It is well known that the heart of Merleau-Ponty’s philosophy is the role of the body in all human experience and knowing, including even in the use of speech. Thus it is appropriate that his philosophy of language revolves around the notion of gesture. This essay explores the ramifications of this understanding of language in relation to the “speech” of deaf people through “American Sign Language,” which represents language as gesture par excellence.
This essay focuses on the applicaation of the notions of tacit knowing and embodied interaction to the college classroom. Topics ranging from classroom arrangement and discussion techniques, through curriculum and textbook choices, to attitudes and values are address.
The aim of this essay is to ascertain Merleau-Ponty's view of the nature of philosophical activity by focusing on his theory of metaphor and especially on his prolific use of metaphor in his own philosophical writing. The conclusion is that Merleau-Ponty thought of metaphorical thought and speech as crucial to philosophical activity.
The focus is on the crucial role played by metaphor in language acquisition, Following the insights of wittgenstein, Barfield, And polanyi. Emphasis is placed on the essentially informal and tacit dynamics involved in the mediation of meaning.
A critique of the standard definition of knowledge as "justified, True belief" on the grounds that since truth, As judged by human knowers, Is a function of the process of justifying beliefs, It is superfluous as a defining characteristic of knowledge. The works of william james and j l austin are drawn on.