In his highly perceptive, if underappreciated introduction to Wittgenstein’s Tractatus, Russell identifies a “lacuna” within Wittgenstein’s theory of number, relating specifically to the topic of transfinite number. The goal of this paper is two-fold. The first is to show that Russell’s concerns cannot be dismissed on the grounds that they are external to the Tractarian project, deriving, perhaps, from logicist ambitions harbored by Russell but not shared by Wittgenstein. The extensibility of Wittgenstein’s theory of number to the case of transfinite (...) cardinalities is, I shall argue, a desideratum generated by concerns intrinsic, and internal to Wittgenstein’s logical and semantic framework. Second, I aim to show that Wittgenstein’s theory of number as espoused in the Tractatus is consistent with Russell’s assessment, in that Wittgenstein meant to leave open the possibility that transfinite numbers could be generated within his system, but did not show explicitly how to construct them. To that end, I show how one could construct a transfinite number line using ingredients inherent in Wittgenstein’s system, and in accordance with his more general theories of number and of operations. (shrink)

L’intérêt que Bergson porte aux arts est bien connu. À travers l’ensemble de son œuvre, les exemples souvent inspirés par la littérature et la lecture semblent révéler une certaine affinité pour cette forme d’art. Pourtant, malgré sa récurrence, ce thème n’est jamais étudié frontalement ni profondément. Cette brève étude se veut un tour d’horizon du répertoire bergsonien, une recherche d’éléments qui permettraient peut-être d’articuler une pensée bergsonienne de la lecture. Plus précisément, nous examinons les exemples utilisés par Bergson pour illustrer (...) les notions de suggestion, d’attention et de sympathie, pour déterminer si ces descriptions du phénomène de lecture ne sont que des exemples, ou s’ils ont une valeur philosophique propre. (shrink)

In this paper, I provide a new reading of Wittgenstein’s N operator, and of its significance within his early logical philosophy. I thereby aim to resolve a longstanding scholarly controversy concerning the expressive completeness of N. Within the debate between Fogelin and Geach in particular, an apparent dilemma emerged to the effect that we must either concede Fogelin’s claim that N is expressively incomplete, or reject certain fundamental tenets within Wittgenstein’s logical philosophy. Despite their various points of disagreement, however, Fogelin (...) and Geach nevertheless share several common and problematic assumptions regarding Wittgenstein’s logical philosophy, and it is these mistaken assumptions which are the source of the dilemma. Once we recognize and correct these, and other, associated expository errors, it will become clear how to reconcile the expressive completeness of Wittgenstein’s N operator, with several commonly recognized features of, and fundamental theses within, the Tractarian logical system. (shrink)

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes were substantiated (...) by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal. (shrink)