Results for 'how to write'

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  1. How to Write a Proof: Patterns of Justification in Strategic Documents for Educational Reform.Jitka Wirthová - 2019 - Teorie Vědy / Theory of Science 41 (2):307-335.
    Writing strategic documents is a major practice of many actors striving to see their educational ideas realised in the curriculum. In these documents, arguments are systematically developed to create the legitimacy of a new educational goal and competence to make claims about it. Through a qualitative analysis of the writing strategies used in these texts, I show how two of the main actors in the Czech educational discourse have developed a proof that a new educational goal is needed. I draw (...)
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  2. How to Write a Good, or Really Bad, Philosophy Essay.Bryan Frances - manuscript
    This is an essay written for students regarding how to write a philosophy paper.
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  3. How to Write a Philosophy Paper.Brendan Shea - manuscript
    This is a guide to writing philosophy papers aimed at introductory students prepared by the philosophy faculty at Rochester Community and Technical College. It includes sections on reading philosophy and writing philosophy, as well as an explanation of common grading criteria for essays in philosophy.
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  4. How Much Writing is Enough? - Delivered at Derrida Today Conference, 2014 Fordham University, New York.James Brusseau - manuscript
    The difference between Derrida and Deleuze has been debated in terms of their understandings and uses of the historical distinction between Being and beings. Daniel W. Smith intersects with the question when discussing transcendence and immanence. Clair Colebrook intersects when discussing materialism. Paul Patton intersects when distinguishing the unconditioned and conditioned. This essay moves along with their ideas, and contributes to the discussion by re-inscribing the debate in terms of nouns and verbs. The conclusion suggests that the noun/verb prism yields (...)
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  5. How to Philosophize With A Hammer (A Squeaky Plastic One).Chris A. Kramer - 2021 - In Kishor Vaidya (ed.), Teach with a Sense of Humor: Why (and How to) Be a Funnier and More Effective Teacher and Laugh All the Way to Your Classroom. pp. 176-187.
    "The Mind is not a Vessel to be Filled but a Fire to be Kindled", and "Education is Not the Filling of Pail But the Lighting of a Fire", and ... Something About a Horse ... You can lead a horse to water, but you can’t make it smile? Because of the long face and all? (No, that can’t be it). Anyway, borrowing a bit from Plutarch and Yeats (maybe, there is no agreement on whether he said that about pails (...)
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  6. How to Read a Meta-Analysis? A Guideline for Clinicians.Seval Kul - 2018 - European Journal of Therapeutics 24 (1):1-4.
    Meta-analysis is a statistical analysis that combines the results of relevant studies performed for same purpose and is used as a tool for evidence-based medicine to support clinical decision making. Because a meta-analysis includes advanced statistical analysis, the report is not easily understandable to clinicians. In this study, we aimed to write a guideline for clinicians to help them understand the statistical analysis part of a meta-analysis and interpret graphs and results of a meta-analysis.
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  7. (1 other version)Reseña: Michael Billig . Learn to Write Badly: How to Succeed in the Social Sciences. Cambridge: Cambridge University Press. 234 páginas. [REVIEW]Omar Sabaj Meruane - 2013 - Logos: Revista de Lingüística, Filosofía y Literatura 24 (2):187-192.
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  8. How to Mediate Reality: Thinking Documentary Film with Horkheimer and Adorno.Stefanie Baumann - 2021 - In Jeremiah Morelock (ed.), How to Critique Authoritarian Populism: Methodologies of the Frankfurt School. Studies in Critical Social Sci. pp. 412-430.
    In recent years, documentary formats have entered prominently into the realm of the culture industry, especially since Hollywood and Netflix started to invest in costly productions addressed to the mainstream. Many of these documentaries claim to show reality in its immediacy (“as it really is”), to reveal that which is obscured, or to critically assess societal evils. They use aesthetic strategies that reinforce the appearance of authenticity, while concealing the mediation of what they represent, and the authoritarian stances they presuppose. (...)
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  9. (1 other version)Moonstruck, or how to ruin everything.William Day - 1995 - Philosophy and Literature 19 (2):292-307.
    A reading of the film Moonstruck (1987) is presented in two movements. The first aligns Moonstruck with certain Hollywood film comedies of the 1930s and 40s, those Stanley Cavell calls comedies of remarriage. The second turns to some aspects of Emerson's writing – in particular his interest in our relation to human greatness, and his coinciding interest in our relation to the words of a text – and shows how Moonstruck inherits these Emersonian, essentially philosophical interests.
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  10. Think Least of Death: Spinoza on How to Live and How to Die by Steven Nadler. [REVIEW]John Grey - 2023 - Journal of the History of Philosophy 61 (4):708-709.
    In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Think Least of Death: Spinoza on How to Live and How to Die by Steven NadlerJohn GreySteven Nadler. Think Least of Death: Spinoza on How to Live and How to Die. Princeton, NJ: Princeton University Press, 2020. Pp. x + 234. Hardback, $39.95.Think Least of Death is not just an interpretation of Spinoza, but a defense of his philosophy. Nadler develops Spinoza's arguments in ways that are intended (...)
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  11. (1 other version)Will Hominoids or Androids Destroy the Earth? —A Review of How to Create a Mind by Ray Kurzweil (2012).Michael Starks - 2016 - In Suicidal Utopian Delusions in the 21st Century: Philosophy, Human Nature and the Collapse of Civilization-- Articles and Reviews 2006-2017 2nd Edition Feb 2018. Las Vegas, USA: Reality Press. pp. 675.
    Some years ago I reached the point where I can usually tell from the title of a book, or at least from the chapter titles, what kinds of philosophical mistakes will be made and how frequently. In the case of nominally scientific works these may be largely restricted to certain chapters which wax philosophical or try to draw general conclusions about the meaning or long term significance of the work. Normally however the scientific matters of fact are generously interlarded with (...)
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  12. Why II Write ?Silvere Gangloff - manuscript
    In this text I consider the question of why to write ? retracting back this question to the point of view of the individual that I am from the one of the society as a whole. I believe that this change of point of view may serve even the construction of a collective discourse, in particular because a solution to this problem would guarantee the preservation of meaning even at the collective level. Taking this point of view has consequences (...)
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  13. How Does Recognition Emerge from Nature? The Genesis of Consciousness in Hegel’s Jena Writings.Italo Testa - 2012 - Critical Horizons 13 (2):176-196.
    The paper proposes a reconstruction of some fragments of Hegel’s Jena manuscripts concerning the natural genesis of recognitive spiritual consciousness. On this basis it will be argued that recognition has a foothold in nature. As a consequence, recognition should not be understood as a bootstrapping process, that is, as a self-positing and self-justifying normative social phenomenon, intelligible within itself and independently of anything external to it.
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  14. The Invention of Light Writing or How the Cosmos Came to Draw Itself.Baigrie Brian - 2003 - Optics and Photonics News 14:26-29.
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  15. How Leibniz tried to tell the world he had squared the circle.Lloyd Strickland - 2023 - Historia Mathematica 62:19-39.
    In 1682, Leibniz published an essay containing his solution to the classic problem of squaring the circle: the alternating converg-ing series that now bears his name. Yet his attempts to disseminate his quadrature results began seven years earlier and included four distinct approaches: the conventional (journal article), the grand (treatise), the impostrous (pseudepigraphia), and the extravagant (medals). This paper examines Leibniz’s various attempts to disseminate his series formula. By examining oft-ignored writings, as well as unpublished manuscripts, this paper answers the (...)
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  16. Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies (ed.), Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    The importance of teaching critical thinking skills at the college level cannot be overemphasized. Teaching a subcategory of these skills—argument analysis—we believe is especially important for first-year students with their college careers, as well as their lives, ahead of them. The struggle, however, is how to effectively teach argument analysis skills that will serve students in a broad range of disciplines.
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  17. A writing guide for professional philosophers.Neil Mehta - manuscript
    This guide focuses on the content and form of excellent philosophical writing, with further comments on reading, thinking, writing processes, publication strategies, and self-cultivation.
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  18. The Epistemology of Know-how.Britt Harrison - 2012 - Dissertation, University of Hertfordshire
    There is an as yet unacknowledged and incomparable contribution to the philosophical debates about know-how to be found in the writings of Ludwig Wittgenstein. It is sourced in his investigations into knowledge and certainty in On Certainty, though it is not limited to these late passages. Understanding the ramifications of this putative contribution (even if one does not agree with it) highlights the extent to which (i) there is now a new range of issues pertaining to know-how which no future (...)
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  19. How the performer came to be prepared: Three moments in music’s encounter with everyday technologies.Iain Campbell - 2023 - In Natasha Lushetich, Iain Campbell & Dominic Smith (eds.), Contingency and plasticity in everyday technologies. Lanham: Rowman & Littlefield. pp. 125-41.
    What kind of technology is the piano? It was once a distinctly everyday technology. In the bourgeois home of the nineteenth century it became an emblematic figure of gendered social life, its role shifting between visually pleasing piece of furniture, source of light entertainment, and expression of cultured upbringing. It performed this role unobtrusively, acting as a transparent mediator of social relations. To the composer of concert music it was, and sometimes still is, says Samuel Wilson, like the philosopher’s table: (...)
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  20. How Leibniz would have responded to the Lisbon earthquake.Lloyd Strickland - 2016 - In Lloyd Strickland, Erik Vynckier & Julia Weckend (eds.), Tercentenary Essays on the Philosophy & Science of G.W. Leibniz. Cham: Palgrave-Macmillan. pp. 257-278.
    On 1 November 1755, the city of Lisbon in Portugal was virtually destroyed by the largest documented seismic event ever to hit Europe. It is often claimed that the catastrophe severely damaged the plausibility of Leibniz’s optimism, and even the wider project of theodicy. Leibniz died several decades before the Lisbon earthquake struck, and so was unable to address it and the challenges thrown up by it, which would have included an account of how the event was consistent with God’s (...)
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  21. PARAPHRASING TECHNIQUE TO DEVELOP SKILL FOR ENGLISH WRITING AMONG INDONESIAN COLLEGE STUDENTS OF ENGLISH.Kaharuddin Andi - 2020 - Systematic Reviews in Pharmacy 11 (11):291-297.
    This research aims at examining three important things, i.e. students’ technique in paraphrasing, paraphrasing acceptability and obstacles in paraphrasing. A qualitative approach was used to carry out this study by purposively selecting 26 Indonesian college students of English as respondents. The data were collected by giving a paraphrasing task (consisted of 5 paragraphs) to the students and interviewed them to find out in-depth information on paraphrasing acceptably and obstacles. The research revealed that synonym technique was the most frequent technique sued (...)
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  22. How I Found My Way to the Written Word Through Visual Art.Laura Donkers - 2014 - Philosophy Study 4 (7):511-519.
    The author’s practice-led research explores “the act of living.” In order to advance this idea, the author has acquired skills in investigation and expressed her thinking through a descriptive and explanatory visual language. The author’s learning journey, while not unique, has not been an ordinary one. Initial academic failure to achieve in the school education system contributes to choosing a life working on the land and harbouring the belief that she is unable to learn academically. Still, the author has gained (...)
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  23. Making it your own: Writing fellows re-evaluate faculty resistance.Judith Halasz, Maria Brincker, D. Gambs, D. Geraci, A. Queeley & S. Solovyova - 2006 - Across the Disciplines 3.
    Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of "resistance" is often used without further examination of the underlying causes. Based on research and experience as (...)
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  24. The puzzle of learning by doing and the gradability of knowledge‐how.Juan S. Piñeros Glasscock - 2021 - Philosophy and Phenomenological Research 105 (3):619-637.
    Much of our know-how is acquired through practice: we learn how to cook by cooking, how to write by writing, and how to dance by dancing. As Aristotle argues, however, this kind of learning is puzzling, since engaging in it seems to require possession of the very knowledge one seeks to obtain. After showing how a version of the puzzle arises from a set of attractive principles, I argue that the best solution is to hold that knowledge-how comes in (...)
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  25. Iris Murdoch’s Practical Metaphysics: A Guide to her Early Writings.Lesley Jamieson - 2023 - Springer Verlag.
    This book explores Iris Murdoch as a philosopher who, through her distinctive methodology, exploits the advantages of having a mind on the borders of literature and politics in her early career writings (pre-The Sovereignty of Good). By focusing on a single decade of Murdoch’s early career, Jamieson tracks connections between her views on the state of literature and politics in postwar Britain and her approach to the philosophy of mind and moral philosophy. Furthermore, this close study reveals that, far from (...)
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  26. How Dialogic Settings Influence Evidence Use in Adolescent Students.Fabrizio Macagno & Elizabeth Mayweg-Paus - 2016 - Zeitschrift Für Padagogische Psychologie 30:121-132.
    This study examines how evidence is used differently in argumentative discourse compared to individual arguments. Applying a 1×2 crossover study design, 37 secondary school students were asked either to discuss a social issue with their partner before individually writing an essay outlining their opinion or, vice versa, first to discuss and then to write. As background information, they were provided with pieces of evidence with different levels of quality. Dialogs and essays were analyzed regarding (a) the type of evidence (...)
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  27. The logic of academic writing.Fabrizio Macagno & Chrysi Rapanta - 2019 - New York, NY, USA: Wessex.
    The logic of academic writing is the argumentative strategy on which our papers, our sections, and our paragraphs are based. It is a strategy, as it is a plan that connects different steps and has a specific goal, namely convincing the audience of an original and important idea. And it is argumentative, for two reasons. First, we can defend our idea and we can convince our audience only through arguments, which only in very few disciplines are formal deductions. In most (...)
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  28. Early writing: A cognitive archaeological perspective on literacy and numeracy.Karenleigh Anne Overmann - 2022 - Visible Language 1 (56):8-44.
    This inquiry seeks to understand how the original form of writing in Mesopotamia—the small pictures and conventions of protocuneiform—became cuneiform, a script that could not be read without acquiring the neurological and behavioral reorganizations understood today as literacy. The process is described as involving small neurological and behavioral changes realized, accumulated, and distributed to new users through interactions with and concomitant incremental changes in the material form of writing. A related inquiry focuses on why and how numerical notations differ from (...)
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  29. Writing Philosophy for Publication.Daniel Muñoz - manuscript
    So you want to publish some philosophy—preferably, good philosophy in a nice journal. -/- How do you do it?
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  30. The Problem of the Image: Sacred and Profane Spaces in Walter Benjamin’s Early Writing.Alison Ross - 2013 - Critical Horizons 14 (3):355-379.
    From the comparative framework of writing on the meaning of ritual in the field of the history of religions, this essay argues that one of the major problems in Benjamin’s thinking is how to make certain forms of materiality stand out against other forms. In his early work, the way that Benjamin deals with this problem is to call degraded forms “symbolic”, and those forms of materiality with positive value, “allegorical”. The article shows how there is more than an incidental (...)
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  31. ChatGPT, The CUPID Model, and Low-Stakes Writing.Casey Landers - forthcoming - Aapt Studies in Pedagogy.
    Educators are increasingly concerned with the use of artificial intelligence (AI) in student writing. Much of the concern focuses on the issue of students using ChatGPT to complete their work. I introduce the CUPID model for instructors to use when thinking about how to pedagogically handle ChatGPT. The CUPID model lays out five general approaches: Catch, Utilize, Prevent, Ignore, and Disincentivize. I suggest that instructors should especially consider using certain assignments that fall under the approach “Disincentivize”. Philosophy instructors in particular (...)
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  32. (1 other version)A cognitive archaeology of writing: Concepts, models, goals.Karenleigh Anne Overmann - 2021 - In Philip Boyes, Philippa Steele & Natalia Elvira Astoreca (eds.), The social and cultural contexts of historic writing practices. Oxbow. pp. 55-72.
    Complex systems like literacy and numeracy emerge through multigenerational interactions of brains, behaviors, and material forms. In such systems, material forms – writing for language and notations for numbers – become increasingly refined to elicit specific behavioral and psychological responses in newly indoctrinated individuals. These material forms, however, differ fundamentally in things like semiotic function: language signifies, while numbers instantiate. This makes writing for language able to represent the meanings and sounds of particular languages, while notations for numbers are semantically (...)
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  33. Speech & Oral Phenomena: Memory, Mouth, Writing, Life-Death.Virgil W. Brower - 2011 - French Literature Series 38:209-230.
    Following one of Jacques Derrida’s early questions — namely, How is writing involved in speech? — this essay reconsiders the role of the tongue and the sense of taste in the oral phenomena of speaking and saying. The contact the tongue makes with the mouth or teeth is just as much a materialization of language as what is commonly called “writing.” The tongue acts as a pen and the mouth, as a blank page (or palimpsest). Mouthed writing is accompanied by (...)
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  34. Writing as a man: Levinas and the phenomenology of Eros.Stella Sandford - 1998 - Radical Philosophy 87:6-17.
    In the philosophical works of Emmanuel Levinasʼs early career, it is in a phenomenology of Eros that he claims to have uncovered the site of what he calls ʻtranscendenceʼ. This is no small claim. According to the argument of the later Totality and Infinity (1961), the history of Western philosophy is to be thought as the history of the ʻphilosophy of the sameʼ. Within this polemical generalization almost the whole of Western philosophy is characterized as a totalizing discourse which aims (...)
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  35. (1 other version)How perception fixes reference.Kevin Mulligan - 1997 - In Language and Thought. Hawthorne: De Gruyter. pp. 122-138.
    The answer I shall sketch is not mine. Nor, as far as I can tell, is it an answer to be found in the voluminous literature inspired by Kripke’s work. Many of the elements of the answer are to be found in the writings of Wittgenstein and his Austro-German predecessors, Martinak, Husserl, Marty, Landgrebe and Bühler. Within this Austro-German tradition we may distinguish between a strand which is Platonist and anti-naturalist and a strand which is nominalist and naturalist. Thus Husserl’s (...)
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  36. History of writing and record keeping.Rochelle Marianne Forrester - 2016 - Online.
    The ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. The human environment includes the human being itself and the human ability to communicate by means of language and to make symbolic representations of the sounds produced by language, allowed the (...)
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  37. How Does Disability Affect Wellbeing? A Literature Review and Philosophical Analysis.Avram Hiller - 2023 - Journal of Philosophy of Disability 3:7-46.
    The question of how disability affects wellbeing has occupied a number of philosophers in recent years. However, this literature has proceeded without a careful examination of the fairly vast empirical research on the topic. In this paper, I review the scholarly literature and discuss some philosophically-relevant aspects of it. On average, those with disabilities have a significantly lower level of wellbeing than those without disabilities. Furthermore, there is strong evidence that this reduction in wellbeing is not due entirely to ableist (...)
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  38. (1 other version)How do we perceive cultural affordances? [orig. Hoe nemen we culturele affordances waar?].Anco Peeters - 2021 - Algemeen Nederlands Tijdschrift voor Wijsbegeerte 113 (3):393-397.
    Cognitive scientists typically explain cognitive processes in groups from the study of the individual. Even researchers who recognize that our cognition is inherently situated and cannot be understood without placing it in a social context take the individual as the starting point for looking at group processes. It is reason for Robert Wilson (2004) to argue for 'group minds'. With this he creates room for the idea that certain group processes cannot solely be explained as the sum of the individual (...)
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  39. Sincerity, Idealization and Writing with the Body: Karoline von Günderrode and Her Reception.Anna Ezekiel - 2016 - In Simon Bunke & Katerina Mihaylova (eds.), Aufrichtigkeitseffekte. Signale, soziale Interaktionen und Medien im Zeitalter der Aufklärung. Rombach. pp. 275–290.
    In 1804, when asked by the aspiring writer Clemens Brentano why she had chosen to publish her work, Karoline von Günderrode wrote that she longed “mein Leben in einer bleibenden Form auszusprechen, in einer Gestalt, die würdig sei, zu den Vortreflichsten hinzutreten, sie zu grüssen und Gemeinschaft mit ihnen zu haben.” In light of this kind of statement, it is perhaps not surprising if, despite some exceptions, much of the still relatively scant literature on Günderrode reads her works largely in (...)
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  40. Introduction to Cosmological Aesthetics: the Kantian Sublime and Nietzschean Dionysian.Erman Kaplama - 2010 - International Journal of the Humanities 8 (2):69-84.
    This paper is founded on a close reading of Kant’s Opus Postumum in order both to explore the essential motivation that drove Kant to write a last comprehensive magnum opus and, by doing so, to show the essential link between his aesthetics and the idea of Übergang, the title of this last work. For this work contains not only his dynamical theory of matter defining motion as preliminary to the notions of space and time, and the advanced version of (...)
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  41. On the Ways of Writing the History of the State.Eli B. Lichtenstein - 2020 - Foucault Studies 1 (28):71-95.
    Foucault's governmentality lectures at the Collège de France analyze the history of the state through the lens of governmental reason. However, these lectures largely omit consideration of the relationship between discipline and the state, prioritizing instead raison d'État and liberalism as dominant state technologies. To remedy this omission, I turn to Foucault's early studies of discipline and argue that they provide materials for the reconstruction of a genealogy of the "disciplinary state." In reconstructing this genealogy, I demonstrate that the disciplinary (...)
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  42. Foundation for a Natural Right to Health Care.Jason T. Eberl, Eleanor K. Kinney & Matthew J. Williams - 2011 - Journal of Medicine and Philosophy 36 (6):537-557.
    Discussions concerning whether there is a natural right to health care may occur in various forms, resulting in policy recommendations for how to implement any such right in a given society. But health care policies may be judged by international standards including the UN Universal Declaration of Human Rights. The rights enumerated in the UDHR are grounded in traditions of moral theory, a philosophical analysis of which is necessary in order to adjudicate the value of specific policies designed to enshrine (...)
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  43. Tinkering with Technology: How Experiential Engineering Ethics Pedagogy Can Accommodate Neurodivergent Students and Expose Ableist Assumptions.Janna B. Van Grunsven, Trijsje Franssen, Andrea Gammon & Lavinia Marin - 2024 - In E. Hildt, K. Laas, C. Miller & E. Brey (eds.), Building Inclusive Ethical Cultures in STEM. Springer Verlag. pp. 289-311.
    The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics educators, (...)
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  44. Education Sensitive to Origin: Pedagogical Framework that Finds Foundation in the Thought of Edith Stein.Luis Manuel Martínez Domínguez - 2023 - Cuadernos de Pensamiento 36 (2660-6070):343-369.
    In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to manifest (...)
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  45. (1 other version)The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in the Writings of Wittgenstein and Searle.Starks Michael - 2016 - In Starks Michael (ed.), The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in the Writings of Wittgenstein and Searle--Articles and Reviews 2006-2016 367p (2016). Michael Starks. pp. 11-69.
    I provide a critical survey of some of the major findings of Wittgenstein and Searle on the logical structure of intentionality (mind, language, behavior), taking as my starting point Wittgenstein’s fundamental discovery –that all truly ‘philosophical’ problems are the same—confusions about how to use language in a particular context, and so all solutions are the same—looking at how language can be used in the context at issue so that its truth conditions (Conditions of Satisfaction or COS) are clear. The basic (...)
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  46. The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in the Writings of Ludwig Wittgenstein and John Searle.Michael R. Starks - manuscript
    I provide a critical survey of some of the major findings of Wittgenstein and Searle on the logical structure of intentionality (mind, language, behavior), taking as my starting point Wittgenstein’s fundamental discovery –that all truly ‘philosophical’ problems are the same—confusions about how to use language in a particular context, and so all solutions are the same—looking at how language can be used in the context at issue so that its truth conditions (Conditions of Satisfaction or COS) are clear. The basic (...)
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  47.  52
    Imaginary anthropologies. On Wittgenstein's last writings and epistemic relativism.Claudio Fabbroni - 2024 - In Yannic Kappes, Asya Passinsky, Julio De Rizzo & Benjamin Schnieder (eds.), Facets of Reality — Contemporary Debates. Beiträge der Österreichischen Ludwig Wittgenstein Gesellschaft / Contributions of the Austrian Ludwig Wittgenstein Society. Band / Vol. XXX. Austrian Ludwig Wittgenstein Society. pp. 224-233.
    To Wittgenstein’s late thought is often attributed a form of cultural or epistemic relativism, according to which truths are relative to the criteria of justification valid within a linguistic community. This paper aims to show that this attribution lies largely on a misinterpretation of Wittgenstein’s ideas on the relation between language-games and forms of life. In the first section are presented the grounds for some relativist readings of Wittgenstein’s thought. In the second section, through the analysis of some passages of (...)
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  48. How does a tautology say nothing?Ian Proops - forthcoming - In Wittgenstein's pre-Tractatus writings: Interpretations and Reappraisals.
    In the Tractatus, Wittgenstein conceives of tautology as 'saying nothing'. More precisely, he holds -- or so this essay contends -- that it says nothing in virtue of possessing a zero quantity of sense. Insofar as it is the limit of a series of propositions of diminishing quantity of sense, tautology resembles a degenerate conic section. But it also resembles the result of a summing together of equal and opposite linear vector quantities. Both of these models shape Wittgenstein's conception of (...)
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  49. On Perfection and Diversity in the Writings of the Ikhwān al-Ṣafā.John T. Giordano - manuscript
    The growing power of communication and information technologies and their reliance on systems, poses great challenges to cultural and religious diversity, and even education. Will these technological systems continue to homogenize cultures and religions? Will this process lead to increasing strife? Or is there a possibility of maintaining both identity and diversity in a peaceful manner? This paper explores an early attempt to consider this problem. It will focus on the Ikhwān al-Ṣafā and their attempt to construct an encyclopedic system (...)
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  50. The philosophy of tragedy : the tragedy of philosophy : the mimetic interrelationship of tragedy and philosophy in the theoretical writings of Friedrich Hölderlin.Helen Christine Chapman - unknown
    This study investigates Phillipe Lacoue-Labarthe's claim in "The Caesura of the Speculative" that Hölderlin is a "modern" writer. Its aim is to establish what is at stake in this claim and to evaluate whether it can be substantiated. In Chapter One I discuss the relationship between tragedy and philosophy. I show that the uneasy relationship between philosophy and the arts is premised upon Plato's understanding and judgement of mimesis. I contrast Plato and Aristotle's treatment of poetry by examining how they (...)
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