Four years after the publication of Wittgenstein's Investigations, Rush Rhees began writing critical reflections on the masterpiece he had helped to edit. In this edited collection of his previously unpublished writings, Rhees argues, contra Wittgenstein, that although language lacks the unity of a calculus it is not simply a family of language games. The unity of language is found in its dialogical character. It is in this context that we say something, and grow in understanding: notions not captured in Wittgenstein's (...) emphasis on language games, following rules, and using language. Rhees develops Wittgenstein's notion that to imagine a language is to image a form of life, without suggesting that we are all engaged in an all-inclusive conversation. The result is not only a major contribution to Wittgenstein scholarship, but an original discussion of central philosophical questions concerning the possibility of discourse. (shrink)

Introduction: discursive conditions -- Language, philosophy, and sophistry -- Contributions to a conversation about the conversation of humanity: Heidegger and Gadamer, Oakeshott and Rorty -- Lectures and letters as conversation: Cavell as educator in Cities of words -- Conclusion: redeeming words.

This reissue of an American philosophical classic includes a new preface by Cavell, in which he discusses the work's reception and influence. The work fosters a fascinating relationship between philosophy and literature both by augmenting his philosophical discussions with examples from literature and by applying philosophical theories to literary texts. Cavell also succeeds in drawing some very important parallels between the British analytic tradition and the continental tradition, by comparing skepticism as understood in Descartes, Hume, and Kant with philosophy of (...) language as practiced by Wittgenstein and Austin. (shrink)

Dennis Cato; Getting Clearer about ‘Getting Clearer’: R. S. Peters and second-order conceptual analysis, Journal of Philosophy of Education, Volume 21, Issue 1.

Dennis Cato; Getting Clearer about ‘Getting Clearer’: R. S. Peters and second-order conceptual analysis, Journal of Philosophy of Education, Volume 21, Issue 1.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

After this, nothing happened -- Ethics at the horizon -- Critique of abysmal reasoning.

In The Public and Its Problems, a classic of social and political philosophy, John Dewey exhibits his strong faith in the potential of human intelligence to solve the public's problems. In his characteristic provocative style, Dewey clarifies the meaning and implications of such concepts as "the public," "the state," "government," and "political democracy." He distinguishes his a posterior reasoning from a priori reasoning, which, he argues permeates less meaningful discussion of basic concepts. Dewey repeatedly demonstrates the interrelationships between fact and (...) theory. (shrink)

First published in 1966, this book was written to serve as an introductory textbook in the philosophy of education, focusing on ethics and social philosophy. It presents a distinctive point of view both about education and ethical theory and arrived at a time when education was a matter of great public concern. It looks at questions such as ‘What do we actually mean by education?’ and provides a proper ethical foundation for education in a democratic society. The book will appeal (...) to both teachers and students of philosophy as well as education. (shrink)

The main points made by Clarke and Mearman about Winch's article ‘The Economic Aims of Education’ are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational aims (as opposed to specific curricular aims) are life aims, and can include vocational preparation, a position endorsed in the later writings of R. (...) S. Peters. Such aims can also, contrary to the views of Clarke and Mearman, include preparation for sexual companionship, a view endorsed by, for example, Rousseau. (shrink)

Bernadette M Tobin; Richard Peters's Theory of Moral Development, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 15–27, https://doi.

Peter Gardner; The Paradox of Moral Education: a reassessment, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 39–48, https://doi.org.

Peter Gardner; The Paradox of Moral Education: a reassessment, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 39–48, https://doi.org.

Iris Murdoch was one of the great philosophers and novelists of the twentieth century and The Sovereignty of Good is her most important and enduring philosophical work. She argues that philosophy has focused, mistakenly, on what it is right to do rather than good to be and that only by restoring the notion of ‘vision’ to moral thinking can this distortion be corrected. This brilliant work shows why Iris Murdoch remains essential reading: a vivid and uncompromising style, a commitment to (...) forceful argument, and a courage to go against the grain. With a foreword by Mary Midgley. (shrink)

First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order at (...) ethical development. The third part combines a novel approach to the problem of understanding other people, whilst the fourth part is biographical in an unusual way. The volume can be viewed as a companion to the author’s _Ethics and Education _and will appeal to students and teachers of education, philosophy and psychology, as well as to the interested non-specialist reader. (shrink)

PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...

The idea of perfection.--On God and Good.--The sovereignty of good over other concepts.