondence available nowadays we can reconstruct not only the environment of thought in Cambridge in the beginning and the first half of the 20th century but to find out some very personal, subjective grounds for the changes of relationship between thinkers, misunderstandings between them. Such a kind of biographical-historical reconstruction does (...) not interfere but helps to understand better the origin, development, and criticism of philosophical ideas and theories. In this context, the personal relationship between Russell and Wittgenstein, their friendship for more than 30 years, and mutual assistance, both intellectual and business, played a big role in the development and formation of both philosophers as philosophers. Even mutual disagreements and criticism of ideas over time helped them to see the shortcomings and sometimes even complete failure of their theses and statements. First, the author describes in detail the role of Russell in Wittgenstein’s life: first meeting and inspiration to do philosophy, support in studies, assistance in the publication of Wittgenstein’s first book, support, and facilitation in returning to Cambridge in 1929, obtaining PhD degree and receiving Trinity College grant. Second, the author considers the fundamental points of philosophical disagreements between the two philosophers and Wittgenstein’s critique of Russell’s ideas. (shrink)

Este trabajo abordará cuestiones esenciales sobre el imaginario colectivo y sus relaciones con la realidad y la verdad. Primero, debemos abordar este tema dentro de un marco conceptual, seguido del correspondiente análisis fáctico de realidades conductuales demostrables. Adoptaremos no solo la metodología, sino sobre todo los principios y proposiciones de la filosofía analítica, que seguramente quedarán patentes a lo largo del estudio y podrán identificarse por las características descritas por Pérez. : Rabossi (1975) sostiene que la filosofía analítica puede identificarse (...) considerando ciertos parecidos familiares. Sugiere los siguientes rasgos familiares: una actitud positiva hacia el conocimiento científico; un enfoque cauteloso de la metafísica; una concepción de la filosofía como tarea conceptual, que toma como método el análisis conceptual; una estrecha relación entre lengua y Filosofía; una preocupación por buscar respuestas argumentativas a problemas filosóficos; la búsqueda de claridad conceptual. -/- Estos conceptos originales implican contenidos culturales, sociales, religiosos, científicos, filosóficos, morales y políticos propios de cada existencia colectiva. En este estudio no debatiremos ni demostraremos. Nuestro objetivo no es establecer sistemáticamente un método, criticar o aportar pruebas. Este trabajo se basa en la reflexión analítica. Especularemos lo más completa y profundamente posible y expresaremos los resultados de nuestros pensamientos. Sin perjuicio del carácter multidisciplinar del tema y de la apertura metodológica para aceptar aportaciones de cualquier campo científico, este trabajo pertenece a la psicología y la ontología o, en otras palabras, a la psicología social y ontológica. La metodología libre que orienta estas reflexiones abarca y considera todo lo que se acerca a la coherencia con la epistemología filosófica y psicológica. Esta metodología no busca evidencia, sino que busca la interrelación entre evidencia existente de cualquier naturaleza y magnitud, infiriendo significado consistente a partir de cosas reales. Muchos grandes pensadores en ningún momento han buscado demostraciones, teorizaciones o sistematizaciones. Estos pensadores pensaron, meditaron y pudieron acercarse a la verdad con la iluminación de su humildad. Ellos serán nuestra referencia y el ejemplo a seguir. De hecho, no encontraremos la verdad. Sin embargo, de una cosa podemos estar seguros: muchas veces nos acercaremos a la verdad y en todo momento nos alejaremos de la mentira. El objetivo principal de este estudio es observar cómo funcionan algunos de los atributos evolutivos esenciales de la humanidad. Al igual que la creatividad, la imaginación y la asociación pueden convertirse en una enfermedad peligrosa, al abrigo de las brumosas sombras de la inteligencia. -/- . (shrink)

The axiological account of deep disagreements is described and defended. This proposal understands this notion in terms of the existential importance of the topic of disagreement. It is argued that this account provides a straightforward explanation for the main features of deep disagreements. This proposal is then compared to the contemporary popular view that deep disagreements are essentially hinge disagreements – i.e. disagreements concerning clashes of one’s hinge commitments, in the sense described by the later Wittgenstein. It is claimed that (...) hinge disagreements are only plausibly deep disagreements insofar as there can be a specific class of hinge commitments that are axiological in nature, thereby lending further support to the axiological account of deep disagreement. (shrink)

В данной работе рассматриваются важнейшие вопросы о коллективном воображаемом и его отношениях с реальностью и истиной. Сначала мы рассмотрим эту тему в концептуальных рамках, а затем проведем соответствующий фактологический анализ наглядных поведенческих реалий. Мы будем опираться не только на методологию, но и, главным образом, на постулаты и положения аналитической философии, которые, безусловно, будут проявляться на протяжении всего исследования и могут быть идентифицированы по признакам, описанным Пересом : Рабосси (1975) отстаивает идею, что аналитическая философия может быть идентифицирована путем рассмотрения некоторых семейных (...) сходств. Он предлагает следующие семейные черты: позитивное отношение к научному знанию; осторожное отношение к метафизике; представление о философии как о концептуальной задаче, в которой в качестве метода используется концептуальный анализ; тесная связь между языком и философией; стремление к аргументированным ответам на философские проблемы; поиск концептуальной ясности. Эти базовые понятия включают в себя культурное, социальное, религиозное, научное, философское, моральное и политическое содержание, принадлежащее каждому и коллективному существованию. В данной статье мы не будем дискутировать и доказывать. Наша цель — не систематическая методология, не критика и не доказательство. Настоящая работа основана на аналитической рефлексии. Мы будем рассуждать как можно более полно и глубоко и излагать результаты своих размышлений. Несмотря на междисциплинарный характер темы и методологическую открытость к принятию вклада из любой области науки, данная работа относится к психологии и онтологии, или, другими словами, к социальной и онтологической психологии. Свободная методология, направляющая такие размышления, охватывает и рассматривает все, что приближается к согласованности с философской и психологической эпистемологией. Эта методология не гонится за доказательствами, а ищет взаимосвязь между существующими доказательствами любой природы и величины, выводя когерентный смысл реальных вещей. (shrink)

Diese Arbeit wird wesentliche Fragen über das kollektive Imaginär und seine Beziehungen zur Realität und Wahrheit ansprechen. Zunächst sollten wir dieses Thema in einem konzeptionellen Rahmen ansprechen, gefolgt von der entsprechenden Tatsachenanalyse demonstrierbarer Verhaltensrealitäten. Wir werden nicht nur die Methodik, sondern vor allem die Prinzipien und Sätze der analytischen Philosophie annehmen. Die vorliegende Arbeit beruht analytischer Reflexion. Wir werden so umfassend und tief wie möglich spekulieren und die Ergebnisse unserer Gedanken ausdrücken. Trotz des multidisziplinären Charakters des Themas und der methodischen (...) Offenheit für die Annahme. Beiträge aus jedem Bereich der Wissenschaft, diese Arbeit gehört zu Psychologie und Ontologie oder, mit anderen Worten, soziale und ontologische Psychologie. Die freie Methodik, die solche Reflexionen leitet, umfasst und betrachtet alles, was sich der Kohärenz mit der philosophischen und psychologischen Epistemologie nähert. Diese Methodik verfolgt keine Beweise, sondern sucht nach der Wechselbeziehung zwischen bestehenden Beweisen jeglicher Art und Größe, die eine kohärente Bedeutung zu den realen Dingen ableiten. Der Hauptbereich dieses Titels besteht darin, zu beobachten, wie einige der wesentlichen evolutionären Attribute der Menschheit, wie Kreativität, Fantasie und Assoziation, zu einer gefährlichen Krankheit werden können, die in den Nebelschatten der Intelligenz versteckt ist. (shrink)

Based on an epistemological approach, humanities and natural sciences are two completely different realms that are governed by different rules. From this position, it is usually concluded that these two should not interfere in each other's territory. This idea, which also has supporters in other categorizations such as science and theology, relies mainly on Wittgenstein's doctrines. The purpose of the article is to argue that such an approach ultimately leads to the isolation of different realms of knowledge. We argue why (...) this position is incorrect and has adverse consequences for the development of knowledge in all domains. (shrink)

A prominent trend in moral philosophy today is the interest in the rich textures of actual human practices and lives. This has prompted engagements with other disciplines, such as anthropology, history, literature, law and empirical science, which have produced various forms ofcontextual ethics. These engagements motivate reflections on why and how context is important ethically, and such metaethical reflection is what this article undertakes. Inspired by the work of the later Wittgenstein and the Danish theologian K.E. Løgstrup, I first describe (...) one of the ways in which context plays a central role with regard to ethical meaning and normativity. I then examine how ‘context’ is to be defined, and finally I discuss some of the questions which arise when giving context prominence in ethics – namely, how to delimit the scope of relevant context, the relevant traits of a particular context and what ‘the ethical’ is. (shrink)

This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical (...) exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples. (shrink)

The religious and spiritual aspects of Wittgenstein, his understanding of ‘das mystiche’ and his philosophy understood against the background of German mysticism has been commented on by authors to...

When Michael Peters asked me to write this editorial on the significance of Wittgenstein and Foucault for philosophy of education I accepted with modest reservation: ‘Only if I can write this piece...

What is ‘certainty’ in our everyday life and work? AI changing what it means to ‘be certain’. For example, when we engage with others and are doing our work, we make judgments in which we ‘trust our instinct’. Are we still able to do so if we engage with the ‘certainty’ of the machine? How is ‘being certain’ in ‘dialogue’ affected by our conceptions of what it means to be human in interaction with the ‘machine’, and consequent distinctions between body (...) and mind? Descartes first likened the human body to a machine (albeit a machine created by God) and endowed reason as being a transcendent universal instrument. La Mettrie proposed that language and culture separates humans from ‘animals’. However, in Diderot’s writing, ‘knowledge’ is seen as embodied, coming from our senses and language, and where gesture and rhythm evolve in practice. For D’Alembert, human ‘instinct’ is a skill, a learnt practice, and Rousseau believes that human certainty is something that cannot be measured. These questionings of the dichotomies of body and mind and human and animal, that relate practice and knowledge, also question the place and meaning of ‘rules’ of engaged practice. For Wittgenstein, one learns to make judgments through personal experience, ‘rules in practice’, whereby language is necessarily culturally situated and embodied, and calculation and Judgement are part of each other. (shrink)

One thing to expect from a theory of absolute music is that it explains what makes it so significant to us. Kant rightly observes that the essence of absolute music is our affective response to it. Yet none of the standard 18 th century theories, arousal theory and aesthetic rationalism, can explain both the universality of a judgment of taste and its subjective emotional content. The paper argues that Kant’s own aesthetic theory of aesthetic ideas is on the right path (...) for explaining the emotive significance of music, but that Kant does not further pursue this route because his interest in a “theory of music” is only peripheral to his systematic interest as a transcendental philosopher. For both philosophical and historical reasons, Kant does not have a “theory of music.” Nevertheless, if we free Kant’s conception of aesthetic idea and its restriction to Geist from the background of its 18th century humanism, then Kant’s aesthetics of free play becomes a good theory to account for the broad variety of emotions in absolute music as a fine art proper. (shrink)

Against the apparent casting away of poetry from contemporary philosophy of language and aesthetics which has left poetry forceless, I argue that poetry has a linguistic, philosophical, and even political force. Against the idea that literature (as novel) can teach us facts about the world, I argue that the force of literature (as poetry) resides in its capacity to change our ways of seeing. First, I contest views which consider poetry forceless by discussing Austin’s and Sartre’s views. Second, I explore (...) the concept of force in the realm of art—focusing on Nietzsche’s philosophy and Menke’s Kraft der Kunst—and the relations between linguistic, artistic, and political forces. Third, I consider how the transformative force of poetry can be considered political by turning to Kristeva’s Revolution in Poetic Language and Meschonnic’s conception of poetry according to which the poem does something to language and the subject. To illustrate this transformative force of poetry, I analyse Caroline Zekri’s poem ‘Un pur rapport grammatical’. I therefore think of poetry not only as doing something with language, but also as doing something to language. To rephrase Austin’s famous title, and thus reverse his evaluation of poetry, poetry might reveal to us not only How to Do Things with Words, but how to do things to words and, through this doing, how to transform and affect the world. (shrink)

Whereas Christians often give guilt a prominent role, Buddhists are encouraged not to dwell on feelings of guilt. Leading members of the Triratna organisation – Sangharakshita, Subhuti and Subhadramati – characterise guilt as a negative emotion that hinders spiritual growth. However, if we carefully examine the concept of guilt in the manner of Wittgenstein we find that the accounts of guilt given by leading members of Triratna mischaracterise it and so ignore its positive aspects. They should acknowledge the valuable role (...) that guilt can play in our lives. (shrink)

Despite all fundamental divergences, the similarities formed between some interpretations of the later-Wittgenstein’s philosophy of religion and the tradition of Islamic Mysticism (Sufism), can yet be philosophically recognized. These basic analogies are as follows: 1) The inextricability of belief and practice and the priority of practice over knowledge 2) The characterization of the core religious beliefs as the primal ground of man’s perception and understanding, in contrast to the view that considers fundamental religious beliefs as theoretical conclusions derived from purely (...) rational courses of reflection 3) A new practice-laden narrative of religious realism. Given that, one can even shed a new Wittgensteinian light on even the most abstract and metaphysical elements of the mystical worldview. If fundamental religious beliefs are interpreted not as metaphysical doctrines but as a set of descriptions arising from a specific form of practical life, then the ability to see a sort of transcendent and sacred unity in the whole universe will be based on a way of purposive engagement and wayfaring in the natural and social world. (shrink)

Philosophical Investigations, Volume 44, Issue 4, Page 403-425, October 2021.

Purpose. The paper is aimed at analyzing in a comparative way the philosophical conceptions of the human, proposed by Ludwig Wittgenstein and Martin Heidegger as the main representatives of the analytic and continental tradition of philosophizing in the XXth century. The theoretical basis of the study is determined by Wittgenstein’s legacy in the field of logical and linguistic analysis, as well as Heidegger’s existential, hermeneutical, and phenomenological ideas. Originality. Based on the analysis of the philosophical works of Wittgenstein and Heidegger, (...) the initial principles of their anthropological concepts in the unity of transcendental preconditions, essential foundations, and correlations to the world in the technosphere are reconstructed. It is demonstrated that, despite the difference in the explanation of the peculiarities in the interpretation of the realm of the transcendental and basic characteristic of the inner world of human, both philosophers emphasized the understanding of the human being through the prism of language and the need for anthropologization of science and technology. Conclusions. Wittgenstein and Heidegger developed their own original considerations on the nature of human being, which fully conform to the basic theoretico-methodological principles of their philosophical conceptions. The former focused on how language reflects a human’s world and serves as a means of expressing their knowledge and aspirations. The latter, on the contrary, interpreted the world as a reflection of language that expresses itself through human. As a supporter of analytic methodology and, accordingly, of accuracy in formulations, Wittgenstein came to the concept of the unspeakable in the process of reflection on the being of human over the language. But in Heidegger’s existential discourse, which is full of metaphors and neologisms, being of human is limited by the concept of Nothing. As a consequence, it is noted that the ontological status of values is transcendental to the world according to Wittgenstein, but it is immanent to the world, according to Heidegger. It is argued that the Austrian thinker developed a linguo-psychological approach to the study of human through the prism of the mental, but the German philosopher comprehended the human on the basis of the concept of self in the ontological sphere. It has been demonstrated that both thinkers have pointed to the challenges faced by humans in the development of science and technology while emphasizing the importance of substantiating their anthropological foundations. (shrink)

Enactivist approaches claim that cognition arises through a dynamic interaction between an acting organism and its environment. An ongoing challenge for these approaches is the problem of accounting for normativity while avoiding overly reductionist outcomes. This article examines a few proposed solutions, including agent-environment dynamics, participatory sense-making, radical enactivism, the skillful intentionality framework, and enactivist cultural psychology. It argues that good examples of enacted normativity are gestures of appreciation/disapproval performed in the aesthetic domain. Both Wittgenstein and Dewey explore this issue (...) and their ideas could be productively worked upon in an enactive account. (shrink)

A prominent trend in moral philosophy today is the interest in the rich textures of actual human practices and lives. This has prompted engagements with other disciplines, such as anthropology, history, literature, law and empirical science, which have produced various forms of contextual ethics. These engagements motivate reflections on why and how context is important ethically, and such metaethical reflection is what this article undertakes. Inspired by the work of the later Wittgenstein and the Danish theologian K.E. Løgstrup, I first (...) describe one of the ways in which context plays a central role with regard to ethical meaning and normativity. I then examine how ‘context’ is to be defined, and finally I discuss some of the questions which arise when giving context prominence in ethics – namely, how to delimit the scope of relevant context, the relevant traits of a particular context and what ‘the ethical’ is. (shrink)

There is now an established literature on the link between later Wittgenstein and enactivist approaches in cognitive science. However, is this link not just a matter for card carrying Wittgensteinians? Can enactivists not manage perfectly well without Wittgenstein? In this paper, I show why some enactivists should care about Wittgenstein. Focusing on the enactivist view, “Sensorimotor Identity”. I argue that proponents of this view can use Wittgensteinian considerations to resolve an issue confronting their view and thereby shore up their proposed (...) dissolution of the explanatory gap. Some enactivists thus have in fact much to gain by engaging with Wittgenstein. (shrink)

This article defends a formalist interpretation of Wittgenstein’s later thought on music by comparing it with Eduard Hanslick’s musical formalism. In doing so, it returns to a disagreement I have had with Bela Szabados who, in his book Wittgenstein as a Philosophical Tone-Poet, claims that the attribution of formalism obscures the role that music played in the development of Wittgenstein’s thought. The paper scrutinizes the four arguments Szabados presents to defend his claim, pertaining to alleged differences between Wittgenstein and Hanslick (...) on their accounts of theory, beauty, rules, and the broader significance of music. I will argue that in each case the similarities between Wittgenstein’s and Hanslick’s respective views outshine possible differences. Ultimately, I will argue that instead of rendering music a marginal phenomenon suited for mere entertainment, formalism –as presented by Hanslick and Wittgenstein, whom I read as influenced by Kant’s aesthetics– underscores music’s ability to show fundamental features of reality and our relation to it. Music does this precisely by being treated as a sensuous yet structured medium that is irreducible to any conceptually determined domain. (shrink)

No presente trabalho, vamos abordar algumas das questões essenciais sobre o imaginário coletivo e suas relações com a realidade e a verdade. Devemos encarar esse assunto em uma estrutura conceptual, seguida pela análise factual correspondente às realidades comportamentais demonstráveis. Adotaremos não apenas a metodologia, mas principalmente os princípios e proposições da filosofia analítica, que com certeza serão evidentes ao longo do estudo e podem ser identificados pelos recursos descritos por Perez[1] : Rabossi (1975) defende a ideia de que a filosofia (...) analítica pode ser identificada considerando-se certas semelhanças familiares. Ele sugere os seguintes traços familiares: uma atitude positiva em relação ao conhecimento científico; uma atitude cautelosa em relação à metafísica; uma concepção da filosofia como uma tarefa conceptual, que toma a análise conteudo como um método; uma estreita relação entre linguagem e filosofia; uma preocupação em buscar respostas argumentativas para problemas filosóficos, e procura de clareza conceptual. Esses conceitos centrais envolvem conteúdos culturais, sociais, religiosos, científicos, filosóficos, morais e políticos, pertencentes à existência individual e coletiva de cada um de nós. Neste artigo, não discutiremos nem demonstraremos. Nosso objetivo não é o de sistematicamente criticar ou evidenciar qualquer coisa, de qualquer maneira. O presente trabalho se baseia na reflexão analítica. Apenas especularemos da maneira mais abrangente e profunda que pudermos e expressaremos os resultados de nossos pensamentos. Não obstante a natureza multidisciplinar do assunto e a abertura metodológica para aceitar contribuições de qualquer campo da ciência, este trabalho pertence ao objetivo da psicologia e ontologia ou, em outros termos, da psicologia social e ontológica. A metodologia livre que norteia tais reflexões abrange e leva em consideração tudo o que se aproxima da coerência com a epistemologia filosófica e psicológica. Essa metodologia não busca alcançar evidências, mas apenas procura a inter-relação entre evidências já existentes, de qualquer natureza e magnitude, inferindo um significado coerente para as coisas reais. Muitos dos grandes pensadores, a qualquer momento, nunca procuraram demonstrações, teorizações ou sistematizações. Esses pensadores apenas pensavam, meditavam e com a iluminação de sua humildade podiam se aproximar da verdade. Eles serão nossa referência e o exemplo a ser seguido. Com certeza, não encontraremos a verdade, mas podemos ter certeza de alguma coisa: em muitos momentos, chegaremos perto da verdade e, em todos os momentos, estaremos nos afastando da inverdade e da mentira. O escopo principal deste estudo é observar como alguns dos atributos evolutivos essenciais da humanidade, como criatividade, imaginação e associação, podem se tornar uma doença perigosa, abrigada nas sombras enevoadas da inteligência. (shrink)

In this paper I consider Corneliu Porumboiu’s ‘Police, Adjective’ (Romania, 2009) as an instance of a puzzling work of art. Part of what is puzzling about it is the range of extreme responses to it, both positive and negative. I make sense of this puzzlement and try to alleviate it, while considering the film alongside Ludwig Wittgenstein’s arguably puzzling “Lectures on Aesthetics” (from 1938). I use each work to illuminate possible understandings of the other. The upshot is that it is (...) is plausible to regard both as engaged, in part, in preparing us to make sense both of themselves, and then also of other works. (shrink)

In this work, we will approach some essential questions about the collective imaginary and their relations with reality and truth. We should face this subject in a conceptual framework, followed by the corresponding factual analysis of demonstrable behavioral realities. We will adopt not only the methodology, but mostly the tenets and propositions of the analytic philosophy, which certainly will be apparent throughout the study, and may be identified by the features described by Perez : -/- Rabossi (1975) defends the idea (...) that analytic philosophy can be identified by considering certain family resemblances. He suggests the following family traits: a positive attitude toward scientific knowledge; a cautious attitude toward metaphysics; a conception of philosophy as a conceptual task, which takes conceptual analysis as a method; a close relationship between language and philosophy; a concern with seeking argumentative answers to philosophical problems; search for conceptual clarity Perez, Diana Ines, "Analytic Philosophy in Latin America”, The Stanford Encyclopedia of Philosophy ). These core concepts involve cultural, social, religious, scientific, philosophic, moral, and political contents, belonging to the individual and collective existence of each one of us. The present work grounds itself on analytical reflection. We will speculate the most comprehensive and profound way we can and express the results of our thoughts. Notwithstanding the multidisciplinary nature of the subject and the methodological openness for accepting contributions from any field of science, this work belongs to the aim of psychology and ontology or, in other terms, social and ontological psychology. The main scope of this paper is to observe how some essential evolutionary attributes of humankind, like creativity, imagination, and association, can become a hazardous sickness, sheltered in the misty shadows of the intelligence. (shrink)

Søren Kierkegaard, in his essay "The Present Age," takes a hostile stance towards the press. This is because he maintains that the press prepares the ground for the emergence of nihilism. Hubert Dreyfus extends this idea to other information technologies, especially the Internet. Since Kierkegaard-Dreyfus’ attitude towards various forms of information technology originates from philosophical anthropology and a particular conception of the meaning of life, assessing the viability of the attitude they hold requires further critical scrutiny. This paper aims to (...) show that, although, Kierkegaard’s and Dreyfus' insights are important in understanding the dangers of information technology their approach concerning the meaning of life and human identity is a one-sided analysis of the problem situation; In particular, their reliance on "Unconditional Commitment" could bring about new undesired consequences. This paper emphasizes that an appropriate stance towards information technology needs, among other things, a richer and more effective philosophical anthropology; one that by utilizing religious-moral wisdom in a sensible manner, provides an effective way to safely benefit from various types of technology without falling into the abyss of nihilism. The paper further argues that we also need to provide an institutional control of technology through piecemeal social engineering in a democratic process. (shrink)

Many theorists have focused on Wittgenstein’s use of examples, but I argue that examples form only half of his method. Rather than continuing the disjointed style of his Cambridge lectures, Wittgenstein returns to the techniques he employed while teaching elementary school. Philosophical Investigations trains the reader as a math class trains a student—‘by means of examples and by exercises’ (§208). Its numbered passages, carefully arranged, provide a series of demonstrations and practice problems. I guide the reader through one such series, (...) demonstrating how the exercises build upon one another and give us ample opportunity to hone our problem-solving skills. Through careful practice, we learn to pass the test Wittgenstein poses when he claims that something is ‘easy to imagine’ (§19). Whereas other critics have viewed the Investigations as merely a diagnosis of our philosophical delusions, I claim that Wittgenstein also writes a prescription for our disease: Do your exercises. (shrink)

SUMMARY Major theories of philosophical psychology and philosophy of mind are examined on the basis of the fundamental questions of ontology, metaphysics, epistemology, semantics and logic. The result is the choice between language of eliminative reductionism and dualism, neither of which answers properly the relation between mind and body. In the search for a non–dualistic and non–reductive language, Wittgenstein’s notion of language–games as the representative links between language and the world is considered together with Peirce’s semeiosis of cognition. The result (...) is a redefined notion of cognition as the goal–oriented ability to instantiate strategies from the rules of the language–games. Cognition is considered within the four-dimensional languagegames: rules/strategies, primitive/complete language-games, family-resemblances/forms of life, and non-temporal continuum as the language-games’ modality. Cognition is seen as a continuum process of non–individualized elements that unites perception, volition, emotion, will and thought against the commonly accepted understandings of cognition in exclusive terms of perception and thinking. The alternative to the mind/body problem is the continuity of cognition where rules and strategies, syntax and semantics, are considered inseparable within language–games. This continuity of cognition is explained in terms of virtual (univocal) identity, replacing the old philosophical paradigm of the mind/body problem. -/- SOMMARIO Le teorie maggiori della psicologia filosofica e filosofia della mente sono esaminate a partire dalle questioni fondamentali di ontologia, metafisica, epistemologia, semantica e logica. Il risultato è la scelta tra un linguaggio riduzionista eliminativo e un dualismo che però non confronta in modo adeguato la relazione tra mente e corpo. Nella ricerca per un linguaggio non-dualistico e non-riduttivo, viene considerata la nozione del gioco linguistico di Wittgenstein come un legame rappresentativo tra il linguaggio e il mondo insieme con la semiosi cognitiva di Peirce. Il risultato è la nozione ridefinita della cognizione come abilità goal-orientata di creare le strategie dalle regole dei giochi linguistici. La cognizione è considerata entro le quattro dimensioni dei giochi linguistici: regole/strategie, giochi linguistici primitivi/completi, somiglianze di famiglia/forme di vita, e la continuità atemporale come la modalità dei giochi linguistici. La cognizione diventa un processo continuo degli elementi non-individualizzati che tende ad unificare la percezione, volizione, emozione, la volontà e il pensiero contro un concetto generalmente accettato di vedere la cognizione nei termini esclusivamente di percezione e di pensiero. L’alternativa al problema della mente/corpo è la continuità della cognizione, dove le regole e le strategie, la sintassi e la semantica, sono considerate inseparabili nei giochi linguistici. Questa continuità della cognizione è spiegata nei termini dell’identità virtuale (univoca) sostituendo un paradigma filosofico previo del problema della mente/corpo. (shrink)

In order to articulate an account of erotic love that does not attempt to transcend its personal features, Robert Solomon and Martha Nussbaum lean on the speeches by Aristophanes and Alcibiades in Plato’s Symposium. This leads them to downplay the sense in which love is not only for another person, but also for the good. Drawing on a distinction between relative and absolute senses of speaking about the good, I mediate between two features of love that at first may seem (...) irreconcilable. The first is the sense in which love is deeply personal in character. The second is the sense in which we in love come to articulate ethical demands. With the help of the Diotimian ascent of love that Socrates presents in his speech, I submit that these two can come together in the realization that our personally conditioned responses in love are transformed to accommodate demands that carry an unconditional meaning. (shrink)

The wantok system in the Solomon Islands and the Melanesian countries more broadly, strongly links to the practices of group identity and belonging, reciprocity, and caring for one’s relatives. It is a term used to express patterns of relationships that link people in families, tribes, islands, provinces, nationality and even more superficially at greater Melanesian sub-regional aggregates. Various aspects of the wantok system are called different names by distinct language groups in Papua New Guinea, Solomon Islands and Vanuatu. Nevertheless, the (...) word wantok originates from the English words ‘one talk’, which literally means in Melanesian pidgin, speakers of the same language. (shrink)

This paper seeks to widen the dialogue between the “epistemology of peer disagreement” and the epistemology informed by Wittgenstein’s last notebooks, later edited as On Certainty. The paper defends the following theses: not all certainties are groundless; many of them are beliefs; and they do not have a common essence. An epistemic peer need not share all of my certainties. Which response to a disagreement over a certainty is called for, depends on the type of certainty in question. Sometimes a (...) form of relativism is the right response. Reasonable, mutually recognized peer disagreement over a certainty is possible.—The paper thus addresses both interpretative and systematic issues. It uses Wittgenstein as a resource for thinking about peer disagreement over certainties. (shrink)

This paper explores early Australasian philosophy in some detail. Two approaches have dominated Western philosophy in Australia: idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. Idealism in Australia often reflected Kantian themes, but it also reflected the revival of interest in Hegel through the work of ‘absolute idealists’ such as T. H. Green, F. H. Bradley, and Henry Jones. A number of the early New Zealand philosophers were also educated in the idealist tradition (...) and were influential in their communities, but produced relatively little. In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who might therefore be said to have influenced both main strands of Australian philosophical thought. (shrink)

Extended mind remains a provocative approach to cognition and mentality. However, both those for and against this approach have tacitly accepted that cognition or mentality can be understood in terms of those sub personal processes ongoing during some task. I label this a process view of cognition (PV). Using Wittgenstein’s philosophical approach, I argue that proponents of extended mind should reject PV and instead endorse a ‘wide view’ of mentality. This wide view clarifies why the hypothesis of extended mind (HEM) (...) is incoherent. However, this view also indicates why the hypothesis of extended cognition (HEC) could be true. (shrink)

The Principle of Ariadne, formulated in 1988 ago by Walter Carnielli and Carlos Di Prisco and later published in 1993, is an infinitary principle that is independent of the Axiom of Choice in ZF, although it can be consistently added to the remaining ZF axioms. The present paper surveys, and motivates, the foundational importance of the Principle of Ariadne and proposes the Ariadne Game, showing that the Principle of Ariadne, corresponds precisely to a winning strategy for the Ariadne Game. Some (...) relations to other alternative. set-theoretical principles are also briefly discussed. (shrink)

The present article aims at investigating the political aspects of Wittgenstein’s later philosophy, focusing mainly on the Philosophical Investigations. This theme remains rather marginal within Wittgensteinian scholarship, facing the key challenge of the sparsity of explicit discussions of political issues in Wittgenstein’s writings. Based on the broader anthropological and synecdochic character of Wittgenstein’s later philosophy, the main objective of the article is to make explicit the implicit political import of some of the main themes of the Philosophical Investigations. This is (...) done by correlating them with certain political concepts and issues, such as reification, mystification, emancipation, self-institution and the common. In such a way, a new light is shed on Wittgenstein’s influence on and his relevance to contemporary political theory, while at the same time the first steps are taken for the enrichment of the discussion regarding personal and social autonomy and the critique of late capit... (shrink)

This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. (...) Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end. (shrink)

Georg Henrik von Wright was not only the first interpreter of Wittgenstein, who argued that Spengler’s work had reinforced and helped Wittgenstein to articulate his view of life, but also the first to consider seriously that Wittgenstein’s attitude to his times makes him unique among the great philosophers, that the philosophical problems which Wittgenstein was struggling, indeed his view of the nature of philosophy, were somehow connected with features of our culture or civilization. -/- In this paper I draw inspiration (...) and courage from Von Wright’s insistence that trying to understand Wittgenstein in relation to his times is a philosophic task in its own right in order to probe into a relatively obscure region in Wittgenstein’s thought: his relation to the music of his times. It is a topic, on which Von Wright, and most other prominent Wittgenstein scholars, have said very little, but it is also one, which Wittgenstein himself attested was so important to him that he felt without it he was sure to be misunderstood. -/- I offer textual and historical evidence in support of my claim that, parallel to Wittgenstein’s exposure to Spengler’s Decline of the West in 1930, he was also introduced to the music theory of Heinrich Schenker, which helped him to articulate, partly by way of critique, a complex and unique position concerning the modern music of his times, which exhibits his rejection of what Von Wright later dubbed ‘the myth of progress’. As Von Wright observed in other regions of Wittgenstein’s work, he believed also with regards to the arts and to music in particular, neither in a brilliant future nor in the good old days. -/- I argue that Wittgenstein actually made a distinction between three kinds of modern music: (a) bad modern music, which is clearly a case of confusing means for ends, the hallmark of the myth of progress, as Von Wright observed; (b) vacuous modern music, which embodies some sort of diffidence, a difficulty to see through the omnipresence of what Von Wright called (following Habermas) a ‘colonialization’ of reified measures of progress; (c) good modern music, a paradoxical notion for Wittgenstein, which betokens the unlikely yet possible striving to penetrate through what appears as dissolution of the resemblances which unite this culture’s ways of life by rendering this condition as expressible and intransitively understandable. In the context of this third category, I offer an interpretation of Wittgenstein’s complex remarks on the music of Gustav Mahler, which palpably show that the problem of good modern music and the problem of philosophizing in the time of civilization were one and the same in Wittgenstein’s mind. -/- I conclude that, with regards to Von Wright’s own critical view of the modern myth of progress, we can learn from Wittgenstein that progress in the realm of art is closely aligned with the ideal of the perfection of man, yet transcending a social or political context. It is the ideal of cultural cohesion: affinity that the arts show to other human practices and cultural artifacts of its period. Wittgenstein’s tentative notion of good modern music (and its circumscription by his notion of the music of the future) may show its true colors when viewed in the context of Von Wright’s plea not to abandon work for progress as a critical task. (shrink)

Gottfried Wilhelm Leibniz is the self-proclaimed inventor of the binary system and is considered as such by most historians of mathematics and/or mathematicians. Really though, we owe the groundwork of today’s computing not to Leibniz but to the Englishman Thomas Harriot and the Spaniard Juan Caramuel de Lobkowitz, whom Leibniz plagiarized. This plagiarism has been identified on the basis of several facts: Caramuel’s work on the binary system is earlier than Leibniz’s, Leibniz was acquainted—both directly and indirectly—with Caramuel’s work and (...) Leibniz had a natural tendency to plagiarize scientific works. (shrink)

Does the self exist? If so, what is its nature? How long do selves last? Galen Strawson draws on literature and psychology as well as philosophy to discuss various ways we experience having or being a self. He argues that it is legitimate to say that there is such a thing as the self, distinct from the human being.