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  1. Languages, language-games, and forms of life.Daniel Whiting - 2017 - In Hans-Johann Glock & John Hyman (eds.), A Companion to Wittgenstein. Chichester, West Sussex, UK: Wiley-Blackwell. pp. 420–432.
    In this paper, after outlining the methodological role Wittgenstein's appeal to language-games is supposed to play, I examine the picture of language which his discussion of such games and their relations to what Wittgenstein calls forms of life suggests. It is a picture according to which language and its employment are inextricably connected to wider contexts—they are embedded in specific natural and social environments, they are tied to purposive activities serving provincial needs, and caught up in distinctive ways of life (...)
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  • Educational Research and the Philosophy of Context.Michael A. Peters - 2012 - Educational Philosophy and Theory 44 (8):793-800.
  • Meaning relativism and subjective idealism.Andrea Guardo - 2020 - Synthese 197 (9):4047-4064.
    The paper discusses an objection, put forward by - among others - John McDowell, to Kripke’s Wittgenstein’s non-factualist and relativist view of semantic discourse. The objection goes roughly as follows: while it is usually possible to be a relativist about a given domain of discourse without being a relativist about anything else, relativism about semantic discourse entails global relativism, which in turn entails subjective idealism, which we can reasonably assume to be false. The paper’s first section sketches Kripke’s Wittgenstein’s ideas (...)
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