Ludwig Wittgenstein is perhaps the greatest philosopher of the twentieth century, and certainly one of the most original in the entire Western tradition. Given the inaccessibility of his work, it is remarkable that he has inspired poems, paintings, films, musical compositions, titles of books -- and even novels. In his splendid biography, Ray Monk has made this very compelling human being come alive in a way that perfectly explains the fascination he has evoked. Wittgenstein's life was one of great moral (...) and spiritual depth. Although his work addresses problems of logic, language, mind, and knowledge, he often described it as having an ethical point, and once said that he "could not help seeing every problem from a religious point of view." In successfully bridging the gap assumed by many to exist between Wittgenstein's life and his work, Monk's biography helps to explain the interest in Wittgenstein's later philosophy on the part of Buddhist scholars. (shrink)

Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called “the consensus view” about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This (...) is an attractive view, but it has some shortcomings and weaknesses. In this article we present and defend an alternative approach based on the notion of family resemblance. We argue that the family resemblance approach is superior to the consensus view in several ways, which we discuss in some detail. (shrink)

P. M. S. Hacker 1. The ‘confusion of psychology’ On the concluding page of what is now called ‘Part II’ of the Investigations, Wittgenstein wrote.

Zettel, an en face bilingual edition, collects fragments from Wittgenstein's work between 1929 and 1948 on issues of the mind, mathematics, and language.

An attempt is made to answer the question why wittgenstein might have found the analogy between speaking and playing games philosophically exciting. It is argued that on the face of it the two are strikingly disanalogous, But that on reflecting further one can find various features of games (9 are distinguished in all) which are also features of some speech episodes, And the awareness of which could be philosophically significant.

Philosophers, historians, and sociologists of science have grown interested in the daily practices of scientists. Recent studies have drawn linkages between scientific innovations and more ordinary procedures, craft skills, and sources of sponsorship. These studies dispute the idea that science is the application of a unified method or the outgrowth of a progressive history of ideas. This book critically reviews arguments and empirical studies in two areas of sociology that have played a significant role in the 'sociological turn' in science (...) studies: ethnomethodology and the sociology of scientific knowledge. In both fields, efforts to study scientific practices have led to intractable difficulties and debates, due in part to scientistic and foundationalist commitments that remain entrenched with social-scientific research policies and descriptive language. The central purpose of this book is to explore the possibility of an empirical approach to the epistemic contents of science that avoids the pitfalls of scientism and foundationalism. (shrink)

This provocative, engaging and important book marks the fiftieth anniversary of the publication of Peter Winch's seminal The Idea of a Social Science. The authors – the first two philosophers, the third a sociologist – have worked together in various permutations before. No-one familiar with their previous publications will be surprised that the dominant voice throughout is Wittgenstein's – that is, Wittgenstein as read ‘resolutely’ by ‘new Wittgensteinians’. They have three principal aims: first, to read Winch's own work in an (...) equally ‘resolute’ way; hence to read ISS as prophylactic and therapeutic in intention, and not as heralding a wonderful or not-so-wonderful new social theory; secondly, to defend Winch against certain persistent charges; and thirdly, to persuade social theorists and philosophers of ‘social science’ that Winch's therapeutic lessons have not yet been assimilated, with the possible exception of a handful of ethnographers and ethnomethodologists.Following a substantial introductory section, Chapters 1 and 2 – respectively, entitled ‘Beyond pluralism, monism, relativism, realism etc.: reassessing Peter Winch’ and ‘Winch and linguistic idealism’ – argue that Winch cannot be seen as an advocate of linguistic idealism or “any of the other ‘isms’ that have been reactively bandied about …. (shrink)

This essential introduction to the philosopher and his thought, combines passages from Wittgenstein with detailed interpretation. Hacker leads us into a world of philosophical investigation in which "to smell a rat is ever so much easier than to trap it". Wittgenstein defined humans as language-using creatures. The role of philosophy is to ask questions which reveal the limits and nature of language. Taking the expression, description and observation of pain as examples, Hacker explores the ingenuity with which Wittgenstein identified the (...) rules and set the limits of language. (shrink)

Rule following is often made an unnecessary mystery in the philosophy of social science. One form of mystification is the issue of 'rule finitism', which raises the puzzle as to how a learner can possibly extend the rule to applications beyond those examples which have been given as instruction in the rule. Despite the claim that this problem originated in the work of Wittgenstein, it is clear that his philosophical method is designed to evaporate, not perpetuate, such problems. The supposed (...) problem of rule finitism is malformed, deriving from misconceptions about the relation between understanding a rule and making an application of it. (shrink)

What do we learn about language from reading Wittgenstein'sPhilosophical Investigations? This question gains urgency from Wittgenstein's alleged animus against philosophical theorizing and his indirectness. Section 1 argues that Wittgenstein's goal is to prevent philosophical questioning about the foundations of language from the beginning. This conception of his aim is not in tension with Wittgenstein's use of the notion of community; community interpretations of his views betray a misguided commitment to the coherence of the idea that language might need grounding. Wittgenstein's (...) goal is not to enjoin us not to step outside of language-games, but to show that we have insufficiently clear grasp of the terms we try to use to express the limits of intelligibility. Section 2 suggests that appreciating Wittgenstein's moral concerning the relation between language and philosophizing about it involves allowing him to teach us how to read his book. What makes readingPhilosophical Investigations possible is openness to learning how not to forget our lives in language. (shrink)

Taking its orientation from Peter Winch, this article critiques from a Wittgensteinian point of view some “theoreticist” tendencies within constructivism. At the heart of constructivism is the deeply Wittgensteinian idea that the world as we know and understand it is the product of human intelligence and interests. The usefulness of this idea can be vitiated by a failure to distinguish conceptual from empirical questions. I argue that such a failure characterises two influential constructivist theories, those of Ernst von Glasersfeld and (...) David Bloor. These are considered in turn. Both theories seek to give a general, causal account of knowledge: von Glasersfeld's in term of cognitive subjectivity, Bloor's in terms of social agreement. Ironically, given that both writers cite Wittgenstein as a source of theoretical inspiration, assumptions of both theories run counter to key Wittgensteinian arguments. To show that Wittgenstein's views offer no solace to the realist, the article closes with a brief consideration of John Searle's theory of knowledge. (shrink)

Science educators and those who investigate science learning have tended, for good reason, to focus their attention on students' conceptual development, Such a focus is, however, too narrow to provide full and proper understanding of the complexities of original science learning. Recently developmental cognitive psychologists have called on the work of postpositivistic philosophers of science, especially Thomas Kuhn, to bolster their research into conceptual development in science acquisition. What these psychologists have not recognized is that Kuhn's position is actually a (...) derivative of Wittgenstein's methodological nominalism, a viewpoint far more favorable to behaviorism than cognitive psychology. After drawing out some of the consequences of this fact for the developmental cognitive psychologist program for studying science learning, we suggest our own radical alternative. Drawing on Floden, Buchmann and Schwille's idea of “Breaking with Everyday Experience” we propose an alternative notion of original science learning in terms of Alfred Schutz's modification of Williams James' many worlds thesis. The many worlds thesis will allow us to better understand students' difficulty in learning idealized worlds such as science, worlds that represent a discontinuous break with ordinary everyday practical experience. (shrink)

Ludwig Wittgenstein was born in 1889, son of parents of Jewish extraction but not Jewish religion. Asked how his family came by the name ‘Wittgenstein’ Ludwig said they had been court Jews to the princely family and so had taken the name when Jews were required by law to have European-style names. The father, Karl, was a Protestant, the mother a Catholic. The Jewish blood was sufficient to bring the family later on into danger under Hitler's Nuremberg Laws. They did (...) not think of themselves as Jews or belong to the Jewish community in Vienna. The children were brought up sort-of Catholic though so far as I know only the eldest, Hermine, towards the end of her life, took this seriously and made a profession of faith before friends and household. At 9 years of age Ludwig and Paul, a year or two older than Ludwig, talked together and decided that their religion was all nonsense. Paul became a pianist of some fame, but soon after his debut in Vienna he became a wounded prisoner on the Russian front and his arm was lopped off by a surgeon who did not know he was a pianist. (shrink)