The author disagrees with reductionist attitude to Wittgenstein’s philosophy as philosophy of language. Basing on researches in contemporary French philosophy, the author reveals anthropological dimension of Wittgenstein’s reflections both in the main themes of his philosophizing and in his philosophical method as such. Wittgenstein strives to clarify what we already know, trying to avoid explanation, generalization and uniformity. The research shows that clarification, übersichtliche Darstellung acquires in anthropology special meaning of description and helps to overcome explicative anthropological approach and description (...) of human action in terms of binary oppositions of nature/culture and instrumentality/rituality. The article shows practical results of “grammatical analysis” applied to the concepts of humanity, speech and thinking: this analysis discovers circularity of theoretical definitions of human being and opens the way of “immediate understanding” of humanity prior to any theoretical thinking. The article shows the role of Wittgenstein’s concepts of “ritual instinct” and “ceremonial animal”, which help to understand human activity as manifestations of “ritual instinct”, and ritual action as inseparable unity of natural reactions and conscious intentionality despite the debates between intellectualism and expressivism. (shrink)

The view of language is greatly changed from early modern philosophy to later modern philosophy and to postmodern philosophy. The linguistic question in early modern philosophy, which is characterized by rationalism and empiricism, is discussed in this paper. Linguistic phenomena are not at the center of philosophical reflections in early modern philosophy. The subject of consciousness is at the center of the philosophy, which makes language serve purely as an instrument for representing thoughts. Locke, Leibniz and Descartes consider language from (...) a representationalist point of view. To them, language itself is idealized and represents thought as if it were thought representing itself. Like the structural linguist Saussure, the founders of phenomenology and analytical philosophy give much attention to the logical or static structure of language, and stick up for the representationalism of early modern philosophy. However, their successors refuse to accept this attitude, meaning the final collapse of representationalism. (shrink)

In his 1980 book Against Empiricism: On Education, Epistemology and Value, British philosopher R. F. Holland exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato’s view that the issue of what qualifies as knowledge has to be understood with reference to whether it is teachable, Holland’s critique of empiricism highlights the social and communal dimensions of education. The primary objective of this paper is to offer a reassessment of Holland’s thoughts on education and (...) value. To do so, I first discuss Holland’s use of Plato’s ideas in his article ‘Epistemology and Education’ to demonstrate that Holland’s position can offer us a fruitful way to diagnose common, prevalent educational practices. I then turn to look at Holland’s views on value and morality. To illustrate how his thoughts on education can be seen to be relevant to the contemporary world, I explore and criticize some implicit presuppositions on knowledge in the 20... (shrink)

Based on a reading of chapter 38 of the Daodejing, this article examines the relationship between the virtues and moral motivation. Laozi puts forward a view which might be termed a "paradox of virtue"--the phenomenon that a conscious pursuit of virtue can lead to a diminishing of virtue. It aims to show that Laozi's criticisms on the focus on the virtues and characters of agents, and his overall view on morality, pose challenges to a way of moral thinking that is (...) common in modern moral philosophy, including virtue ethics. (shrink)

ABSTRACTAn undemanding claim ϕ sometimes implies, or seems to, a more demanding one ψ. Some have posited, to explain this, a confusion between ϕ and ϕ*, an analogue of ϕ that does not imply ψ. If-thenists take ϕ* to be If ψ then ϕ. Incrementalism is the form of if-thenism that construes If ψ then ϕ as the surplus content of ϕ over ψ. The paper argues that it is the only form of if-thenism that stands a chance of being (...) correct. (shrink)

Wittgenstein’s criticism of the notion of ‘private language’ is related to the putative centrality of “being“ and the ‘subject-predicate’ distinction. However, his efforts would prove to be more f...

The paper gives ontologies in the Web Ontology Language (OWL) for Legal Case-based Reasoning (LCBR) systems, giving explicit, formal, and general specifications of a conceptualisation LCBR. Ontologies for different systems allows comparison and contrast between them. OWL ontologies are standardised, machine-readable formats that support automated processing with Semantic Web applications. Intermediate concepts, concepts between base-level concepts and higher level concepts, are central in LCBR. The main issues and their relevance to ontological reasoning and to LCBR are discussed. Two LCBR systems (...) (AS-CATO, which is based on CATO, and IBP) are analysed in terms of basic and intermediate concepts. Central components of the OWL ontologies for these systems are presented, pointing out differences and similarities. The main novelty of the paper is the ontological analysis and representation in OWL of LCBR systems. The paper also emphasises the important issues concerning the representation and reasoning of intermediate concepts. (shrink)

The paper concentrates on the problem of adequate reflection of fragments of reality via expressions of language and inter-subjective knowledge about these fragments, called here, in brief, language adequacy. This problem is formulated in several aspects, the most being: the compatibility of language syntax with its bi-level semantics: intensional and extensional. In this paper, various aspects of language adequacy find their logical explication on the ground of the formal-logical theory T of any categorial language L generated by the so-called classical (...) categorial grammar, and also on the ground of its extension to the bi-level, intensional and extensional semantic-pragmatic theory ST for L. In T, according to the token-type distinction of Ch.S. Peirce, L is characterized first as a language of well-formed expression-tokens (wfe-tokens) - material, concrete objects - and then as a language of wfe-types - abstract objects, classes of wfe-tokens. In ST the semantic-pragmatic notions of meaning and interpretation for wfe-types of L of intensional semantics and the notion of denotation of extensional semanics for wfe-types and constituents of knowledge are formalized. These notions allow formulating a postulate (an axiom of categorial adequacy) from which follow all the most important conditions of the language adequacy, including the above, and a structural one connected with three principles of compositionality. (shrink)

Although Longino and Solomon are interested in what social conditions will produce better science, neither philosopher has provided a sufficient analysis of the social character of science. For instance, neither considers the social character of discovery as well as that of justification, or that an individual scientist’s social status and social relations may be important for understanding her role in both processes. The contributors to Schmitt’s volume are interested in whether the terms that refer to social entities can be reduced (...) to or eliminated in favor of terms referring to individuals. Their analyses, which proceed largely by testing their intuitions against imaginary examples, could benefit from paying more attention to actual social science and real-world social problems. Ideally, these social metaphysicians should be engaged with philosophers of science in a joint effort to investigate whether a social account of scientific knowledge can explain something that an individualist account leaves out. (shrink)

The functional approach to natural language (FANL) emerged in the late 1960s. It focused on the use and the sub-use of language expressions, taking into account role of the language context and the extra-linguistic situation of a given statements. This approach referred, both conceptually and methodologically, to the tradition of British analytical philosophy of language on the one hand, and to the achievements of the Lvov-Warsaw School on the other. It seems that despite the passage of more than half a (...) century since its inception, this approach has lost nothing of its relevance and its cognitive value, and may even provide inspiration for the exploration new research areas concerning the formulation of language utterances. The aim of this article is to show the potential applications of the FANL as a specific semiotic concept in the field of the philosophy of social sciences. The paper points out how the functional conception can be successfully used in methodological analyses of the logical methodology of social sciences. The case studies presented in the article refer to the research practice of social sciences. Examples of the use and sub-uses of terms are discussed in the light of the polyparadigmatic structure of social sciences and the differences in research patterns accepted by given scientific collectives. (shrink)

?258 of Wittgenstein's Philosophical Investigations is often seen as the core of his private language argument. While its role is certainly overinflated and it is a mistake to think that there is anything that could be called the private language argument, ?258 is an important part of the private language sections of the Philosophical Investigations. As with so much of Wittgenstein's work, there are widely diverse interpretations of why exactly the private diarist's attempted ostensive definition fails. I argue for a (...) version of the no-stage-setting interpretation of the failure of private ostension. On this interpretation, the reason why the diarist cannot establish a meaning for ?S? is that she lacks the conceptual-linguistic stage-setting needed to disambiguate the concentration of her attention (the private analogue of an ostensive definition). Thus, the problem with any subsequent use of ?S? is not that there is no criterion of correctness for remembering the meaning of ?S? correctly, or for re-identifying S correctly in the future. Rather, it is because of the initial failure to define ?S? that there is nothing that could count as a criterion of correctness for the future use of ?S?; there is nothing to remember or re-identify. My argument for the no-stage-setting interpretation consists in showing how well it fits into the rest of the Philosophical Investigations and in defending it against objections from Robert J. Fogelin, Anthony Kenny, and most recently John V. Canfield. Kenny's and Canfield's objections are found to suffer from problems regarding memory scepticism. (shrink)

This article illustrates one way in which philosophical inquiry and empirical research can be combined to illuminate processes like learning and social identification. Over the past 20 years, my empirical work in classrooms and communities has drawn on philosophical discussions about how knowledge is interconnected with social relationships and how we should conceptualize multiple levels of explanation. Both empirical research and philosophy can be done in various ways, and I offer no comprehensive account of how the two relate. I focus (...) instead on one central goal of my work—to clear away assumptions that commonly limit our view of human activity and to offer alternative conceptualizations that open new pathways for thought and action. In pursuing this goal I have drawn on philosophical accounts of knowledge, identity and scientific explanation, as well as on philosophical methods for interrogating assumptions. My empirical analyses also provide philosophers useful cases to think with. Empirical research enriched by philosophical insights and methods can combine tools from both traditions to clear away unproductive assumptions and advance our understandings of the human world. (shrink)

The infusion of the internet technologies into schools introduces a new instantiation of text into the everyday experiences of students, teachers, and administrators. Given the dialectic interaction between organizations, cognitions, and technologies, hypertext, primarily delivered through interaction with the World Wide Web, will likely have far reaching implications. The decentered, complex, and open nature of hypertext promotes multiculuralism and multivocality, questioning the efficacy of accountability-based learning, the authority of the textbook, a particular interpretation of texts, the curriculum, and the policy (...) that heretofore validated the typical educational experience. This article argues that the result of this challenge will be movement in the direction of more localized and fluid solutions to problems confronting students and educators, and more reliance on expertise from nontraditional sources. Ultimately, the introduction of hypertext into the daily “vocabulary” of education will effect change in the domains of educational policy, organizational structures, and institutional authority. (shrink)

In the human cognitive economy there are four grades of epistemic involvement. Knowledge partitions into distinct sorts, each in turn subject to gradations. This gives a fourwise partition on ignorance, which exhibits somewhat different coinstantiation possibilities. The elements of these partitions interact with one another in complex and sometimes cognitively fruitful ways. The first grade of knowledge I call “anselmian” to echo the famous declaration credo ut intelligam, that is, “I believe in order that I may come to know”. As (...) construed here, one knows in this anselmian way that E = mc2 just in case one knows that sentence expresses a true statement, but without having to understand the proposition it expresses. Most epistemologists ignore the significance of this grade of epistemic involvement. In a second grade of epistemic involvement, knowing that E = mc2 is knowing what that sentence means and understanding the proposition it express. This is knowledge in the propositional or semantic sense, and is the dominant target of epistemological investigation. Tacit and implicit knowledge occupies another tier. A typical example would be something that someone has “known all along” but, until now, hasn’t had occasion to put her mind to it or formulate in words. TI-knowledge remains a minority interest in today’s epistemology. Operating at a fourth grade of epistemic involvement is what I call “impact”-knowledge, which is the knowledge of a matter at its deepest and most widespread. An example, to be discussed below, is the knowledge that was generated by the Wiles proof of Fermat’s last theorem. Its true importance lies not only, or even mainly, in its verification of a commonly accepted fact about numbers, but rather in its enrichment of the mathematics of elliptical curves and the promise it holds for greater advancement into the mathematical unknown. Knowledge of this fourth grade has yet to find a seat in the parliaments of epistemology. Knowledge of the anselmian sort is independent of the other three. Tacit and implicit knowledge is incompatible with anselmian and semantic knowledge but coinstantiable with impact-knowledge. Semantic knowledge is incompatible with tacit and implicit knowledge but coinstantiable with the others. Impact-knowledge is pairwise coinstantiable with the others. Below I will bring the ignorance partitions into such alignment as they have with these ones. In doing so, I’ll propose a naturalized causal response epistemology designed to give these interactive distinctions the theoretical air they need to breathe. (shrink)

Toolmaking requires motor skills that in turn require handedness, so that there is no competition between the two sides of the brain. Thus, handedness is not necessarily linked to vocalization but to the origin of causal beliefs required for making complex tools. Language may have evolved from these processes.

This paper reflects on the problem of endowing Artificial Intelligence with legal subjectivity, especially with regard to civil law. It is necessary to reject the myth that the criteria of legal subjectivity are sentience and reason. Arguing that AI may have potential legal subjectivity based on an analogy to animals or juristic persons suggests the existence of a single hierarchy or sequence of entities, organized according to their degree of similarity to human beings; also, that the place of an entity (...) in this hierarchy determines the scope of subjectivity attributed to it. Rather, it is participation or presence in social life, whatever the role, that is the true criterion of subjectivity. In addition, it is clear that even if AI is not currently a significant participant in social life, it will be in the nearest future. Despite the potential dangers associated with endowing AI with some kind of subjectivity, such a course is inescapable, and should be considered sooner rather than later. (shrink)

This is a “metacritical” engagement from a Confucian perspective with the legacy of Kantian ethics. The first and longest part of this essay deals with the European West and Kant, especially the categorical imperative. The second part hearkens back to East Asian antiquity, especially Ancient China, as it briefly explores Kongzi’s Golden Rule and Mengzi’s compassion.

Introspectively, the awareness of actions includes the awareness of the intentions accompanying them. Therefore, the awareness of self-generated actions might be expected to differ from the awareness of other-generated actions to the extent that access to one's own and to other's intentions differs. However, we recently showed that the perceived onset times of self- vs. other-generated actions are similar, yet both are different from comparable events that are conceived as being generated by a machine. This similarity raises two interesting possibilities. (...) First we could infer the intentions of others from their actions. Second and more radically, we could equally infer our own intentions from the actions we perform rather than sense them. We present two new experiments which investigate the role of action effects in the awareness of self- and other-generated actions by means of measuring the estimated onset time. The results show that the presence of action effects is necessary for the similarity of awareness of self- and other-generated actions. (shrink)

The Serial Endosymbiotic Theory explains the origin of nucleated eukaryotic cells by a merging of archaebacterial and eubacterial cells. The paradigmatic change is that the driving force behind evolution is not ramification but merging. Lynn Margulis describes the symbiogenetic processes in the language of mechanistic biology in such terms as “merging”, “fusion”, and “incorporation”. Biosemiotics argues that all cell-cell interactions are (rule-governed) sign-mediated interactions, i.e., communication processes. As the description of plant communication demonstrates, the biosemiotic approach is not limited to (...) the level of molecular biology, but is also helpful in examining all sign-mediated interactions between organisms on the phenotypic level. If biosemiotics also uses the notions of “language” and “communication” to describe non-human sign-mediated interactions, then the underlying scientific justification of such usage should be critically considered. Therefore, I summarize the history of this discussion held between 1920 and 1980 and present its result, the pragmatic turn. (shrink)

It is becoming increasingly evident that the driving forces of evolutionary novelty are not randomly derived chance mutations of the genetic text, but a precise genome editing by omnipresent viral agents. These competences integrate the whole toolbox of natural genetic engineering, replication, transcription, translation, genomic imprinting, genomic creativity, enzymatic inventions and all types of genetic repair patterns. Even the non-coding, repetitive DNA sequences which were interpreted as being ancient remnants of former evolutionary stages are now recognized as being of viral (...) descent and crucial for higher-order regulatory and constitutional functions of protein structural vocabulary. In this article I argue that non-randomly derived natural genome editing can be envisioned as (a) combinatorial (syntactic), (b) context-specific (pragmatic) and (c) content-sensitive (semantic) competences of viral agents. These three-leveled biosemiotic competences could explain the emergence of complex new phenotypes in single evolutionary events. After short descriptions of the non-coding regulatory networks, major viral life strategies and pre-cellular viral life three of the major steps in evolution serve as examples: There is growing evidence that natural genome-editing competences of viruses are essential (1) for the evolution of the eukaryotic nucleus, (2) the adaptive immune system and (3) the placental mammals. (shrink)

When young children first come to school they bring with them a depth of being; the authors suggest that the educational community should respond to children with a pedagogy that is capable of nurturing this depth. The authors of this paper are teachers of many years’ experience. Their own work in classrooms has shown them that, paradoxically, depth in pedagogy is most surely to be found when teachers follow the light in the eyes of children. The authors draw upon a (...) selection of vignettes and narratives taken from classroom experiences to describe how this is done. They also show how children and teachers can approach the complex learning that requires transcendence of the known. Notions of relational consciousness (), as well as ethical and spiritual sensibility () are developed through reference to a range of educators including Bronson Alcott, Ralph Waldo Emerson, John Dewey, Stanley Cavell, Maxine Greene, Nell Noddings, Vivan Paley and Arthur Vogel. The broader educational community is reminded that school experiences should balance the measurable and the immeasurable. The authors question some aspects of the, sharing their concern that it may focus teachers’ attention too tightly on ‘that which is formed from without’. The authors suggest that the weight of this legislation may result in the neglect of some very important aspects of learning. The broader educational community is invited to consider the implications of a pedagogy of depth, to become more aware of the skill of transcending known limitations through coming to shared understanding, and to find ways to reconcile the potential violence of legislated structures with the being‐in‐the‐world of children in schools. (shrink)

Within the last decade, thousands of studies have described communication processes in and between organisms. Pragmatic philosophy of biology views communication processes as rule-governed sign-mediated interactions (rsi's). As sign-using individuals exhibit a relationship to following or not-following these rules, the rsi's of living individuals dier fundamentally from cause-and-effect reactions with and between non-living matter, which exclusively underlie natural laws. Umwelt thus becomes a term in investigating physiological influences on organisms that are not components of rsi's. Mitwelt is a term for (...) the investigation of all rsi's of organisms. Living organisms are never solus ipse subjects of semioses, but share common sets of rules and signs. Life depends decisively on symbiotic communities. Serial Endosymbiotic Theory proved that the evolution of the eukaryotic super-kingdom was a merger of anchestral bacteria. The integration of bacterial genomes into eukaryotic genomes was also a step from analog to symbolic genetic codes. Now we know, that so-called ‘junk DNA’ has higher order regulatory functions on genome architecture and protein coding DNA plays only the role of a structural vocabulary. (shrink)

The aim of this article is to argue for a conception of critical social science based on the model of constitutive rules. The author argues that this model is pragmatically superior to those models that employ notions like "illusion" and " ideology," as it does not demand a specification of the "real (but hidden) interests" of social actors. Key Words: constitutive rules • critical theory • ideology • recommendations • social facts.

The view of Wittgenstein as a ‘tragic’ philosopher of education is examined. Friesen’s claim rests on an interpretation of the way in which Wittgenstein uses the German term ‘Abrichtung’. This involves the claim that Wittgenstein saw training activities closely analogous to the breaking of an animal’s will. Close examination of various of the later texts of Wittgenstein and comparison of the original German with the English translation does not bear out this claim. Wittgenstein used ‘Abrichtung’ and related terms in his (...) own way and for his own purposes. The picture that emerges from an overview of Wittgenstein’s use of these terms is that he sees training as a variegated rather than a single kind of activity. (shrink)

Christopher Winch; Reading and the Process of Reading, Journal of Philosophy of Education, Volume 23, Issue 2, 30 May 2006, Pages 303–315, https://doi.org/10.11.

. Enframing geography: subject, curriculum, knowledge, responsibility. Ethics and Education: Vol. 7, Creating spaces, pp. 277-290. doi: 10.1080/17449642.2013.767004.

G. E. Moore famously observed that to say, “ I went to the pictures last Tuesday but I don’t believe that I did” would be “absurd”. Why should it be absurd of me to say something about myself that might be true of me? Moore suggested an answer to this, but as I will show, one that fails. Wittgenstein was greatly impressed by Moore’s discovery of a class of absurd but possibly true assertions because he saw that it illuminates “the (...) logic of assertion”. Wittgenstein suggests a promising relation of assertion to belief in terms of the idea that one “expresses belief” that is consistent with the spirit of Moore’s failed attempt to explain the absurdity. Wittgenstein also observes that “under unusual circumstances”, the sentence, “It’s raining but I don’t believe it” could be given “a clear sense”. Why does the absurdity disappear from speech in such cases? Wittgenstein further suggests that analogous absurdity may be found in terms of desire, rather than belief. In what follows I develop an account of Moorean absurdity that, with the exception of Wittgenstein’s last suggestion, is broadly consistent with both Moore’s approach and Wittgenstein’s. (shrink)

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 (...) 1, Edition 1 April 2001. (shrink)

I identify three lessons from Kenneth Craik’s landmark book “The Nature of Explanation” for contemporary debates surrounding the existence, extent, and nature of mental representation: first, an account of mental representations as neural structures that function analogously to public models; second, an appreciation of prediction as the central component of intelligence in demand of such models; and third, a metaphor for understanding the brain as an engineer, not a scientist. I then relate these insights to discussions surrounding the representational status (...) of predictive processing – which, I argue, provides a contemporary vindication of Craik’s extremely prescient “hypothesis on the nature of thought.”. (shrink)

One of the key concepts of naturalized epistemology as well as the cognitive sciences that stem from it is the naturalized concept of mental representation. Within this naturalized concept, many attempts have been made to unify the notion of representation error. This text makes an attempt to argue against the adequacy of using a naturalized concept of representation error as well as casts doubt on the wide program of naturalizing concepts related to human conceptuality.

Is there a Moore ’s paradox in desire? I give a normative explanation of the epistemic irrationality, and hence absurdity, of Moorean belief that builds on Green and Williams’ normative account of absurdity. This explains why Moorean beliefs are normally irrational and thus absurd, while some Moorean beliefs are absurd without being irrational. Then I defend constructing a Moorean desire as the syntactic counterpart of a Moorean belief and distinguish it from a ‘Frankfurt’ conjunction of desires. Next I discuss putative (...) examples of rational and irrational desires, suggesting that there are norms of rational desire. Then I examine David Wall’s groundbreaking argument that Moorean desires are always unreasonable. Next I show against this that there are rational as well as irrational Moorean desires. Those that are irrational are also absurd, although there seem to be absurd desires that are not irrational. I conclude that certain norms of rational desire should be rejected. (shrink)

We argue that one important aspect of the “cognitive neuroscience revolution” identified by Boone and Piccinini :1509–1534. doi: 10.1007/s11229-015-0783-4, 2015) is a dramatic shift away from thinking of cognitive representations as arbitrary symbols towards thinking of them as icons that replicate structural characteristics of their targets. We argue that this shift has been driven both “from below” and “from above”—that is, from a greater appreciation of what mechanistic explanation of information-processing systems involves, and from a greater appreciation of the problems (...) solved by bio-cognitive systems, chiefly regulation and prediction. We illustrate these arguments by reference to examples from cognitive neuroscience, principally representational similarity analysis and the emergence of dynamical models as a central postulate in neurocognitive research. (shrink)

Infinite regress arguments show up in many philosophical debates. But what actually is a regress argument? This article reviews two theories: the Paradox Theory and the Failure Theory. According to the Paradox Theory, regress arguments can be used to refute an existentially or universally quantified statement (e.g. to refute the statement that at least one discussion is settled, or the statement that discussions are settled only if there is an agreed-upon criterion to settle them). According to the Failure Theory, regress (...) arguments can be used to demonstrate that a certain solution fails to solve an existentially or universally quantified problem (e.g. to demonstrate that a certain solution fails to settle all discussions, or that it fails to settle even one discussion). In the literature, the Paradox Theory is fairly well-developed, and this article shows that the Failure Theory can be supplied with similar tools. (shrink)

This book on infinite regress arguments provides (i) an up-to-date overview of the literature on the topic, (ii) ready-to-use insights for all domains of philosophy, and (iii) two case studies to illustrate these insights in some detail. Infinite regress arguments play an important role in all domains of philosophy. There are infinite regresses of reasons, obligations, rules, and disputes, and all are supposed to have their own moral. Yet most of them are involved in controversy. Hence the question is: what (...) exactly is an infinite regress argument, and when is such an argument a good one? (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

The kind of phenomenology that can be useful to theology will be a hermeneutical phenomenology, one that takes us beyond the Cartesian/Husserlian ideal of presuppositionless intuition. It will also be a phenomenology of inverse intentionality, one in which the constituting subject is constituted by the look and the voice of another. In light of these suggestions, the phenomenology of Jean-Luc Marion is defended against three critiques, namely that it compromises the boundary between phenomenology and theology, that the theology it serves (...) is a bad one to boot, and that it has an inadequate account of the subject. At the heart of this defense is Marion's clear distinction between phenomenology as a description of possible experience, and theology as the claim that a certain kind of experience, namely revelation or epiphany, is not merely actual but veridical. Phenomenology says, If revelation occurs it will be in the form of a saturated phenomenon. Theology says, for example, the burning bush was an epiphany, or Jesus Christ is a revelation. The attentive reader should have no trouble distinguishing Marion's phenomenological analyses, which should be persuasive to believer and unbeliever alike, from his theological claims. Marion's account of the subject falls under the heading of inverse intentionality, and there are hints that vision is aufgehoben in the voice. The seer is first of all the one seen, but above all the one addressed, called forth into response-able being. (shrink)

This is a theological response to two programmatic essays, “Science and the Future of Theology: Critical Issues,” by Arthur Peacocke and “What Game is Being Played? The Need for Clarity about theRelationship between Scientific and Theological Understanding,” by David A. Pailin. It argues that the two authors, well informed by the recent developments in science, are reduplicating some methodological and epistemological trends common to nineteenth‐century theology. The feasibility of their project should, therefore, be examined on whether they succeed in answering (...) the questions posed to the liberal project that dominated theological and philosophical scholarship in the last century. They are found to be wanting in their inadequate response to three considerations: (1) the persistence of particular manifestations of religion and theology's enduring refusal to accept thoroughly scientific “enlightened” criteria, (2) the epistemological implications of the eschatological character of the Christianmessage, and (3) the trinitarian paradigm for Christian theology and the life of faith. (shrink)

The paper argues that an internal debate within Wittgensteinian philosophy leads to issues associated rather with the later philosophy of Martin Heidegger. Rush Rhees's identification of the limitations of the notion of a “language game” to illuminate the relation between language and reality leads to his discussion of what is involved in the “reality” of language: “anything that is said has sense-if living has sense, not otherwise.” But what is it for living to have sense? Peter Winch provides an interpretation (...) and application of Rhees's argument in his discussion of the “reality” of Zande witchcraft and magic in “Understanding a Primitive Society”. There he argues that such sense is provided by a language game concerned with the ineradicable contingency of human life, such as (he claims) Zande witchcraft to be. I argue, however, that Winch's account fails to answer the question why Zande witchcraft can find no application within our lives. I suggest that answering this requires us to raise the question of why Zande witchcraft “fits” with their other practices but cannot with ours, a question of “sense” which cannot be answered by reference to another language game. I use Joseph Epes Brown's account of Native American cultures (in Epes Brown 2001) as an exemplification of a form of coherence that constitutes what we may call a “world”. I then discuss what is involved in this, relating this coherence to a relation to the temporal, which provides an internal connection between the senses of the “real” embodied in the different linguistic practices of these cultures. I relate this to the later Heidegger's account of the “History of Being”, of the historical worlds of Western culture and increasingly of the planet. I conclude with an indication of concerns and issues this approach raises, ones characteristic of “Continental” rather than Wittgensteinian philosophy. (shrink)

One’s philosophical points of view, which form the bases for assumptions that we bring to management theory and practice matter, and matter deeply, to management thinking and corporate behavior. In this paper I outline three related threads of philosophical conversations and explain how they are important in management theory and practice: the “linguistic turn” in philosophy, deriving from the later writings of Ludwig Wittgenstein, a social constructionist perspective: a set of theories at least implicitly derived from the linguistic turn in (...) philosophy, and the notion of the impartial spectator. I then use these three theories to analyze the idea of the corporation, corporate cultures and corporate mission statements, stakeholder theories and their differences, and the limitations of the popular notion of “corporate social responsibility.” I conclude that how one frames these management ideas makes a difference, a difference in theory and in practice. (shrink)

Psychoontology is a philosophical theory of the cognizing subject and various related matters. In this article. I present two approaches to the discipline—the first proposed by Jerzy Perzanowski, the second by Jesse Prinz and Yoram Hazony. I then undertake to bring these into unity using certain ideas from Husserl and Frege. Applying the functor qua, psychoontology can be described as a discipline concerned with: (a) the cognizing subject qua being—this leads to the question: what kind of being is the subject (...) (is it an object?, simple or complex?, a process?) and what makes him/her/it possible; (b) being qua cognized, this leads to the question: under what conditions can we access the world? Since the notion of being qua cognized might seem peculiar, I present its context and discuss it in detail in the last section. (shrink)