Wittgenstein on Rules and Private Language
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Rethinking Fideism Through the Lens of Wittgenstein's Engineering Outlook
University of Dayton eCommons Religious Studies Faculty Publications Department of Religious Studies 2012 Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook Brad Kallenberg University of Dayton, [email protected] Follow this and additional works at: https://ecommons.udayton.edu/rel_fac_pub Part of the Catholic Studies Commons, Christianity Commons, Ethics and Political Philosophy Commons, Other Religion Commons, and the Religious Thought, Theology and Philosophy of Religion Commons eCommons Citation Kallenberg, Brad, "Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook" (2012). Religious Studies Faculty Publications. 82. https://ecommons.udayton.edu/rel_fac_pub/82 This Article is brought to you for free and open access by the Department of Religious Studies at eCommons. It has been accepted for inclusion in Religious Studies Faculty Publications by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. Note: This is the accepted manuscript for the following article: Kallenberg, Brad J. “Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook.” International Journal for Philosophy of Religion 71, no. 1 (2012): 55-73. http://dx.doi.org/10.1007/s11153-011-9327-0 Rethinking Fideism through the Lens of Wittgenstein’s Engineering Outlook Brad J. Kallenberg University of Dayton, 2011 In an otherwise superbly edited compilation of student notes from Wittgenstein’s 1939 Lectures on the Foundations of Mathematics, Cora Diamond makes an false step that reveals to us our own tendencies to misread Wittgenstein. The student notes she collated attributed the following remark to a student named Watson: “The point is that these [data] tables do not by themselves determine that one builds the bridge in this way: only the tables together with certain scientific theory determine that.”1 But Diamond thinks this a mistake, presuming instead to change the manuscript and put these words into the mouth of Wittgenstein. -
On Mathematical Problem Posing*
On Mathematical Problem Posing* EDWARD A. SILVER In mathematics classes at all levels of schooling in all itself an exercise in exploring, conjecturing, examining, and countries of the world, students can be observed solving testing-all aspects of problem solving .. 1 asks should be problems .. The quality and authenticity of these mathemat created and presented that are accessible to students and ics problems has been the subject of many discussions and ~xtend their knowledge of mathematics and problem solv debates in recent years. Much of this attention has resulted ing. Students should be given opportunities to formulate in a rich, more diverse collection of problems being incor problems from given situations and create new problems by porated into school mathematics curricula. Although the modifying the conditions of a given problem [NCIM, problems themselves have received much scrutiny, less 1991, p. 95] attention has been paid to diversifying the sources for the Despite this interest, however, there is no coherent, com problems that students are asked to consider in school Stu prehensive account of problem posing as a prut of mathe dents are almost always asked to solve only the problems matics curriculum and instruction nor has there been sys that have been presented by a teacher or a textbook Stu tematic research on mathematical problem posing [Kil dents are rarely, if ever, given opportunities to pose in patrick, 1987] For the past several years, I have been some public way their own mathematics problems. Tradi working with colleagues and students on a number of tional transmission/reception models of mathematics investigations into various aspects of problem posing . -
Dialogical Grammar: Varieties of Dialogue in Wittgenstein's
ISSN: 2325-3290 (online) Dialogical Grammar: Varieties of Dialogue in Wittgenstein’s Methodology Dorit Lemberger Bar-Ilan university Abstract The dialogical character of Wittgenstein’s Philosophical Investigations has received scant attention in the literature, given the work’s status in his total oeuvre, and is dismissed as a marginal as compared to the other differences between the Tractatus and the Investigations. The main lines of interpretation that have been proposed see dialogue as a rhetorical technique intended to present erroneous positions and then refute them, as an exemplification of what can be expressed in language (McGinn 1997; Rhees 1998), or as a reflection of Wittgenstein’s informal teaching method (Malcolm 2001; Savickey et al. 1990). The present article adopts the perspective that Wittgenstein’s use of dialogue makes it possible to track the various modes of language-acts, consonant with his directions to examine the daily use of language (Wittgenstein 2009, §116 and esp. §132), “when language is, as it were, idling.” In his later inquiries, Wittgenstein frequently considers the nature of mental states, accompanied by an attempt to characterize the differences between them while at the same time dealing with the cases in which it is difficult to distinguish them. In this process he made a variety of uses of dialogue, each of which embodies a different aspect of language action. Subsequently I will demonstrate that these different uses are not haphazard. A scrutiny of the nature of the dialogue can help us understand the nature of the activity carried out of the state of consciousness. Finally, I propose a distinction among three main types of dialogue: technical, conversational, and reflexive. -
Wittgenstein on Freedom of the Will: Not Determinism, Yet Not Indeterminism
Wittgenstein on Freedom of the Will: Not Determinism, Yet Not Indeterminism Thomas Nadelhoffer This is a prepublication draft. This version is being revised for resubmission to a journal. Abstract Since the publication of Wittgenstein’s Lectures on Freedom of the Will, his remarks about free will and determinism have received very little attention. Insofar as these lectures give us an opportunity to see him at work on a traditional—and seemingly intractable—philosophical problem and given the voluminous secondary literature written about nearly every other facet of Wittgenstein’s life and philosophy, this neglect is both surprising and unfortunate. Perhaps these lectures have not attracted much attention because they are available to us only in the form of a single student’s notes (Yorick Smythies). Or perhaps it is because, as one Wittgenstein scholar put it, the lectures represent only “cursory reflections” that “are themselves uncompelling." (Glock 1996: 390) Either way, my goal is to show that Wittgenstein’s views about freedom of the will merit closer attention. All of these arguments might look as if I wanted to argue for the freedom of the will or against it. But I don't want to. --Ludwig Wittgenstein, Lectures on Freedom of the Will Since the publication of Wittgenstein’s Lectures on Freedom of the Will,1 his remarks from these lectures about free will and determinism have received very little attention.2 Insofar as these lectures give us an opportunity to see him at work on a traditional—and seemingly intractable— philosophical problem and given the voluminous secondary literature written about nearly every 1 Wittgenstein’s “Lectures on Freedom of the Will” will be abbreviated as LFW 1993 in this paper (see bibliography) since I am using the version reprinted in Philosophical Occasions (1993). -
Ludwig.Wittgenstein.-.Philosophical.Investigations.Pdf
PHILOSOPHICAL INVESTIGATIONS By LUDWIG WITTGENSTEIN Translated by G. E. M. ANSCOMBE BASIL BLACKWELL TRANSLATOR'S NOTE Copyright © Basil Blackwell Ltd 1958 MY acknowledgments are due to the following, who either checked First published 1953 Second edition 1958 the translation or allowed me to consult them about German and Reprint of English text alone 1963 Austrian usage or read the translation through and helped me to Third edition of English and German text with index 1967 improve the English: Mr. R. Rhees, Professor G. H. von Wright, Reprint of English text with index 1968, 1972, 1974, 1976, 1978, Mr. P. Geach, Mr. G. Kreisel, Miss L. Labowsky, Mr. D. Paul, Miss I. 1981, 1986 Murdoch. Basil Blackwell Ltd 108 Cowley Road, Oxford, OX4 1JF, UK All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be NOTE TO SECOND EDITION reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or THE text has been revised for the new edition. A large number of otherwise, without the prior permission of the publisher. small changes have been made in the English text. The following passages have been significantly altered: Except in the United States of America, this book is sold to the In Part I: §§ 108, 109, 116, 189, 193, 251, 284, 352, 360, 393,418, condition that it shall not, by way of trade or otherwise, be lent, re- 426, 442, 456, 493, 520, 556, 582, 591, 644, 690, 692. -
Rush Rhees on Philosophy and Religious Discourse
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Asbury Theological Seminary Faith and Philosophy: Journal of the Society of Christian Philosophers Volume 18 Issue 4 Article 3 10-1-2001 Rush Rhees on Philosophy and Religious Discourse Lars Hertzberg Follow this and additional works at: https://place.asburyseminary.edu/faithandphilosophy Recommended Citation Hertzberg, Lars (2001) "Rush Rhees on Philosophy and Religious Discourse," Faith and Philosophy: Journal of the Society of Christian Philosophers: Vol. 18 : Iss. 4 , Article 3. Available at: https://place.asburyseminary.edu/faithandphilosophy/vol18/iss4/3 This Article is brought to you for free and open access by the Journals at ePLACE: preserving, learning, and creative exchange. It has been accepted for inclusion in Faith and Philosophy: Journal of the Society of Christian Philosophers by an authorized editor of ePLACE: preserving, learning, and creative exchange. RUSH RHEES ON PHILOSOPHY AND RELIGIOUS DISCOURSE Lars Hertzberg Rush Rhees is primarily known as an expOlmder ofWittgenstein's philosophy. However, his depth and originality as a thinker is increasingly recognized, largely due to the posthumous publication of his Nachlass. In this essay, char acteristic features of Rhees's philosophical style and method are conveyed through comparing and contrasting them with those of Wittgenstein. Rhees, it is found, is more of a dialogical thinker than Wittgenstein. His most distinctive contributions to philosophy were concerned with language and religion. Rhees's views on the unity of language are compared with those of Wittgenstein, and in conclusion Rhees's thinking about religion is presented through a close reading of one of his essays on that topic. -
I Am in Training: Wittgenstein on Language Acquisition Megan J
150 Wittgenstein on Language Acquisition I Am in Training: Wittgenstein on Language Acquisition Megan J. Laverty Teachers College, Columbia University Norm Friesen’s analysis of Wittgenstein as a tragic philosopher of education draws upon an understanding of Wittgenstein’s German influences: Arthur Schopenhauer, Friedrich Nietzsche, Sigmund Freud, Karl Kraus, Alfred Loos, Otto Wininger, and Oswald Spengler. According to Friesen, these influences share “a dark view of the world and our place within it,” which inspired Wittgenstein’s deeply pessimistic philosophy of education. Friesen argues that Wittgenstein deliberately brings the experience of learning a language into relation with the way “we talk of an animal being trained to do certain things” in order to highlight that the process of becom- ing a cultured or “conventionalized” being — otherwise known as humanization — necessarily entails “renunciation and brutality.” Friesen may be right that En- glish-speaking philosophers of education have failed to appreciate the full force of Wittgenstein on Abrichtung — the breaking in of an animal by means of obedience training or dressage — but he does not go all the way to establishing that Abrichtung is characteristically brutal and harsh. Wittgenstein uses the word Abrichtung to describe language learning and ed- ucation. As Wolfgang Huemer explains, in German the term is “exclusively used for animals, for training dogs to sit down on the command ‘sit,’ or horses to gallop when the rider performs a certain bodily movement.”1 Thus, to German speakers, Wittgenstein’s suggestion that “we have to abrichten our children” seems quite drastic; it implies that children are animals. According to Friesen, English-speaking philos- ophers of education are inclined to explain away Wittgenstein’s reliance upon the term, and so make his philosophy of education appear far more progressive than it is. -
Rush Rhees: Main Publications
Rush Rhees: Main Publications Books Without Answers, London: Routledge & Kegan Paul, 1%9. Discussions of Wittgenstein, London: Routledge & Kegan Paul, 1970. Contributions to Books Introduction to George Boole, Studies in Logic and Probability, London, 1952. ' "Ontology" and Identity in the Tractatus', in Studies in the Philosophy of Wittgenstein, ed. Peter Winch, London: Routledge & Kegan Paul, 1969. 'Postscript', in Ludwig Wittgenstein: Personal Recollections, Oxford: Basil Blackwell, 1981. 'Wittgenstein on Language and Ritual', in Wittgenstein and His Times, ed. Brian McGuiness, Oxford: Basil Blackwell, 1982. Introduction to Jakob Friedrich Fries, Dialogues on Morality and Religion, trans. David Walford, ed. D. Z. Phillips, Oxford: Basil Blackwell, 1982. Editorial work etc. Ludwig Wittgenstein, Philosophical Investigations, ed. G. E. M. Anscombe and R. Rhees, trans. G. E. M. Anscombe, Oxford: Basil Blackwell, 1953. Ludwig Wittgenstein, The Blue and Brown Books, ed. with an Introduction by R. Rhees, Oxford: Basil Blackwell, 1958. Ludwig Wittgenstein, 'A Lecture on Ethics', ed. R. Rhees, Philosophical Review, Vol. 74, 1965. Ludwig Wittgenstein, Lectures and Conversations on Aesthetics, Psychology and Religious Belief, ed. C. Barrett, from notes taken by Yorick Smythies, Rush Rhees and James Taylor, Oxford: Basil Blackwell, 1966. 'Wittgenstein's Notes for Lectures on "Private Experience" and "Sense Data"', ed. R. Rhees, Philosophical Review, Vol. 77, 1968. Ludwig Wittgenstein, Eine Philosophische Betrachtung, ed. R. Rhees, in Ludwig Wittgenstein: Schriften 5, Frankfurt: Suhrkamp, 1970. Ludwig Wittgenstein, 'Remarks on Frazer's "Golden Bough"', trans. A. C. Miles and R. Rhees, ed. R. Rhees, The Human World, No. 3, May 1971. Ludwig Wittgenstein, Philosophical Grammar, ed. R. Rhees, trans. A. J.P. -
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Advances in Social Science, Education and Humanities Research, volume 104 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017) Development of Learning Devices Oriented Problem Based Learning to Increase Student’s Combinatorial Thinking in Mathematical Problem Solving Ability Ammamiarihta Department of Mathematics Education Universitas Negeri Medan Medan, Indonesia Corresponding Email: [email protected] Edi Syahputra Department of Mathematics Education Universitas Negeri Medan Medan, Indonesia Edy Surya Department of Mathematics Education Universitas Negeri Medan Medan, Indonesia Abstract–This research study is research and students, and learn the initial knowledge of students, all this development learning devices. This study aimed to describe will unravel its implementation in the learning device[1]. how the validity, practically, and effectiveness of learning Learning devices should not only provide materials devices oriented of problem based learning which is developed instantly, but be able to lead students to the ability to and knowing about increase students’ combinatorial thinking understand learned concepts. It aims to determine the extent in mathematical problem solving ability after using learning to which learning devices have been presented, what devices which is developed. The product that produce in this indicators to be achieved, to how the follow-up will be done study is lesson plan, handbook’s teacher, student’s book, and by the teacher. worksheet. Learning devices development using 4D model which developed by Thiagarajan, Semmel and Semmel with In the development of quality learning devices need four step, that is define, design, develop and disseminate. This an assessment of products developed. In order to make the study was conducted in two trials in two different class . -
The Development of Mathematical Logic from Russell to Tarski: 1900–1935
The Development of Mathematical Logic from Russell to Tarski: 1900–1935 Paolo Mancosu Richard Zach Calixto Badesa The Development of Mathematical Logic from Russell to Tarski: 1900–1935 Paolo Mancosu (University of California, Berkeley) Richard Zach (University of Calgary) Calixto Badesa (Universitat de Barcelona) Final Draft—May 2004 To appear in: Leila Haaparanta, ed., The Development of Modern Logic. New York and Oxford: Oxford University Press, 2004 Contents Contents i Introduction 1 1 Itinerary I: Metatheoretical Properties of Axiomatic Systems 3 1.1 Introduction . 3 1.2 Peano’s school on the logical structure of theories . 4 1.3 Hilbert on axiomatization . 8 1.4 Completeness and categoricity in the work of Veblen and Huntington . 10 1.5 Truth in a structure . 12 2 Itinerary II: Bertrand Russell’s Mathematical Logic 15 2.1 From the Paris congress to the Principles of Mathematics 1900–1903 . 15 2.2 Russell and Poincar´e on predicativity . 19 2.3 On Denoting . 21 2.4 Russell’s ramified type theory . 22 2.5 The logic of Principia ......................... 25 2.6 Further developments . 26 3 Itinerary III: Zermelo’s Axiomatization of Set Theory and Re- lated Foundational Issues 29 3.1 The debate on the axiom of choice . 29 3.2 Zermelo’s axiomatization of set theory . 32 3.3 The discussion on the notion of “definit” . 35 3.4 Metatheoretical studies of Zermelo’s axiomatization . 38 4 Itinerary IV: The Theory of Relatives and Lowenheim’s¨ Theorem 41 4.1 Theory of relatives and model theory . 41 4.2 The logic of relatives . -
Wittgenstein's True Thoughts
Nordic Wittgenstein Review 2(2013) AndrewLugg Wittgenstein’sTrue Thoughts Abstract The centralremarks of the Tractatus are without substantial content or consequence, remarks at theboundaries of sense that dissolveinto truth.While theysay nothing,theyencapsulatelogicalfeatures of languageand theworld.Unasserted, they expressthoughts, thetruth of which Wittgensteintakestobeunassailableand definitive, while asserted,they are out-and-out nonsense.Whatismanifest in linguistic practice is no more sayable – andnolesssignificant – thanwhatis manifest in logical truths,mathematicalequationsand theprinciplesof mechanics. 1. Understandingthe Tractatus Ludwig Wittgenstein seems to espouse philosophical opinions and defend adistinctive philosophicalpoint of viewinthe Tractatus Logico-Philosophicus (TLP 1955/1961) 1 .There is no shaking the impression thatheisfully engaged in thephilosophicalenterprise, and it doeshim adisservice to interpret himasdismissing philosophy root and branch. Besides criticising traditional philosophy and pioneering anew approach to philosophical problems, he promotes what looksfor allthe world like philosophicalideas. This is how the Tractatus was read at the time by Bertrand Russell, Frank Ramsey andthe members of the Vienna 1 References to Wittgenstein’s works will be given using the abbreviations mentioned in the list of references. 33 Andrew Lugg BY-NC-SA Circle,not least Rudolf Carnapand Moritz Schlick,and how it is stillwidely read. It cannot be by chancethat Wittgenstein refers to “the thoughts whichare expressedin[the -
An Unexplored Aspect of Following a Rule by Rachael Elizabeth Driver
An Unexplored Aspect of Following a Rule by Rachael Elizabeth Driver Bachelor of Science, University of New South Wales, 2001 Bachelor of Liberal Studies (Honours), University of Sydney, 2006 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2020 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by Rachael Elizabeth Driver It was defended on July 27, 2020 and approved by Robert Batterman, Distinguished Professor of Philosophy Warren Goldfarb, Walter Beverly Pearson Professor of Modern Mathematics and Mathematical Logic, Harvard University Erica Shumener, Assistant Professor of Philosophy Dissertation Co-Directors: Thomas Ricketts, Professor of Philosophy Mark Wilson, Distinguished Professor of Philosophy ii Copyright © by Rachael Elizabeth Driver 2020 iii An Unexplored Aspect of Following a Rule Rachael Elizabeth Driver, PhD University of Pittsburgh, 2020 Though Wittgenstein has been most often identified as opposing Platonism in his writings about mathematics, I argue that Wittgenstein’s radical contextualism about mathematics finds its most natural opponent not in Platonism, but in a variety of formalism. One of Wittgenstein’s obvious formalist targets is his colleague the mathematician G. H. Hardy. If we discard this—still influential—picture of mathematics and replace it with a more nuanced account of mathematical activity as exemplified in the metamathematical thinking of the nineteenth century mathematician Augustus De Morgan, the example of the wayward pupil takes on a different significance. Against a more complex background, the wayward pupil can be reinterpreted as representing an exemplar of mathematical discovery.