This book is a study of Wittgenstein's descriptive, improvisational, and performative art of philosophical investigation. In addition to clarifying the nature of Wittgenstein's grammatical investigations, this study highlights several neglected aspects of his work: its humour and playfulness, its collaborative nature, and its emphasis on the imagination. These aspects often become distorted under the pressure of theory and argumentation, resulting in interpretations that equate grammatical investigation with confession, therapy, or a common sense view of the world. After presenting Wittgenstein's art (...) of investigation in part one, this study challenges these dominant and influential interpretations in part two. The volume examines Wittgenstein's mottos, forewords, and dedications. It looks at the art of his philosophical and grammatical investigations, linking it to drama and improvisation. The book discusses the complexity and subtlety of Wittgenstein's response to Augustine in the opening of the Investigations, and Wittgenstein's response to Moore's defence of common sense in On Certainty. The book also examines three kinds of therapeutic readings: those that compare Wittgenstein's philosophy to psychoanalysis, those that compare his philosophy to therapy generally, and those that describe philosophy itself as an illness or as the cause of illness. (shrink)

_Wittgenstein's Art of Investigation_ is one of the first to focus on and provide an original and detailed analysis of Wittgenstein's grammatical investigations. Beth Sarkey offers us new insight into the historical context and influences on method which will help students understand the intricacies and depth of his work.

_Wittgenstein's Art of Investigation_ is one of the first to focus on and provide an original and detailed analysis of Wittgenstein's grammatical investigations. Beth Sarkey offers us new insight into the historical context and influences on method which will help students understand the intricacies and depth of his work.

In his article “It's a Wonderful Life,” Ronald Hall connects Wittgenstein's last words with Frank Capra's 1946 film. His analysis focuses on the concept of wonder, but he misses one of the most important aspects of both the film and Wittgenstein's last words: the significance of friendship. This is philosophically (and biographically) important because it raises questions about aspect-seeing, friendship and everyday life. Wittgenstein's final words provide a striking example of the philosophical complexity of his life and work.

The concept of übersichtliche Darstellung is of fundamental significance for Wittgenstein . Hacker translates übersichtliche Darstellung as ‘surveyable representation’ and equates it with the tabulation of grammar. He asks what surveyability means, whether examples can be found in Wittgenstein’s work, and why this method characterizes the form of account he gives. Ultimately, however, Hacker is unable to answer these questions and he attributes this failure to Wittgenstein. This paper argues that it is Hacker’s interpretation that fails, and presents an alternate (...) understanding of übersichtliche Darstellung ; one that enables us to answer Hacker’s questions in a manner consistent with Wittgenstein’s philosophical practices. Normal 0 false false false EN-US X-NONE X-NONE. (shrink)

Wendy Lee-Lampshire writes that Wittgenstein’s conception of language has something valuable to offer feminist attempts to construct epistemologies firmly rooted in the social, psychological and physical situations of language users. However, she also argues that his own use of language exemplifies a form of life whose constitutive relationships are enmeshed in forms of power and authority. For example, she interprets the language game of the builders as one of slavery, and questions how we read and respond to it. She asks: (...) “Who are ‘we’ as Wittgenstein’s reader?” This is an important question, and how we answer offers insight not only into our own philosophical practices, but also into Wittgenstein’s use of language games. With the words “Let us imagine...”, Wittgenstein invites readers to participate in creative, collaborative, and improvisational language games that alter not only the texts themselves, but our relationship with others. (shrink)

In Ludwig Wittgenstein—A Cultural Point of View, William James DeAngelis examines Oswald Spengler's influence on Wittgenstein and Wittgenstein's views on the inexpressibility of religion in language. He connects the two subjects through Spengler's views on cultural decline. DeAngelis faces numerous challenges in his research, not least of which is the relative absence of references to Spengler in Wittgenstein's writings. Although Wittgenstein includes Spengler among those whose thinking he seizes upon with enthusiasm for his work of clarification, he never cites him (...) directly, and it would be difficult to find an author whose style is more dramatically opposed to his own. With the exception of a few parenthetical references in Culture and Value, Wittgenstein equates Spengler's views with distortion and a dogmatism that is to be avoided. DeAngelis avoids these difficulties by only occasionally concerning himself with "the directly expressed content of Wittgenstein's later philosophy" . He views the Investigations as a latent philosophy of culture with a "Spenglerian valence" , and asserts that Wittgenstein's cultural purposes are all. (shrink)

Wittgenstein plays with language throughout his later philosophy. Imaginary scenes and invented languages turn metaphysical concerns into conceptual play. He sometimes describes his activities as five finger exercises in thinking—exercises that enable us to think differently.

Wittgenstein plays with language throughout his later philosophy. Imaginary scenes and invented languages turn metaphysical concerns into conceptual play. He sometimes describes his activities as five finger exercises in thinking—exercises that enable us to think differently.

In “Performance Philosophy — Staging a New Field,” Laura Cull approaches performance as a source of philosophical insight and philosophy as a species of performance. This calls for a radical transformation of philosophy and its practices. What form might this take? Wittgenstein’s later philosophy provides one example. The language games presented in the opening remarks of the Philosophical Investigations are meant to be played out. They involve improvisation based on general scenes, stock characters, and linguistic play. When enacted, they are (...) slapstick. As such, they offer a method of philosophical investigation in which clarity and insight are inherent in the performance itself. Wittgenstein’s language games were directly influenced by the subversive practices of Austrian commedia dell’arte and slapstick. By their very nature, they challenge the pretensions of philosophical explanation and theory. Unlike attempts to compare Wittgenstein’s philosophy to theatre, enacting language games is a form of philosophical performance. Andrew Lugg notes that recent attempts to compare Wittgenstein’s philosophy to theatre problematize the opening remarks of the Investigations. However, enacting language games as a form of philosophical performance makes what is hidden, in all of its simplicity and familiarity, obvious, striking, and engaging. (shrink)

“Tell me," Wittgenstein once asked a friend, "why do people always say, it was natural for man to assume that the sun went round the earth rather than that the earth was rotating?" His friend replied, "Well, obviously because it just looks as though the Sun is going round the Earth." Wittgenstein replied, "Well, what would it have looked like if it had looked as though the Earth was rotating?” What would it have looked like if we looked at all (...) sciences from the viewpoint of Wittgenstein’s philosophy? Wittgenstein is undoubtedly one of the most influential philosophers of the twentieth century. His complex body of work has been analysed by numerous scholars, from mathematicians and physicists, to philosophers, linguists, and beyond. This volume brings together some of his central perspectives as applied to the modern sciences and studies the influence they may have on the thought processes underlying science and on the world view it engenders. The contributions stem from leading scholars in philosophy, mathematics, physics, economics, psychology and human sciences; all of them have written in an accessible style that demands little specialist knowledge, whilst clearly portraying and discussing the deep issues at hand. (shrink)

A book review of Beth Savickey. Wittgenstein’s Investigations: Awakening the Imagination. Cham: Springer, 2017, 137 pp. ISBN 978-3-319-45308-8.

This book provides a new interpretation of Kants critical work that shows Kants deep connection to Spinoza, and reveals new directions for thinking about Kant in relation to contemporary European philosophy.

Drawing on decades of experience, a psychotherapist and Zen practitioner makes the Abhidharma--the original psychological system of Buddhism--accessible to a general audience for the first time. The Abhidharma, one of the three major text collections of the original Buddhist canon, explores the critical juncture of Buddhist thought and the therapeutic aspects of the religion and meditation. It frames the psychological system of Buddhism, explaining the workings of reality and the nature of the human mind. Composed of detailed matrixes and lists (...) that outline the interaction of consciousness and reality, The Abhidharma explores the essence of perception and experience, and the reasons and methods behind mindfulness and meditation. Because of its complexity, the Abhidharma has traditionally been reserved only for academic or monastic study; now, for the first time, clinical psychologist Beth Jacobs makes this dynamic, important text and its teachings available to general readers, using practical explanation, personal stories, and vivid examples to gently untangle the technical aspects of the Abhidharma. Jacobs’ work illuminates this classic of Buddhist thought, highlighting the ways it can broaden and deepen our experience of the human psyche and offering profound insights into spiritual practice. (shrink)

A series of high-profile ethical lapses by senior military professionals has generated calls from levels as high as the commander in chief for a renewed emphasis on military ethics. Leaders engaged in professional military education (PME) across the joint force have worked to ensure their programs support this call. This paper explores and assesses the ethics education programs at the service senior leader colleges (war colleges). There are three fundamental questions facing those charged with teaching ethics to senior military officers. (...) What are the desired outcomes of ethics education? How should the curriculum be structured to achieve those outcomes? And, finally, what is the correct faculty composition to develop and employ that curriculum? Using the answers to those questions to produce a rough framework for a model war college ethics education program, this paper then compares the current war college programs to this model form in order to determine areas of strength and weakness. This analysis reveals that the existing ethics education programs at the war colleges compare favorably to the model program structure. However, leaders at these institutions could further strengthen their programs by creating and empowering an "ethics team" that includes trained ethicists and military practitioners and by conducting more robust faculty development programs for nonethicists."--Provided by publisher. (shrink)

This book focuses on material culture as a subject of philosophical inquiry and promotes the philosophical study of material culture by articulating some of the central and difficult issues raised by this topic and providing innovative solutions to them, most notably an account of improvised action and a non-intentionalist account of function in material culture. Preston argues that material culture essentially involves activities of production and use; she therefore adopts an action-theoretic foundation for a philosophy of material culture. Part 1 (...) illustrates this foundation through a critique, revision, and extension of existing philosophical theories of action. Part 2 investigates a salient feature of material culture itself—its functionality. A basic account of function in material culture is constructed by revising and extending existing theories of biological function to fit the cultural case. Here the adjustments are for the most part necessitated by special features of function in material culture. These two parts of the project are held together by a trio of overarching themes: the relationship between individual and society, the problem of centralized control, and creativity. (shrink)

Function theorists routinely speculate that a viable function theory will be equally applicable to biological traits and artifacts. However, artifact function has received only the most cursory scrutiny in its own right. Closer scrutiny reveals that only a pluralist theory comprising two distinct notions of function--proper function and system function--will serve as an adequate general theory. The first section describes these two notions of function. The second section shows why both notions are necessary, by showing that attempts to do away (...) with one of them fail. This demonstration draws on examples from the artifactual realm to motivate major points of the argument. The third section is an outline of artifact function. It confirms the conclusions of the second section, and also begins the task of describing some of the special features of artifact function needing accommodation within the general theory. (shrink)

According to accounts of the Passion, Christ cries out from the cross, “My God, my God, why have you forsaken me?” The cry, I argue, manifests that Christ lacks a belief that God is with him. Given the standard view of faith—belief that p is required for faith that p—it would follow that Christ lost his faith that God is with him just before he died. In this paper, I challenge the standard view by looking at the cognitive requirement of (...) faith. Although faith that p requires some positive cognitive orientation toward p, that orientation need not be belief. I show that reliance is an alternative stance that fulfills the cognitive requirement of faith. Reliance aims at providing sensible guidance for action that is in accord with one’s values/ends. Thinking of the cognitive component of Christ’s faith in terms of reliance makes sense of the doubt manifested in his cry. (shrink)