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Philosophical Investigations

New York, NY, USA: Wiley-Blackwell. Edited by G. E. M. Anscombe (1953)

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  1. The Mathematical Roots Of Russell’s Naturalism And Behaviorism.James Levine - 2008 - The Baltic International Yearbook of Cognition, Logic and Communication 4.
    Recently, there has been a growing awareness that Russell’s post–1918 writings call into question the sort of picture that Rorty presents of the relation of Russell’s philosophy to the views of subsequent figures such as the later Wittgenstein, Quine, and Sellars. As I will argue in this paper, those writings show that by the early 1920’s Russell himself was advocating views—including an anti-foundationalist naturalized epistemology, and a behaviorist–inspired account of what is involved in understanding language—that are more typically associated with (...)
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  • Papineau's Conceptual Dualism and the Distinctness Intuition.William S. Robinson - 2007 - Synthesis Philosophica 22 (2):319-333.
    As part of a defense of a physicalist view of experiences, David Papineau has offered an explanation for the intuition that properties found in experiences are distinct from neural properties. After providing some necessary background, I argue that Papineau’s explanation is not the best explanation of the distinctness intuition. An alternative explanation that is compatible with dualism is offered. Unlike Papineau’s explanation, this alternative does not require us to suppose that the distinctness intuition rests on fallacious reasoning. Relations of the (...)
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  • Le dualisme conceptuel et l'intuition de la distinction chez David Papineau.William S. Robinson - 2007 - Synthesis Philosophica 22 (2):319-333.
    Défendant le point de vue physicaliste de l’expérience, David Papineau propose une explication à l’intuition que les propriétés contenues dans les expériences se distinguent des propriétés nerveuses. Après avoir présenté quelques éléments de contexte, je soutiens que l’hypothèse de Papineau n’est pas la meilleure pour expliquer l’intuition de la distinction. Il existe une explication alternative, compatible avec le dualisme. A la différence de celle de Papineau, cette explication ne demande pas de supposer que l’intuition de la distinction soit fondée sur (...)
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  • Wie Kann man einen gedankenvogel fangen? Einige kommentare Von Wittgenstein zur komputationalen formung Des geistes.Andrej Ule - 2005 - Synthesis Philosophica 20 (2):373-388.
    In diesem Essay analysiert der Autor Wittgensteins Kritik an einigen Annahmen, die für einen Großteil der Kognitionswissenschaft von zentraler Bedeutung sind. Diese umfassen die Konzepte von komputationalen Prozessen im Gehirn, die mentale Zustände und Prozesse hervorbringen, die algorythmische Informationsprozessierung im Gehirn , das Gehirn als Maschine, den psychophysischen Parallelismus, die Denkmaschine sowie die Konfusion der Regel, die dem Benehmen folgt im Einklang mit dieser Regel. Nach des Autors Meinung haben die Theoretiker der Kognitionswissenschaft Wittgensteins Kritik noch immer nicht ernsthaft erörtert, (...)
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  • A Law-Constitutive Explanation of Fundamental Material Objects and “Bodies that Surround Us”.Mladen Domazet - 2011 - Prolegomena 10 (1):67-85.
    What becomes of our clearest theories of explanation, when faced with the unpalatable quantum phenomena that seem to undermine the direct conceptual connection between the fundamental material entities and the self-standing material objects of everyday parlance? The general explanatory theory advocates unification of explanatory concepts with everyday discourse, identification of essentially similar characteristics between direct experience and the hypothesised explanatory ontology, and a conceptualisation of phenomena in terms of objects enduring causally regulated change. On the other hand quantum theory feeds (...)
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  • Objašnjenje fundamentalnih materijalnih predmeta i “tijela koja nas okružuju” temeljeno na zakonu.Mladen Domazet - 2011 - Prolegomena 10 (1):67-85.
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  • Beyond Turn-taking.Ivar Solheim - 2002 - Outlines. Critical Practice Studies 4 (2):19-37.
    The article discusses several epistemological and methodological issues related to the analysis of discourse in general and of educational talk in particular. The theoretical framework provided by conversation analysis (CA) is applied and critically discussed in the analysis of an empirical example of educational talk. Several questions seem pertinent: Can we - as analysts - have direct access to talk "as it actually occurs", independent of any kind of theorizing and predefined categorization? What is the epistemological status of the conversation (...)
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  • Choosing for the child with cochlear implants: a note of precaution. [REVIEW]Patrick Kermit - 2010 - Medicine, Health Care and Philosophy 13 (2):157-167.
    Recent contributions to discussions on paediatric cochlear implantation in Norway indicate two mutually exclusive doctrines prescribing the best course of post-operative support for a child with cochlear implants; bilingually with sign language and spoken language simultaneously or primarily monolingually with speech only. This conflict constitutes an ethical problem for parents responsible for choosing between one of the two alternatives. This article puts forth the precautionary principle as a possible solution to this problem. Although scientific uncertainty exists in the case of (...)
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  • Negotiated or taken-for-granted trust? Explicit and implicit interpretations of trust in a medical setting.Helge Skirbekk - 2009 - Medicine, Health Care and Philosophy 12 (1):3-7.
    Trust between a patient and a medical doctor is normally both justified and taken for granted, but sometimes it may need to be negotiated. In this paper I will present how trust can be interpreted as both an explicit and implicit phenomenon, drawing on literature from the social sciences and philosophy. The distinction between explicit and implicit interpretations of trust will be used to address problems that may arise in clinical consultations. Negotiating trust in any way very easily brings distrust (...)
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  • The analytic–synthetic distinction and conceptual analyses of basic health concepts.Halvor Nordby - 2006 - Medicine, Health Care and Philosophy 9 (2):169-180.
    Within philosophy of medicine it has been a widespread view that there are important theoretical and practical reasons for clarifying the nature of basic health concepts like disease, illness and sickness. Many theorists have attempted to give definitions that can function as general standards, but as more and more definitions have been rejected as inadequate, pessimism about the possibility of formulating plausible definitions has become increasingly widespread. However, the belief that no definitions will succeed since no definitions have succeeded is (...)
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  • Seeing and seeing-AS.B. R. Tilghman - 1988 - AI and Society 2 (4):303-313.
    This paper highlights the importance of inter-relationships between language, context, practice and interpretation. These inter-relationships should be of interest to AI researchers working in multi-disciplinary fields such as knowledge based systems, speech and vision. Attention is drawn to the importance of Part II, Section II of Wittgenstein'sPhilosophical Investigations for understanding the enormous complexity of the concept of seeing and how it is woven into an understanding of language and of human relations.
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  • On two AI traditions.Satinder P. Gill - 1988 - AI and Society 2 (4):321-340.
    To understand the role of expert systems as a medium for transferring knowledge and skills within organisations requires an understanding of the nature of expertise within working life contexts. Central to this issue of transfer is the debate on the nature of tacit/implicit knowledge and the problem of formalising it in explicit form. This paper considers the British approach to the development of knowledge-based systems, which is regarded as being predominantly rationalistic, and compares it with the Scandinavian approach, which is (...)
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  • Officiating in Aesthetic Sports.Graham McFee - 2013 - Journal of the Philosophy of Sport 40 (1):1-17.
    In 1974, David Best rightly contrasted purposive sports (exemplified by most sports) with aesthetic sports; and recently I was careful to exempt the issues for aesthetic sports from my critique of the prospects for an all-embracing philosophy of officiating. While discretion plays a part in umpiring or refereeing in both kinds of sports, it is especially important for aesthetic sports (such as gymnastic vaulting, ice-skating or diving), where the manner of execution determines victory. Here, it is urged that the issue (...)
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  • Improving Non-observational Experiences: Channelling and Ordering.Gerard De Zeeuw - 2011 - Journal of Research Practice 7 (2):Article M2.
    That the present day society profits from research in many areas is evident. This has stimulated a keen desire to emulate similarly advantageous contributions in other areas. It appears to imply not only a need to know how to (better) support action in general or any action, but also how to support the act of making "better" itself (better businesses, better houses, better emotions, better objectives, etc.). Developing the latter type of knowledge has proved to pose a major challenge, however. (...)
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  • The 'Most Important and Fundamental' Distinction in Logic.Richard B. Angell - 2001 - Informal Logic 21 (1).
    Personal reflections on the philosophical career of Henry Johnstone, B.S. Haverford College, 1942, and Ph.D. Harvard, 1950, professor at Williams College 1948-1952 and Pennsylvania State University, 1952 - 2000. Founder and editor of Philosophy and Rhetoric, Johnstone wrote eight books, including two logic texts, three monographs, and over 150 articles or reviews. The focus is on his efforts to resolve problems stemming from the conflict between the logical empiricism Johnstone embraced in his dissertation, and the arguments of his absolute idealist (...)
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  • A Hermeneutic Phenomenological Approach to understanding Stress-Coping as an Existential Phenomenon Lived by Healthy Adolescents.Renée Guimond-Plourde - 2009 - Indo-Pacific Journal of Phenomenology 9 (2):1-13.
    Based mainly on research conducted as part of a doctoral thesis (Guimond-Plourde, 2004), this paper introduces an epistemological and methodological framework based on the foundations and characteristics of a qualitative/interpretative approach rooted in hermeneutic phenomenology as conducive to disclosing the meaning that healthy adolescents, aged 15 to 17, attribute to the stress they experience in school and to their coping behaviour. Moving from the empirical to the phenomenal makes it possible to evoke a return to dimensions of meaning which have (...)
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  • The “Things Themselves” in Phenomenology.Peter Willis - 2001 - Indo-Pacific Journal of Phenomenology 1 (1):1-12.
    The following paper explores the foundations of phenomenology, and seeks to provide those new to the discipline with ways of understanding its claims to assist knowers to attend to 'the things themselves'. Practical applications of this mode of inquiry are linked to adult education practice which is the author's field of practice but most of the ideas are readily applicable to social events and practices such as nursing, social work, recreation, history and the like. Indo-Pacific Journal of Phenomenology , Volume (...)
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  • Solidarity, objectivity, and the human form of life: Wittgenstein vs. Rorty.Greg Hill - 1997 - Critical Review: A Journal of Politics and Society 11 (4):555-580.
    Reason, objectivity, and human nature are now suspect ideas. Among postmodern thinkers, Richard Rorty has advanced an especially forceful critique of these notions. Drawing partly on Wittgenstein's philosophy of language, Rorty contends that objectivity is no more than a metaphysical name for intersubjective agreement, and that “human nature” is an empty category, there being nothing beneath history and culture. Wittgenstein himself, however, recognized within the world's many civilizations “the common behavior of mankind,” without which Rorty's ethnocentric “solidarity” would be inconceivable. (...)
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  • A paradox of freedom in 'becoming oneself through learning': Foucault's response to his educators.Jeff Stickney - 2013 - Ethics and Education 8 (2):179-191.
    In his later lectures, published as The Hermeneutics of the Subject, Michel Foucault surveys different modalities of obtaining ‘truth’ about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing self and world, he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling, distributed governance in the classroom (...)
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  • Adaptive fuzzy logics for contextual hedge interpretation.Stephan van der Waart van Gulik - 2009 - Journal of Logic, Language and Information 18 (3):333-356.
    The article presents several adaptive fuzzy hedge logics. These logics are designed to perform a specific kind of hedge detection. Given a premise set Γ that represents a series of communicated statements, the logics can check whether some predicate occurring in Γ may be interpreted as being (implicitly) hedged by technically, strictly speaking or loosely speaking, or simply non-hedged. The logics take into account both the logical constraints of the premise set as well as conceptual information concerning the meaning of (...)
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  • The philosophy of collective representations.Vincent Descombes - 2000 - History of the Human Sciences 13 (1):37-49.
    The mental and the social are ‘two sides of the same coin’. In other words, ‘social relations are internal relations’. In showing how this was the point of Wittgenstein’s discussion of the practice of ‘following a rule’, Peter Winch has made an important contribution to social philosophy.
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  • Winch, Wittgenstein and the Idea of a critical social theory.Nigel Pleasants - 2000 - History of the Human Sciences 13 (1):78-91.
    The received understanding of Winch’s critique of social science is that he propounded a radically relativist, anti-explanatory and a-critical conception of the legitimate task of ‘social studies’. This conception is presumed to be predicated upon an extension of Wittgenstein’s critique of philosophy. I argue, against this view, that Winch reads Wittgenstein through a Kantian framework, and that in fact he advanced a rigorously essentialist and universalist picture of ‘social phenomena’. It is Winch’s underlying Kantian metaphysics that has made his ideas (...)
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  • Politics and 'the fragility of the ethico-cultural'.Peter Lassman - 2000 - History of the Human Sciences 13 (1):125-139.
    This article takes up Peter Winch’s remarks concerning ‘the “fragility” of the conditions under which ethical conceptions can be active in social life’. It explores Winch’s discussion of political concepts and his account of the nature of politics. There are two related themes: a concern with the nature of political concepts; and a recognition (a reminder?) of the way in which disagreement belongs to our idea of politics.
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  • Wittgenstein and the social context of an individual life.Theodore R. Schatzki - 2000 - History of the Human Sciences 13 (1):93-107.
    This article argues that two significant implications of Wittgenstein’s writings for social thought are (1) that people are constitutively social beings and (2) that the social context of an individual life is nexuses of practice. Part one concretizes these ideas by examining the constitution of action within practices. It begins by criticizing three arguments of Winch’s that suggest that action is inherently social. It then spells out two arguments for the practice constitution of action that are extractable from Wittgenstein’s remarks. (...)
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  • The shifting concept of the self.Ian Burkitt - 1994 - History of the Human Sciences 7 (2):7-28.
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  • Bird Identification as a Family of Activities: Motives, Mediating Artifacts, and Laminated Assemblages.Paul Prior & Spencer Schaffner - 2011 - Ethos: Journal of the Society for Psychological Anthropology 39 (1):51-70.
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  • R. S. Peters and the Periphery.Bruce Haynes - 2013 - Educational Philosophy and Theory 45 (2):123-127.
    Paul Hirst claimed that Richard Peters ?revolutionised philosophy of education?. This does not accord with my experience in the Antipodean periphery. My experience of the work of Wittgenstein, Austin and Kovesi before reading Peters and Dewey, Kuhn and Toulmin subsequently meant that Peters was a major but not revolutionary figure in my understanding of philosophy of education.
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  • Reflections on Peters' View of the Nature and Purpose of Work in Philosophy of Education.D. N. Aspin - 2013 - Educational Philosophy and Theory 45 (2):219-235.
    In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the ?London line? in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of education to become aware of and take in hand a new set of agendas and address the list of substantive issues inherent in (...)
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  • R. S. Peters: The reasonableness of ethics.Felicity Haynes - 2013 - Educational Philosophy and Theory 45 (2):142-152.
    This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as (...)
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  • Competence: A tale of two constructs.Gerard Lum - 2013 - Educational Philosophy and Theory 45 (12):1193-1204.
    This article examines the ‘integrated conception of competence’ as conceived by Paul Hager and David Beckett and suggests that its characterization in terms intended to distance it from behaviouristic and reductionist notions of competence is not sufficient to differentiate it from other models. Taking up Hager and Beckett’s idea that competence must be inferred from behaviour, it is suggested that this indicates how the integrated conception is more properly distinguished by virtue of the method used rather than what it is (...)
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  • Introduction: Educative strangeness.Peter Roberts - 2013 - Educational Philosophy and Theory 45 (4):355-359.
    There is a long history of interest in ‘strangers’ and ‘strangeness’ in the West. Over the past 100 years, the concept of the stranger has been analysed by philosophers, sociologists and anthropolo...
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  • Language Death: A Freirean solution in the heart of the Amazon.Alex Guilherme - 2013 - Educational Philosophy and Theory 45 (1):63-76.
    ‘Language death’ is an undeniable phenomenon of our modern times as languages have started to disappear at an alarming rate. This has led linguists, anthropologists, philosophers and educationists to engage with this issue at various levels in an attempt to try to understand the decline in this rich area of human communication and culture. In this article I refer to some interesting and innovative educational projects in the Amazon region of Brazil, which are revitalizing local languages, cultures and communities. I (...)
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  • The Teacher as Guide: A conception of the inquiry teacher.Clinton Golding - 2013 - Educational Philosophy and Theory 45 (1):91-110.
    This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of either a tour-leader or an expedition-leader). They should guide students to (...)
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  • Cultural preferences for formal versus intuitive reasoning.Ara Norenzayan, Edward E. Smith, Beom Jun Kim & Richard E. Nisbett - 2002 - Cognitive Science 26 (5):653-684.
    The authors examined cultural preferences for formal versus intuitive reasoning among East Asian (Chinese and Korean), Asian American, and European American university students. We investigated categorization (Studies 1 and 2), conceptual structure (Study 3), and deductive reasoning (Studies 3 and 4). In each study a cognitive conflict was activated between formal and intuitive strategies of reasoning. European Americans, more than Chinese and Koreans, set aside intuition in favor of formal reasoning. Conversely, Chinese and Koreans relied on intuitive strategies more than (...)
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  • Entrainment and musicality in the human system interface.Satinder P. Gill - 2007 - AI and Society 21 (4):567-605.
    What constitutes our human capacity to engage and be in the same frame of mind as another human? How do we come to share a sense of what ‘looks good’ and what ‘makes sense’? How do we handle differences and come to coexist with them? How do we come to feel that we understand what someone else is experiencing? How are we able to walk in silence with someone familiar and be sharing a peaceful space? All of these aspects are (...)
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  • DJ el Niño: expressing synthetic emotions with music. [REVIEW]David Casacuberta - 2004 - AI and Society 18 (3):257-263.
    The purpose of this work is twofold: (1) to present an artistic experiment on how to use artificial intelligence to develop a “different kind” of DJ, and (2) to test a cognitive model on how music expresses emotions. Based on a former model conceived by the author, electronic music loops were tagged according to the type and intensity of the expressed emotion. Then, using a feedback model, an artificial personality was arranged, which was affected by the music and played the (...)
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  • Socially useful artificial intelligence.Richard Ennals - 1987 - AI and Society 1 (1):5-15.
    Artificial intelligence is presented as a set of tools with which we can try to come to terms with human problems, and with the assistance of which, some human problems can be solved. Artificial intelligence is located in its social context, in terms of the environment within which it is developed, and the applications to which it is put. Drawing on social theory, there is consideration of the collaborative and social problem-solving processes which are involved in artificial intelligence and society. (...)
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  • New Criteria for Pain: Ordinary Language, Other Minds, and the Grammar of Sensation.Kieran Cashell - 2011 - Abstracta 6 (2):178-215.
    What does ordinary language philosophy contribute to the solution of the problems it diagnoses as violations of linguistic use? One of its biggest challenges has been to account for the epistemic asymmetry of mental states experienced by the subject of those states and the application of psychological properties to others. The epistemology of other minds appears far from resolved with reference to how sensation words are used in everyday language. In this paper, I revisit the Wittgensteinian arguments and show how (...)
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  • A "Fundamental Theory" of Education Grounded in Ontology? A Phenomenological Rejoinder.James Magrini - unknown
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  • A Cybernetic Computational Model for Learning and Skill Acquisition.B. Scott & A. Bansal - 2013 - Constructivist Foundations 9 (1):125-136.
    Context: Although there are rich descriptive accounts of skill acquisition in the literature, there are no satisfactory explanatory models of the cognitive processes involved. Problem: The aim of the paper is to explain some key phenomena frequently observed in the acquisition of motor skills: the loss of conscious access to knowledge of the structure of a skill and the awareness that an error has been made prior to the receipt of knowledge of results. Method: In the 1970s, the first author (...)
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  • Materializing Notions, Concepts and Language into Another Linguistic Framework.Anne Wagner & Jean-Claude Gémar - 2013 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 26 (4):731-745.
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  • Dissociations in Performance on Novel Versus Irregular Items: Single‐Route Demonstrations With Input Gain in Localist and Distributed Models.Christopher T. Kello, Daragh E. Sibley & David C. Plaut - 2005 - Cognitive Science 29 (4):627-654.
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  • Philosophy and the Transition from Theory to Practice: A Response to Recent Concerns for Critical Thinking.Rossen I. Roussev - 2009 - Telos: Critical Theory of the Contemporary 2009 (148):86-110.
    A recent New York Times article1 has focused attention on Charles Miller's Commission on the Future of Higher Education and its interest in addressing the quality of student learning and its adequacy to the demands of practice. The commission has initiated a debate on the possibility of using “standardized testing” in universities and colleges in order “to prove that students are learning and to allow easier comparisons on quality.”2 Miller is quoted as saying, on the one hand, that “what is (...)
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  • Understanding. The Mutual Regulation of Cognition and Culture.G. Rusch - 2007 - Constructivist Foundations 2 (2-3):118-128.
    Purpose: Demonstrate that cognitive and social approaches towards understanding do not at all oppose but rather they complement each other. Constructivist concepts of understanding paved the way to conceive of understanding as a cognitive-social "mechanism" which mutually regulates processes of social structuration and, at the same time, cognitive constructions and processing. Findings: Constructivist approaches bridge the gap between the cognitive and the social faces of understanding. They demonstrate how comprehension and cultivation, cognition and cultural reproduction are mutually linked to each (...)
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  • A Conception of Philosophical Progress.Clinton Golding - 2011 - Essays in Philosophy 12 (2):200-223.
    There is no consensus about appropriate philosophical method that can be relied on to settle philosophical questions and instead of established findings, there are multiple conflicting arguments and positions, and widespread disagreement and debate. Given this feature of philosophy, it might seem that philosophy has proven to be a worthless endeavour, with no possibility of philosophical progress. The challenge then is to develop a conception of philosophy that reconciles the lack of general or lasting agreement with the possibility of philosophical (...)
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  • Chomsky and Wittgenstein on Linguistic Competence.Thomas McNally & Sinéad McNally - 2012 - Nordic Wittgenstein Review.
    In his Wittgenstein on Rules and Private Language , Saul Kripke presents his influential reading of Wittgenstein’s later writings on language. One of the largely unexplored features of that reading is that Kripke makes a small number of suggestive remarks concerning the possible threat that Wittgenstein’s arguments pose for Chomsky’s linguistic project. In this paper, we attempt to characterise the relevance of Wittgenstein’s later work on meaning and rule-following for transformational linguistics, and in particular to identify the potentially negative impact (...)
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  • How to Be an Expressivist about Avowals Today.Ángel García Rodríguez - 2012 - Nordic Wittgenstein Review.
    According to expressivism about avowals, the meaning of typical self-ascriptions of mental states is a matter of expressing an attitude, rather than describing a state of affairs. Traditionally, expressivism has been glossed as the view that, qua expressions, avowals are not truth-evaluable. Contemporary neoexpressivists like Finkelstein and Bar-On have argued that avowals are expressions, and truth-evaluable besides . In contrast, this paper provides a defence of the view that avowals are, qua expressions, truth-evaluable. This defence is based on an argument (...)
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  • Analyzing dignity: a perspective from the ethics of care.Carlo Leget - 2013 - Medicine, Health Care and Philosophy 16 (4):945-952.
    The concept of dignity is notoriously vague. In this paper it is argued that the reason for this is that there are three versions of dignity that are often confused. First we will take a short look at the history of the concept of dignity in order to demonstrate how already from Roman Antiquity two versions of dignity can be distinguished. Subsequently, the third version will be introduced and it will be argued that although the three versions of dignity hang (...)
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  • El problema mente-cuerpo reconsiderado.Diana I. Pérez - 2005 - Daimon: Revista Internacional de Filosofía 34:97-110.
    In this paper I shall offer a reconsideration of three main arguments in the current debate on the mind-body problem, on the light of a peculiar way of conceiving mental concepts: I shall defend the view that mental concepts have to be considered as natural kind concepts. In the first part, I shall develop this proposal and in the second part I shall examine Kripke´s arguments against the identity theory, the zombi´s argument against functionalism and Churchland´s argument for eliminativism. I (...)
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  • Language and biosemiosis: Towards unity?Stephen J. Cowley - 2006 - Semiotica 2006 (162):417-443.
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