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Wittgenstein's Conception of Philosophy

Oxford, Basil Blackwell (1969)

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  1. Modality and Anti-Metaphysics.Stephen K. McLeod - 2001 - Ashgate.
    Modality and Anti-Metaphysics critically examines the most prominent approaches to modality among analytic philosophers in the twentieth century, including essentialism. Defending both the project of metaphysics and the essentialist position that metaphysical modality is conceptually and ontologically primitive, Stephen McLeod argues that the logical positivists did not succeed in banishing metaphysical modality from their own theoretical apparatus and he offers an original defence of metaphysics against their advocacy of its elimination. -/- Seeking to assuage the sceptical worries which underlie modal (...)
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  • Popper's Criticisms of Wittgensteins Tractatus.E. D. Klemke - 1981 - Midwest Studies in Philosophy 6 (1):239-262.
  • Language and Logic in Wittgenstein’s Tractatus.Daniele Mezzadri - 2013 - Nordic Wittgenstein Review 2 (1):57-80.
    This paper investigates Wittgenstein’s account of the relation between elementary and molecular propositions (and thus, also, the propositions of logic) in the Tractatus Logico-Philosophicus. I start by sketching a natural reading of that relation – which I call the “bipartite reading” – holding that the Tractatus gives an account of elementary propositions, based on the so-called picture theory, and a different account of molecular ones, based on the principle of truth- functionality. I then show that such a reading cannot be (...)
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  • Cahiers D'ÉPistÉMologie.Mathieu Marion - unknown
    Cette publication, la trois cent vingt-troisième de la série, a été rendue possible grâce à la contribution financière du FQRSC (Fonds québécois de recherche sur la société et la culture).
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  • Marx and Wittgenstein: Knowledge, Morality and Politics.Richie Nimmo - 2007 - Historical Materialism 15 (3):216-228.
  • The Revolutions in English Philosophy and Philosophy of Education.Peter Gilroy - 2013 - Educational Philosophy and Theory 45 (2):202-218.
    This article was first published in 1982 in Educational Analysis (4, 75?91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), Philosophy of education: Major themes in the analytic tradition, Vol. 1, Philosophy and education, Part 1, pp. 61?78. London: Routledge). I was then a lecturer in philosophy of education at Sheffield University teaching the subject to Master?s students on both full- and part-time programmes. My first degree was in philosophy, read under D. W. Hamlyn and David Cooper (...)
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  • Continuity and Change in Moral Meaning‐Making—a Transactional Approach.Johan Öhman & Leif Östman - 2007 - Journal of Moral Education 36 (2):151-168.
    In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of (...)
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  • Wittgenstein's Philosophy of Language.Roger A. Shiner - 1973 - Dialogue 12 (4):683-699.
  • Wittgenstein's Anthropologism in Logic, Philosophy, and the Social Sciences.Dale Jacquette - 1999 - Social Epistemology 13 (3 & 4):303 – 322.
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