This paper argues that the problematic of rule following in Wittgenstein's Philosophical Investigations and Heidegger's analysis of anxiety in Being and Time have analogous structures. Working through these analogies helps our interpretation of both of these authors. Contrasting sceptical and anti-sceptical readings of Wittgenstein helps us to resolve an interpretive puzzle about what an authentic response to anxiety looks like for Heidegger. And considering the importance of anxiety to Heidegger's conception of authenticity allows us to locate in Wittgenstein's later philosophy (...) a covert appeal to something resembling Heideggerian authenticity. (shrink)

The word “picture” occurs pervasively in Wittgenstein's later philosophy. Not only does Wittgenstein often use literal pictures or the notion of mental pictures in his investigations, but he also frequently uses “picture” to speak about a way of conceiving of a matter (e.g. “A picture held us captive” at Philosophical Investigations§115). I argue that “picture” used in this conceptual sense is not a shorthand for an assumption or a set of propositions but is rather an expression of conceptual bedrock on (...) the model of an organising myth. This reading builds primarily on work by Gordon Baker and Stanley Cavell. (shrink)

Wittgenstein explores learning through practice in the Philosophical Investigations by means of an extended analogy with games. However, does this concern with learning also necessarily extend to education, in our institutional understanding of the word? While Wittgenstein's examples of language learning and use are always shared or social, he does not discuss formal educational institutions as such. He does not wish to found a ‘school of thought’, and is suspicious of philosophy acting as a theory that can be applied to (...) other areas of life. While Wittgenstein's focus on developing independent thinking was neither individualistic nor anti-institutional, it did, however, focus on developing the thinking of his students rather than theorising about how this could be applied on a large scale. An analysis of Hermann Hesse's novel, The Glass Bead Game will help us to pick up where Wittgenstein deliberately left off—thinking about how (or if) one can institutionalise learning methods that encourage thinking for oneself. These differences in the writers’ treatment of education will become evident in the differences between their game analogies. While language-games combat our ‘craving for generality’ in Philosophical Investigations, the Glass Bead Game represents this craving, and how it manifests itself throughout history in disciplines other than logic and philosophy of language. It also represents the potential for institutions to become insular, exclusive communities. (shrink)

This paper discusses the methods of the investigators in film noir. They are different than those employed by the classic detective of mystery and crime fiction, which involve observation, the collection of clues, logical inference, and are generally modeled on the methods of the scientist. I illuminate the methods of the noir investigator by comparing them to those applied by Ludwig Wittgenstein to philosophical problems. Both the noir investigator and Wittgenstein deal with problems that are intractable to the methods of (...) logic and science. Wittgenstein thought that philosophical problems could not be solved using these methods; I show that the problems that typically confront the noir investigator are similarly resistant to them. Wittgenstein and the noir investigator model alternative methods for solving epistemic problems and in doing so remind us of the limits of science and logic. (shrink)

This paper focuses on Horwich's metaphilosophical interpretation of Wittgenstein. Specifically, it focuses on Horwich's charge that all philosophy is irrational. First, I coordinate the various aspects of Horwich's metaphilosophical program to make sense of his charge of irrationality against philosophy. Second, I argue that this metaphilosophical program misfires in two distinct ways. However, third, I close by calling attention to what I posit to be a critical insight of Horwich's account.

Agamben has often made explicit references to the reflexion of Wittgenstein: it is thus surprising to note that this important influence of his philosophy has been almost completely ignored. In thi...

ABSTRACT: What did Wittgenstein mean when he remarked, “I am not a religious man but I cannot help but see every problem from a religious point of view”? Malcolm’s thesis is that it points to analogies between Wittgenstein’s philosophical outlook and a religious view of life. In opposition, Peter Winch argues that Wittgenstein’s remark need not be understood as referring to exclusively philosophical problems; rather, Wittgenstein was expressing his own quasi-religious perspective on life and emphasizing the spiritual importance of philosophical (...) clarity. In contrast to Malcolm and Winch, I argue that the remark is best taken to mean roughly: “I am not a religious person myself, but when I reflect philosophically on what it means for a person to face certain types of problems, for example, moral dilemmas or other difficult decisions in life, it is important to acknowledge the diversity of possible perspectives from which these problems can be seen; in so doing, I cannot help but imagine how such problems would appear from the perspective of a religious person.”RÉSUMÉ: Que voulait dire Wittgenstein lorsqu’il a remarqué : «Je ne suispas un homme religieux, maisje ne puis m’empêcher de voir tout problème d’un point de vue religieux»? La thèse de Malcom, c’est que cette remarque pointe du doigt les analogies entre la perspective philosophique de Wittgenstein et une vision religieuse de la vie. En revanche, Winch fait valoir que la remarque de Wittgenstein peut être interprétée comme ne faisant pas référence aux problèmes exclusivement philosophiques; Wittgenstein exprimait plutôt sa propre perspective quasi religieuse sur la vie et soulignait l’importance spirituelle de la clarté philosophique. Contrairement à Malcom et Winch, je fais valoir qu’il faut plutêt considérer que cette remarque signifie en gros: «Je ne suis pas religieux moi-même, mais quandje réfiechis philosophiquement à ce que cela signifie pour quelqu’un defaire face à un certain type de problèmes, par exemple les dilemmes moraux et autres décisions difficiles clans la vie, il importe de reconnaître la diversité des perspectives possibles d’oú ces problèmes peuvent être vus. Ce faisant, je ne puis m’empêcher d’imaginer comment de tels problèmes apparaîtraient depuis la perspective de quelqu’un de religieux.». (shrink)

Cette publication, la trois cent vingt-troisième de la série, a été rendue possible grâce à la contribution financière du FQRSC (Fonds québécois de recherche sur la société et la culture).

The non-credit bearing and ongoing education and development of mid- to late-career corporate executives is known by the compound term executive education. Reductively stated, executive education, for its corporate consumers and its business school providers, is predicated on the relationship between an order and its execution ; a relationship I call the “order-execution cognate”. With the word execution derived from Greek for sequence, and with the sequence of an execution following-on from its corresponding order, sequentiality is the essence of execution, (...) and the cognate. Executive education involves the amelioration of this order-execution cognate, to the ends of increased profits and competitiveness for the corporation concerned, and increased career prospects for the individual executive. Concerning sequentiality, and as a thesis on the philosophy of executive education, I apply a strand of ontological reflection to examine this cognate, namely philosophy concerning time and temporal succession. To aid in this task I use the English translations of writings on time by the German philosopher Martin Heidegger. Emerging from Heidegger’s thought are two temporal types that acknowledge and critique temporal succession; chronological time and Kairotic time respectively. By associating Heidegger’s philosophic method with that of early German Romantic philosophy, I articulate how it is possible to reconceive the temporal sequence of the order-execution cognate as a productive oscillation between chronic and Kairotic time; I call this oscillation “ironic temporality,” and its productivity “ironic productivity”. My philosophical analysis of commercially lucrative and neoliberal executive education is at odds with traditional knowledge-based analyses, affording a critique of the capitalist order which the educative event serves. Disrupting temporal notions of that event then becomes a dangerous political act; becomes the means to frame the educative event for the management of our age; and becomes the new orders for executive education. (shrink)

In the opening paragraph of “Computing Machinery and Intelligence” Alan Turing famously notes that “if the meaning of the words ‘machine’ and ‘think’ are to be found by examining how they are commonly used it is difficult to escape the conclusion that the meaning and the answer to the question, ‘Can machines think?’ is to be sought in a statistical survey such as a Gallup poll.” He then immediately responds, “But this is absurd.” But why is this absurd, if indeed (...) it is? We think that the suggested method is absurd because the answer to the question might not follow from the meaning of the words alone—it might critically depend on what machines can be built to do. Further, the ordinary use of the terms might display shallow biases or superstitions that we want to set aside, or overcome, in pursuing a science or philosophy of mind. However, we do not think that the method is absurd insofar as we are interested in getting clear on “the normal use of the words,” as Turing puts it. And we believe that getting clear on the normal use of words like “machine” and “think” is relevant even if we then want to move beyond the ordinary usage in our theorizing. But the best way to figure out how ordinary people use language is via empirical investigation. (shrink)

Some​ ​propositions​ ​are​ ​not​ ​only​ ​true,​ ​but​ ​could​ ​not​ ​have​ ​been​ ​otherwise. This​ ​thesis​ ​is​ ​about​ ​modality​ ​and​ ​the​ ​philosophy​ ​of​ ​language.​ ​Its​ ​centrepiece​ ​is​ ​a​ ​new​ ​account​ ​of the​ ​conditions​ ​under​ ​which​ ​a​ ​proposition​ ​is​ ​necessarily​ ​true​ ​in​ ​the​ ​above​ ​sense.

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)

There are some beliefs that are difficult to think critically about, even for those who have critical thinking skills and are committed to applying them to their own beliefs. These resistant beliefs are not all of a kind, and so a range of different strategies may be needed to get ourselves and others to think critically about them. In this paper we suggest some such strategies.