In his Tractatus, Wittgenstein maintained that arithmetic consists of equations arrived at by the practice of calculating outcomes of operations$\Omega ^{n}(\bar {\xi })$defined with the help of numeral exponents. Since$Num$(x) and quantification over numbers seem ill-formed, Ramsey wrote that the approach is faced with “insuperable difficulties.” This paper takes Wittgenstein to have assumed that his audience would have an understanding of the implicit general rules governing his operations. By employing the Tractarian logicist interpretation that theN-operator$N(\bar {\xi })$and recursively defined arithmetic (...) operators$\Omega ^{n}(\bar {\xi })$are not different in kind, we can address Ramsey’s problem. Moreover, we can take important steps toward better understanding how Wittgenstein might have imagined emulating proof by mathematical induction. (shrink)

_Thoughts and Utterances_ is the first sustained investigation of two distinctions which are fundamental to all theories of utterance understanding: the semantics/pragmatics distinction and the distinction between what is explicitly communicated and what is implicitly communicated.

This chapter contains section titled: Notes.

This chapter explores ways in which Roland Barthes's discussion of the encyclopaedia provides resources for thinking about education and research practice today. It begins with Barthes's analysis and critique of the Encyclopedie. Barthes, writing in 1964, engages with the Encyclopedie as an iconic product of its time, seeing it as conditioned by and, in effect, reinforcing a particular way of experiencing the world. The chapter considers ways in which a parallel critique is pertinent today and explores some current examples of (...) encyclopaedic form in relation to education and educational research. It examines the interplay between particular cultural products and their society, in which not only certain types of knowledge but also certain conception knowledge are produced and reinforced. The chapter presents particular understanding of language and knowledge that arises through these cultural products, particularly with regard to educational inquiry. (shrink)

This chapter contains section titled: I II III IV V VI VII VIII IX X XI XII Coda Appendix Acknowledgements.

This chapter contains section titled: Introduction.

This chapter contains sections titled: Introduction What is Chemistry about? Is Chemistry Reducible to Physics? Are There Fundamental Limits to Chemical Knowledge? Is Chemical Research Ethically Neutral? Conclusion References.

This chapter contains sections titled: Introduction Desiderata for an Account of Genre Existing Accounts of Genre An Account of Genre Conclusion Notes References.

This chapter contains section titled: Justice as Fairness Rawls and the Cosmopolitan Egalitarians The Puzzle of Rawls's Rejection of Global Egalitarianism Rawls's Fundamental Norm of Legitimacy Why Rawls is not a Cosmopolitan Why Rawls is not a Global Egalitarian The Impossibility of Pure Cosmopolitanism Conclusion Notes.

This chapter contains sections titled: Nietzsche's (Artful) Naturalism The Subject Naturalized Nietzsche's Artful Naturalism Toward an Ethos of the Agonized Subject.

This chapter explores how the non‐dualistic metaphysics endorsed by Star Wars and Spinoza provides an important lesson about what it means to have a true idea about something. According to the non‐dualistic metaphysics of the Jedi, power‐seeking ultimately isn't a matter of domination or destruction, but of “balance”. Living things are like all other things: they strive to maintain and increase their power. But they're unique because their manner of power‐ seeking demonstrates in an especially clear way how non‐dualistic metaphysics (...) is true: how independence and dependence, activity and passivity, aren't simply opposed but in fact interpenetrate and codetermine one another. The non‐dualistic interplay of activity and passivity, self‐assertion and receptivity, independence and dependence, is further demonstrated through the psychological lives of human beings. (shrink)

This chapter contains sections titled: Science and Leidenschaft The Music of the Gay Science and the Meaning of Wissenschaft Gay Science: Passion, Vocation, Music.

Cognitive science is an interdisciplinary research endeavor focusing on human cognitive phenomena such as memory, language use, and reasoning. It emerged in the second half of the 20th century and is charting new directions at the beginning of the 21st century. This chapter begins by identifying the disciplines that contribute to cognitive science and reviewing the history of the interdisciplinary engagements that characterize it. The second section examines the role that mechanistic explanation plays in cognitive science, while the third focuses (...) on the importance of mental representations in specifically cognitive explanations. The fourth section considers the interdisciplinary nature of cognitive science and explores how multiple disciplines can contribute to explanations that exceed what any single discipline might accomplish. The conclusion sketches some recent developments in cognitive science and their implications for philosophers. (shrink)

This chapter contains section titled: Introduction A Global Distribution Principle? Problems with Globalizing the Difference Principle Conclusion Notes.

This chapter contains section titled: Suggested Reading.

This chapter contains section titled: Introductory Of the Liberty of Thought and Discussion Of Individuality, as one of the Elements of Well‐being Of the Limits to the Authority of Society over the Individual Applications.

This chapter contains section titled: Basic Human Rights Public Reason Sovereignty and Self‐determination The DNSL Argument and the Minimum Respect‐for‐Justice Condition Adequate Justification Rights of Political Participation Post‐war Nation Building Promoting Political Reform Conclusion Acknowledgments Notes.

This chapter contains section titled: Introduction Basic Human Rights: Rawls's List Basic Human Rights: Their Nature and Function Basic Human Rights: A Rawlsian Justification Conclusion Acknowledgments Notes.

This chapter contains sections titled: Beyond Good and Evil and the “Magnificent Tension of the Spirit” The Unveiled Truth: Preface to The Gay Science Beyond Good and Evil's “Tension of the Spirit” as it Appears in Gay Science 371 and 372 Gay Science 373 and 374: Values and Intentionality Spir's Relevance to Gay Science 373 and 374 Gay Science 374, in Light of Spir The Unveiled Truth, Revisited.

According to Miller, Levinas's ethics remains within an abstract or transcendental realm that does not connect with personal relations in the empirical world. Thus, Levinas's concept of the face, he concludes, is not a conception of a human face but only a kind of metaphysical speculation. This chapter investigates this assumption by exploring the concept of the face in ways that do not succumb to this formulation. In emphasising personal relationships as essentially reciprocal, Miller seems to be misunderstanding, if not (...) completely missing, the radicality of Levinas's ethics. The chapter shows that Levinas's philosophy indeed provides a ground for ethics that is, a means of understanding the practicality of ethics differently, beyond systematic approaches. It also shows how Levinas disrupts that discourse far more than does Miller: Levinas enables people to see teaching as an exposure. (shrink)

This chapter demonstrates the limits of Heidegger in terms of the capacity to recognise and acknowledge the absolute otherness of the other. It examines some of Heidegger's remarks regarding being and language, particularly in relation to his attitude towards other languages. The chapter moves from language to languages, and then to translation. It explores translation, beyond the technical understanding of it, as a site of diversity and plurality. Heidegger sometimes expresses the view that there has been a kind of decline (...) in being and in philosophy, which in a certain sense is a decline in thinking itself. And this has come about, according to him, partly through language; specifically through the displacement of Greek by Latin in the classical world. Derrida explores the topic of the mother tongue and madness in a long note in Monolingualism of the Other, and he refers to this also in Of Hospitality. (shrink)

Teaching poetry presents difficulties of various kinds, and these can be illustrative of wider curricular and pedagogical challenges. This chapter considers questions of knowledge and remembrance as these arise in two poems, placing these in relation to Jean‐Francois Lyotard's conception of the immemorial: Lyotard is concerned with a kind of repression in dominant conceptions of knowing and thinking, and with the insulation from experience that this effects. Celan addresses extremity of experience, entwined with massive and devastating historical upheaval; Heaney addresses (...) a desperately sad situation, but it is one that can arise in any community at any time, and is in this sense part of the ordinary human condition. Celan's poem is unthinkable without the moral political context, whereas Heaney's, however traced with Northern Ireland's Troubles, does not seem overly political; nor does it give us moral lessons in any obvious way. (shrink)

Heidegger's account of technology has been discussed widely in the philosophy of education. This chapter focuses on the concept of Gelassenheit as developed in Heidegger's later thought as a key to overcoming technological ways of thinking. It shows the relevance of this to aspects of education, especially to the ways that teaching can be enhanced in order to do better justice both to learners and to what is studied. The discourse of education today seems to be preoccupied particularly with clarity (...) and transparency. It requires data to see things through and thus to monitor and control what has been and should be taught and learned. Cyberspace has extraordinary potential for building new communities, places for solidarity, as shown by developments such as the #MeToo movement. Yet vigilance is needed in respect of the ongoing development of technology, in order to witness how it opens up the world in unforeseen ways. (shrink)

The profession of teaching will be seen as inseparable from what one projects and produces with, that is, one's words, action, or work as ways of realising something in the world and of critical affirmation of what one inherits and comes into. This chapter explores ways of affirmation particularly by comparing Derrida and Deleuze. They are to be seen as at the intersection of two different strands of thought in poststructuralist philosophy. The idea of Gelassenheit highlighted ways of thinking that (...) are responsive and receptive to what comes from outside‐that is, by way of listening to what language says. This revealed possibilities for more responsible ways of thinking, in ways that manifest care for others and the world. Derrida and Deleuze both recognise and acknowledge the intimacy and closeness between them, and they often expressed gratitude for each other's insights. (shrink)

This chapter contains section titled: Of the Principle of Utility Of Principles Adverse to that of Utility Of the Four Sanctions or Sources of Pain and Pleasure Value of a Lot of Pleasure or Pain, How to be Measured Pleasures and Pains, Their Kinds.

This chapter contains sections titled: Limits for Uncommunicative Partners How Much Does a Particle Need to Know? Evaluation of Results Simulators Does Nature Simulate?

This chapter contains section titled: Part I Part II Part III Part IV.