Bringing Up Play, Film, and Philosophy (1) Wittgenstein once said, “A typical America film, naive and silly, can for all its silliness and even by means of it— be instructive . . . I have often learnt from a silly American film.” (Wittgenstein 57e). He is pointing out that the humor, and the means of humor, in some films can be a tool of instruction. The ability of film to cause a reaction like laughter is of philosophical interest. While Wittgenstein’s comment is itself playful and
Wittgenstein's 1913 Objections To Russell's Theory of Belief: A Dialectical Reading ABSTRACT: In what follows, I give (following Burton Dreben) a dialectical reading of his dismissal of metaphysics and of Wittgenstein's objections to Russell in 1913. I argue that Wittgenstein must be read as advocating no particular theory or doctrine — that is, philosophy is an activity and not a body of truths. Furthermore, this insistence is thoroughgoing. Put differently, a dialectical reading must be applied
Fodor’s Misconstrual of Wittgenstein in the Language of Thought In his book, The Language of Thought, Jerry Fodor claims that i) Wittgenstein’s private language argument is not in fact against Fodor’s theory, and ii) Wittgenstein’s private language argument “isn’t really any good” (70). In this paper I hope to show that Fodor’s second claim is patently false. In aid of this I will consider Wittgenstein's Philosophical Investigations (243-363), Jerry Fodor's The Language of Thought (55-97)
development of analytic philosophy, especially in the philosophy of language, the philosophy of mind, and action theory. Former students and colleagues who carried on Wittgenstein's methods included Gilbert Ryle, Friedrich Waismann, Norman Malcolm, G. E. M. Anscombe, Rush Rhees, Georg Henrik von Wright and Peter Geach. Contemporary philosophers heavily influenced by Wittgenstein include James Conant, Michael Dummett, Peter Hacker, Stanley Cavell, and Saul Kripke. Contents [hide] 1 Life 1.1 Early life
Aesthetic: Tradition and Significant Form’, p.433 Burgin, (London, 1986), p.160 R. Wollheim, Painting as an Art, (Thames and Hudson, London, 1987), p.358 Sluga H., Family Resemblance, (Grazer Philosophische Studien, vol.71, 2006) L. Wittgenstein (tr. G. E. M. Anscombe), Philosophical Investigations 4th Edition, (Blackwell Publishing, West Sussex, 2009) Wittgenstein, (West Sussex, 2009), aphorisms 66-67 A. C. Danto, Beyond the Brillo Box: The Visual Arts in Post-Historical Perspective, (University of California
say that there isn’t one; and that Anthropology can function perfectly without it. Bibliography Descartes, R. Meditations and Other Metaphysical Writings (Penguin, 1998) Evans-Pritchard, E. E. Witchcraft Oracles and Magic Among the Azande (Oxford University Press, 1976) Lehmann A. C. & Myers J. E. Magic, Witchcraft and Religion – An anthropological Study of the Supernatural (Fourth Edition) (Mayfield Publishing Company, 1997) Miner, H. Body Ritual Among the Nacirema American Anthropologist
“if you make any movement…Estelle and I feel a little tug. Alone, none of us can save himself or herself; we’re linked together inextricably”, and also by the ... ... middle of paper ... ...uin Books Ltd Shakespeare, W. (1934) Hamlet. London: J. M. Dent & Sons Ltd Shakespeare, W. (1995) Richard III. London: Penguin Books Ltd Strindberg, A. (1958) Miss Julia in Three Plays. London: Penguin Group Stoppard, T. (1984) Rosencrantz And Guildenstern Are Dead. London: Faber and Faber Limited Wikipedia
glad that, through my own freedom, I am able to live and make sense of the world; I exist. Works Cited De Beauvoir, Simone. The Ethics of Ambiguity. Trans. Frechtman Bernard. New York: Kensington Pub., 1976. Print. Wittgenstein, Ludwig; G. E. M. Anscombe, P.M.S. Hacker and Joachim Schulte (eds. and trans.). Philosophical Investigations. 4th edition, Oxford: Wiley-Blackwell, 2009. Print.
Wittgenstein's Children: Some Implications for Teaching and Otherness ABSTRACT: The later Wittgenstein uses children in his philosophical arguments against the traditional views of language. Describing how they learn language is one of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes advantage of in his arguments, and to show how we can read
Abstract One Humean view holds that motivation requires beliefs and desires, which are separate and distinct mental states. Beliefs are disposed to fit the world, and desires are disposed to make the world fit them. This view is thought to eliminate besire theory, according to which moral judgments have both a world-mind direction of fit by representing the ethical facts of the matter, and a mind-world direction of fit by motivating action accordingly. Here I argue that besires are fully consistent
Husserl, Carnap, Heidegger, and Wittgenstein ABSTRACT: Phenomenology and logical positivism both subscribed to an empirical-verifiability criterion of mental or linguistic meaning. The acceptance of this criterion confronted them with the same problem: how to understand the Other as a subject with his own experience, if the existence and nature of the Other's experiences cannot be verified. Husserl tackled this problem in the Cartesian Meditations, but he could not reconcile the verifiability