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  1. The Blue and Brown Books: Preliminary Studies for the 'Philosophical Investigations'.Ludwig Wittgenstein - 1958 - Oxford, England: Harper & Row. Edited by Rhush Rhees.
    These works, as the sub-title makes clear, are unfinished sketches for Philosophical Investigations, possibly the most important and influential philosophical work of modern times. The 'Blue Book' is a set of notes dictated to Witgenstein's Cambridge students in 1933-1934: the 'Brown Book' was a draft for what eventually became the growth of the first part of Philosophical Investigations. This book reveals the germination and growth of the ideas which found their final expression in Witgenstein's later work. It is indispensable therefore (...)
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  • Why Does Language Matter to Philosophy?Ian Hacking - 1975 - New York: Cambridge University Press.
    Many people find themselves dissatisfied with recent linguistic philosophy, and yet know that language has always mattered deeply to philosophy and must in some sense continue to do so. Ian Hacking considers here some dozen case studies in the history of philosophy to show the different ways in which language has been important, and the consequences for the development of the subject. There are chapters on, among others, Hobbes, Berkeley, Russell, Ayer, Wittgenstein, Chomsky, Feyerabend and Davidson. Dr Hacking ends by (...)
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  • Philosophical foundations for the curriculum.Allen Brent - 1978 - Boston: Allen & Unwin.
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  • Truth and meaning.Donald Davidson - 1967 - Synthese 17 (1):304-323.
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  • Analytical Philosophy of Knowledge.Arthur Coleman Danto - 1968 - London,: Cambridge University Press.
    A central theme of this book is that the main problems of philosophy and certainly the main traditional problems in the theory of knowledge, concern the space between language and the world. Professor Danto distinguishes between descriptive concepts, concerned with saying how the world is and semantic concepts, which have to do with the application of descriptions of the world. Failure to make these distinctions is responsible for a class of seemingly irresolvable disputes over the foundations of knowledge; but when (...)
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  • Knowledge and the Curriculum.G. H. Bantock - 1976 - Philosophy 51 (195):111-113.
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  • True1: Philosophy.J. R. Lucas - 1969 - Philosophy 44 (169):175-186.
    “ Ich liebe dich 3 ” the swains in mountain valleys of Austria inscribe on their presents to those to whom they plight their troth. The pun is a rare one in German. Only in remote valleys does the word for ‘three’ rhyme with joy; and the word for ‘true’ is usually ‘ wahr ’ not ‘ treu ’ ‘ Wahr ’ is more propositional, less evaluative than our ‘true’. So too in Latin and the romance languages ‘ verum ’, (...)
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  • A critique of linguistic philosophy.C. W. K. Mundle - 1970 - Oxford,: Clarendon P..
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  • The theory of knowledge.D. W. Hamlyn - 1970 - London,: Macmillan.
    The book attempts, in as comprehensive a way as possible, to make clear the central issues for the theory of knowledge, so as to provide a framework for that subject and also to indicate something of the way in which, as the author believes, the issues should be faced.
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  • Schools of thought.Mary Warnock - 1977 - London: Faber.
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