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  1.  23
    Word and World: Practice and the Foundations of Language.Patricia Hanna - 2003 - Cambridge University Press.
    This important book proposes a new account of the nature of language, founded upon an original interpretation of Wittgenstein. The authors deny the existence of a direct referential relationship between words and things. Rather, the link between language and world is a two-stage one, in which meaning is used and in which a natural language should be understood as fundamentally a collection of socially devised and maintained practices. Arguing against the philosophical mainstream descending from Frege and Russell to Quine, Davidson, (...)
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  2.  60
    Swimming and Speaking Spanish.Patricia Hanna - 2006 - Philosophia 34 (3):267-285.
    The dominant view of the status of knowledge of language is that it is theoretical or what Gilbert Ryle called knowledge-that. Defenders of this thesis may differ among themselves over the precise nature of the knowledge which underlies language, as for example, Michael Dummett and Noam Chomsky differ over the issue of unconscious knowledge; however, they all agree that acquisition, understanding and use of language require that the speaker have access to a theory of language. In this paper, I argue (...)
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  3.  20
    Philosophy in the Classroom, Second Edition.Patricia Hanna - 1982 - Teaching Philosophy 5 (3):238-243.
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  4.  71
    Beyond the “Delivery Problem”: Why There is “No Such Thing as a Language”.Patricia Hanna - 2010 - Philosophia 38 (2):343-355.
    In “Practical Knowledge of Language”, C.-h. Tsai criticizes the arguments in “Swimming and Speaking Spanish” (this issue, pp. 331–341), on the grounds that its account of knowledge of language as knowledge-how is mistaken. In its place, he proposes an alternative account in terms of Russell’s concept “knowledge-by-acquaintance”. In this paper, I show that this account succeeds neither in displacing the account in Swimming and Speaking Spanish nor in addressing Tsai’s main concern: solving the “delivery problem”.
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  5.  26
    Lisa.Patricia Hanna - 1982 - Teaching Philosophy 5 (3):234-236.
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  6.  18
    Developmental Theory and Moral Education.Patricia Hanna - 1982 - Teaching Philosophy 5 (1):43-55.
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  7.  32
    Must Thinking Bats Be Conscious?Patricia Hanna - 1990 - Philosophical Investigations 13 (October):350-55.
  8.  20
    On Children's Rights.Patricia Hanna - 1983 - Teaching Philosophy 6 (2):153-161.
  9.  3
    On Sameness and Necessity.Patricia Hanna - 1981 - Philosophical Investigations 4 (2):91-103.
  10.  17
    Causal Powers and Cognition.Patricia Hanna - 1985 - Mind 94 (373):53-63.
    Argues that Searle is confused, and underestimates computers. Weak.
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  11.  30
    Review of Rebecca Kukla, Mark Lance, 'Yo!' And 'Lo!': The Pragmatic Topography of the Space of Reasons[REVIEW]Patricia Hanna - 2009 - Notre Dame Philosophical Reviews 2009 (7).
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  12.  32
    If You Can't Talk About It, You Can't Talk About It: A Response to H.O. Mounce.Patricia Hanna - 1992 - Philosophical Investigations 15 (2):185-190.
  13.  12
    Realism Without Empiricism.Patricia Hanna - 2008 - Proceedings of the Xxii World Congress of Philosophy 17:65-73.
    In his later writings, Wittgenstein is generally taken as committed to anti-realism. In this paper, I argue that this is mistaken. Although he is committed to ontic anti-realism, this does not preclude his acceptance of epistemic realism. I argue that the possibility of using practices to fix meanings and to provide aframework for conceptual differentiation of our experiences rests upon a version of realism, which I call "praxial realism", which does not presuppose anything like a Kantian noumenal world.
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  14.  32
    What Kripke's Puzzle Doesn't Tell Us About Language, Meaning or Bellief.Patricia Hanna - 2004 - Philosophia 31 (3-4):355-382.
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  15.  24
    Linguistic Competence and Kripke's Puzzle.Patricia Hanna - 2001 - Philosophia 28 (1-4):171-189.
    In "A Puzzle About Belief" (_Meaning and Use, A. Margalit (ed.), D. Reidel (1979), pp. 239-283), Saul Kripke argues that linguistic moves to all appearances normal in reporting the beliefs of others can be shown to generate paradox. In this paper, I argue that the supposed paradox is one in appearance only, and that the appearance rests on a covert vacillation in Kripke's paper between two conceptions of linguistic understanding, a weak, or 'minimal' one, and a 'strong' one. Only the (...)
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  16.  4
    Sorts, Ontology, and Metaphor. [REVIEW]Patricia Hanna - 1983 - Review of Metaphysics 36 (3):719-720.
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  17.  15
    Translation, Indeterminacy and Triviality.Patricia Hanna - 1984 - Philosophia 14 (3-4):341-348.
  18.  10
    The World, the Elephant and the Tortoise.Patricia Hanna - 1994 - Philosophia 23 (1-4):289-307.
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  19.  8
    The Vanishing Tortoise.Patricia Hanna - 1994 - Philosophia 24 (1-2):211-223.
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  20.  7
    Note on William Whisner.Patricia Hanna - 2003 - Philosophia 31 (1-2):31-31.
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  21.  1
    The Unity of Linguistic Meaning.Patricia Hanna - 2015 - Philosophical Quarterly 65 (260):567-569.
  22. An Anthology of Philosophical Studies Vol. VI,.Patricia Hanna (ed.) - 2012 - ATINER.
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  23. An Anthology of Philosophical Studies, Vol. V,.Patricia Hanna (ed.) - 2011
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  24. An Anthology of Philosophical Studies: Volume 9.Patricia Hanna (ed.) - 2015 - Athens Institute for Education and Research.
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  25. An Anthology of Philosophical Studies.Patricia Hanna (ed.) - 2008 - ATINER.
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  26. An Anthology of Philosophical Studies III.Patricia Hanna (ed.) - 2009 - ATINER.
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  27. An Anthology of Philosophical Studies, Vol. 5.Patricia Hanna (ed.) - 2011 - Athens Institute of Education and Research.
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  28. An Anthology of Philosophical Studies - Volume 6.Patricia Hanna (ed.) - 2012 - Athiner.
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  29. Reality and Culture: Essays on the Philosophy of Bernard Harrison.Patricia Hanna (ed.) - 2014 - Editions Rodopi.
    More than being a volume about the philosophy of Bernard Harrison, this volume is about how Harrison conceptualizes the creation of the human world. One might be tempted to classify Harrison as a major voice in many diverse discussions—philosophy of literature, philosophy of language, philosophy of mind, color studies, epistemology, metaphysics, moral philosophy, philosophy of culture, Wittgenstein, antisemitism, and more—without recognizing a unifying strand that ties them together. Nothing could be farther from the truth. Harrison contests and destabilizes a persistent (...)
     
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  30. Developmental Theory and Moral Education: Review Essay. [REVIEW]T. M. Reed & Patricia Hanna - 1982 - Teaching Philosophy 5 (1):43-55.
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  31. On Children’s Rights. [REVIEW]T. M. Reed & Patricia Hanna - 1983 - Teaching Philosophy 6 (2):153-161.
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