In this paper I distinguish two ways of raising a sceptical problem of others' minds: via a problem concerning the possibility of error or via a problem concerning sources of knowledge. I give some reason to think that the second problem raises a more interesting problem in accounting for our knowledge of others’ minds and consider proposed solutions to the problem.

Nothing seems more possible to me than that people some day will come to the definite opinion that there is no copy in the… nervous system which corresponds to a particular thought, or a particular idea, or, memory.WittgensteinIn a recent essay it was emphasized that brain and mind appear to the mind as complementary and reciprocally recursive domains of a hermeneutic circle (Fischer, 1987). An outstanding and not yet recognized feature of this hermeneutic circle is that interpretation within this circle (...) is not rule-governed and hence appears self-organized: individual features of the world (or the brain) become intelligible in terms of the whole context (of the mind)… while the entire context becomes intelligible through individual features (or brain functions). How, or from where then is significance arising? (shrink)

When assessing North American students' oral participation in classes, should all students be subject to the same evaluation criteria or should teachers make reasonable allowances for Asian students practicing humility? How do we weigh the promotion of 'courage' through character education initiatives with traditional Asian dispositions? Viewing Asian humility in Western classrooms and as it rubs up against liberal principles of equality or justice, and a virtue ethic raises a number of philosophical questions around authenticity, polyvalence, and relativity. I approach (...) first through the lens of liberal philosophy as the 'dilemma of diversity' meets a boundary with communitarianism, and then through the contextualist lenses of Wittgenstein, Heidegger, and Foucault. Drawing on Tully's political philosophy, I inspect humility as embedded in language-games and then open it to revision through comparative history, inviting participants in the teacher's game of assessment to renegotiate the rules: a process complicated by their reticence to speak up. I also use Medina and Scheman's political reading of Wittgenstein to discuss how teachers can discern humility as performative silence within the classroom, distinguishing between genealogical accounts that show how comportments could be otherwise from perspicuous inspection of interconnected language-games in current educational settings. (shrink)

Phenomenology and analytical philosophy share a number of common concerns, and it seems obvious that analytical philosophy can learn from phenomenology, just as phenomenology can profit from an exchange with analytical philosophy. But although I think it would be a pity to miss the opportunity for dialogue that is currently at hand, I will in the following voice some caveats. More specifically, I wish to discuss two issues that complicate what might otherwise seem like rather straightforward interaction. The first issue (...) concerns the question of whether the current focus on the first-person perspective might have a negative side-effect by giving us a slanted view of what subjectivity amounts to. The second issue concerns the question of whether superficial similarities in the descriptive findings might actually conceal some rather deep-rooted differences in the systematic use these findings serve. (shrink)

‘How, then, she had asked herself, did one know one thing or another thing about people, sealed as they were?’ So asks Lily Briscoe in To the Lighthouse. It is this question, rather than any concern about pretence or deception, which forms the basis for the philosophical problem of other minds. Responses to this problem have tended to cluster around two solutions: either we know others’ minds through perception; or we know others’ minds through a form of inference. In the (...) first part of this paper I argue that this debate is best understood as concerning the question of whether our knowledge of others’ minds is based on perception or based on evidence. In the second part of the paper I suggest that our ordinary ways of thinking take our knowledge of others’ minds to be both non- evidential and non-perceptual. A satisfactory resolution to the philosophical problem of other minds thus requires us to take seriously the idea that we have a way of knowing about others’ minds which is both non-evidential and non-perceptual. I suggest that our knowledge of others’ minds which is based on their expressions – our expressive knowledge - may fit this bill. (shrink)

The view of Wittgenstein as a ‘tragic’ philosopher of education is examined. Friesen’s claim rests on an interpretation of the way in which Wittgenstein uses the German term ‘Abrichtung’. This involves the claim that Wittgenstein saw training activities closely analogous to the breaking of an animal’s will. Close examination of various of the later texts of Wittgenstein and comparison of the original German with the English translation does not bear out this claim. Wittgenstein used ‘Abrichtung’ and related terms in his (...) own way and for his own purposes. The picture that emerges from an overview of Wittgenstein’s use of these terms is that he sees training as a variegated rather than a single kind of activity. (shrink)

In one of his late notebooks containing remarks on the philosophy of psychology, Wittgenstein states in passing: ‘If someone can believe in God with complete certainty, why not in Other Minds?’. In this paper, I introduce and explain some of the assumptions and observations behind this remark. In doing so, I give an example of what I describe as an ‘indirect or derived philosophy-of-religion reading strategy’, which highlights some of Wittgenstein’s very late thoughts on the grammar of religious belief and (...) language. The crucial observation in Wittgenstein’s remark is the existence of a family resemblance between ‘the foundation’ of the religious attitude and belief on the one hand, and the complex ‘pattern of our experience that is hard to describe’, and which forms the basis of our reactions to and understanding of other persons’ behaviour and psychical states on the other. Thus this paper draws attention, firstly, to the fact that, in his late work, Wittgenstein emphasises that our use of concepts to determine other people’s feelings and states is comparable to certain religious uses of language, and secondly, to some of the familial connections between these uses of language. (shrink)

Perspicuous representation, Wittgenstein offers, is not another methodology, but it consists in seeing the connections. The Wittgensteinian perspicuous representation is therapeutic. The method he suggests for philosophy is the same method he suggests for social sciences. In both of these cases, he tries to get us to see the confusions we become entangled in when philosophizing and theorizing. In both of these disciplines he warns us not to advance explanatory, metaphysical theories. In this paper, I connect this concern with Wittgenstein’s (...) critique of Frazer. In criticizing Frazer, Wittgenstein adopts the important part of Spengler’s view. Nonetheless, there are differences between Wittgenstein’s views and those of Spengler; this paper aims to show similarities as well as these differences. The first part of the paper briefly summarizes Frazer’s views. The second part focuses on Wittgenstein’s critique of Frazer concerning science and technology. The third part gives an account of his critique regarding method of social sciences and philosophy. The last part concentrates on Wittgenstein’s critique of Frazer pertaining to the tolerance towards alternative forms of life. Key Words: context-free vacuum • evolutionary explanation • incommensurability • methodology of social sciences • perspicuous representation • science • technology • tolerance • totem and taboo. (shrink)

This essay sketches the potential implications of Wittgensteinian thought for conceptualizations of socalled fictive mental states, e.g. mental calculating, imagination, pretend play, as they are currently discussed in developmental psychology and philosophy of mind. In developmental psychology the young child's pretend play and make-belief are seen as a manifestation of the command of an underlying individualistic “theory of mind”. When saying “This banana is a telephone” the child's mind entertains simultaneously two mental representations, a primary or veridical representation about the (...) real properties of banana's and a pretend representation. It is the task of psychology to explain how this “double knowledge” does not result in conceptual chaos. Various sorts of internal mechanisms are postulated. In this essay it is argued that the threat of chaos is misconceived, and that the solutions are irrelevant. Following Wittgenstein's sparse remarks about the secondary sense of words, I argue that pretend language does not refer to underlying individual mental representations but to the child's creative transference of words used in one, primary, domain of application to another, secondary domain. The command and use of the secondary domain logically presupposes the command and use of the primary domain. Since the latter domain is necessarily public and social, fictive mental states cannot be dealt with purely individualistically as current mentalism assumes. (shrink)

A dualism characteristic of modern philosophy is the conception of the inner and the outer as two independently intelligible domains. Wittgenstein’s attack on this dualism contains deep insights. The main insight (excavated from §304 and §293 of the Philosophical Investigations) is this: our sensory consciousness is deeply shaped by language and this shaping plays a fundamental role in the etiology of the dualism. I locate this role in the learning of a sensation-language (as described in §244), by showing that this (...) learning is, under another aspect, the incision of language, namely the infliction of cuts upon certain natural-primitive unities between the inner and the outer. These cuts, driven by powerful forces, eventually harden into an entrenched division between the inner and the outer, thereby providing a constant soil for the dualism. That this dualism is rooted in the very learning of a language is cause for ambivalence about language. (shrink)

Offering a cautionary tale about the abuses of paradigm‐shift rhetoric in secondary school reforms, the paper shows potential misuses and ethical effects of the relativistic language‐game in post‐compulsory education. Those initiating the shift often shelter their reform from the criticism of non‐adepts, marginalizing expert teachers that adhere to ‘antiquated’ or ‘folk’ pedagogies. The rhetoric herds educators uncritically into the citadel of new discourses and policies that often lack practical foundations; consequently, teachers often dissimulate compliance to the reform in order to (...) evade surveillance within such disciplinary apparatuses as teacher training and regimes of inspection. Turning to Foucault, the author views education reforms in terms of power relations within a form of governance: ‘games of truth’, or political and veridical discourses in which dividing practices for sorting out ‘sound’ and ‘unsound’ teaching practices become institutionalised. Wittgenstein's attention to initiate training in practices points to an alternative to naïve forms of relativism; educators must incorporate the new techniques they gradually master and adapt within a viable, shared form of life. Instead of teachers’ normalization and subjugation in what Foucault refers to as education ‘blocks’, new pedagogic practices are better adopted ‘freely’ as arts of self‐transformation. With Hacking, Foucault and Wittgenstein's accounts of the true‐and‐false are blended into an ‘historical ontology’ of present and emergent paradigms: a critique of the limits set down within education reforms that sanction or legitimize certain conduct. Sympathetic to the journal call, this kind of philosophical investigation and genealogical critique of teaching practices gives us a perspicuous view of the local, contingent and at times arbitrary nature of change initiatives. Critical awareness of how our pictures of education can captivate us heightens respect for professional eclecticism. Without ignoring the mandates and official scripts of public education reforms, experienced educators need to be able to conserve their tried and warranted ‘best practices’, while negotiating ranges of tolerance for alternative means. (shrink)

While Wittgenstein wrote unconventionally and denied that he was advancing philosophical theses, most of his interpreters have attributed conventional philosophical theses to him. But the best recent interpretations have taken the form of his writing and his distinctive way of doing philosophy seriously. The 1980s have also seen the emergence of a body of work on Wittgenstein that makes extensive use of the unpublished Wittgenstein papers. This work on Wittgenstein's method and his way of writing are the main themes of (...) this literature review.Section 1 surveys Wittgenstein's conception of philosophical method and its reception. Section 2 is a review of recent work on rule-following and the methodological issues it raises. Section 3 concerns research on the WittgensteinNachlass and its implications for the interpretation of his philosophy. (shrink)

According to Wittgenstein, mathematics is embedded in, and partly constituting, a form of life. Hence, to imagine different, alternative forms of elementary mathematics, we should have to imagine different practices, different forms of life in which they could play a role. If we tried to imagine a radically different arithmetic we should think either of a strange world or of people acting and responding in very peculiar ways. If such was their practice, a calculus expressing the norms of representation they (...) applied could not be called false. Rather, our criticism could only be to dismiss such a practice as foolish and to dismiss their norms as too different from ours to be called ‘mathematics’. (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)

A longstanding debate in the philosophy of action opposes causalists to anti-causalists. Causalists claim the authority of Davidson, who offered powerful arguments to the effect that intentional explanations must be causal explanations. Anti-causalists claim the authority of Wittgenstein, who offered equally powerful arguments to the effect that reasons cannot be causes. My aim in this paper is to achieve a rapprochement between Davidsonian causalists and Wittgensteinian anti-causalists by showing how both sides can agree that reasons are not causes, but that (...) intentional explanations are causal explanations. To this end, I first defuse Davidson’s Challenge, an argument purporting to show that intentional explanations are best made sense of as being explanatory because reasons are causes. I argue that Wittgenstein furnishes anti-causalists with the means to resist this conclusion. I then argue that this leaves the Master Argument for the claim that intentional explanations are causal explanations, but that by distinguishing between a narrow and a wide conception of causal explanation, we can resolve the stalemate between Wittgensteinian anti-causalists impressed by the thought that reasons cannot be causes and Davidsonian causalists impressed by the thought that intentional explanations must be causal explanations. (shrink)

One reason why the problem of other minds keeps cropping up in modern philosophy is that we seem to have conflicting intuitions about our access to the mental lives of others. On the one hand, we are inclined to think that it is wrong to claim, like Cartesian dualists must, that the minds of others are essentially inaccessible to direct experience. But on the other hand we feel that it is equally wrong to claim, like the behaviorists, that the mental (...) lives of others are completely accessible to an outside spectator. This paper attempts to address the problem of the accessibility of other minds while staying faithful to both these intuitions. Central to this undertaking is the idea that we express our mental lives in our bodily behavior. With a firm grasp of the notion of expression, as it is developed in the writings of Wittgenstein and Levinas, we can understand how other minds can be directly perceivable and yet retain a certain inaccessibility. The key is to emphasize the difference between the expressive appearance of a human being and the way an object appears in perception. (shrink)

Since the publication of the Philosophical Investigations in 1953, Wittgenstein''s later philosophy of mind has been the subject of numerous books and articles. Although most commentators agree that Wittgenstein was neither a behaviorist nor a Cartesian dualist, many continue to ascribe to him a position that strongly resembles one of the alternatives. In contrast, this paper argues that Wittgenstein was strongly opposed to behaviorism and Cartesianism, and that he was concerned to show that these positions implicitly share a problematic assumption. (...) This assumption is a seemingly innocent idea that subjectivity, or mind, is some kind of object or thing. The paper provides a detailed survey of Wittgenstein''s critique of Cartesianism and behaviorism, as well as an outline of Wittgenstein''s alternative account of subjectivity. (shrink)

Contemporary philosophers of perception, even those with otherwise widely differing beliefs, often hold that universals enter into the content of perceptual experience. This doctrine can even be seen as a trivial inference from the observation that we observe properties – ways that things are – as well as things. I argue that the inference is not trivial but can and should be resisted. Ordinary property perception does not involve awareness of universals. But there are visual experiences which do involve determinate (...) universals: following Wittgenstein, I call these ‘aspect experiences’. The common view of perceptual content effectively conflates aspect experiences with mere property perceptions. Wittgenstein’s later writings on the philosophy of psychology provide an alternative way to think about both aspects and properties. It also forms a contrast with Wittgenstein’s own early treatment of perception in the Tractatus, the doctrine of which is much closer to the contemporary norm among philosophers of perception. In seeing how Wittgenstein moved away from his early view, we can see how we might move away from that norm. (shrink)

The Radical Enactive/embodied view of Cognition, or REC, claims that all cognition is a matter of skilled performance. Yet REC also makes a distinction between basic and content-involving cognition, arguing that the development of basic to content-involving cognition involves a kink. It might seem that this distinction leads to problematic gaps in REC’s story. We address two such alleged gaps in this paper. First, we identify and reply to the concern that REC leads to an “interface problem”, according to which (...) REC has to account for the interaction of two minds co-present in the same cognitive activity. We emphasise how REC’s view of content-involving cognition in terms of activities that require particular sociocultural practices can resolve these interface concerns. The second potential problematic gap is that REC creates an unjustified difference in kind between animal and human cognition. In response, we clarify and further explicate REC’s notion of content, and argue that this notion allows REC to justifiably mark the distinction between basic and content-involving cognition as a difference in kind. We conclude by pointing out in what sense basic and content-involving cognitive activities are the same, yet different. They are the same because they are all forms of skilled performance, yet different as some forms of skilled performance are genuinely different from other forms. (shrink)

This paper aims to distinguish Wittgenstein’s concept of ‘form of life’ from other concepts or expressions that have been confused or conflated with it, such as ‘language-game’, ‘certainty’, ‘patterns of life’, ‘ways of living’ and ‘facts of living’. Competing interpretations of Wittgenstein’s ‘form of life’ are reviewed, and it is concluded that Wittgenstein intended both a singular and a plural use of the concept; with, where the human is concerned, a single human form of life characterized by innumerable forms of (...) human life. (shrink)

Wittgenstein demystified the notion of 'observational self-knowledge'. He dislodged the long-standing conception that we have privileged access to our impressions, sensations and feelings through introspection, and more precisely eliminated knowing as the kind of awareness that normally characterizes our first-person present-tense psychological statements. He was not thereby questioning our awareness of our emotions or sensations, but debunking the notion that we come to that awareness via any epistemic route. This makes the spontaneous linguistic articulation of our sensations and impressions nondescriptive. (...) Not descriptions, but expressions that seem more akin to behaviour than to language. I suggest that Wittgenstein uncovered a new species of speech acts. Far from the prearranged consecration of words into performatives, utterances are deeds through their very spontaneity. This gives language a new aura: the aura of the reflex action. I argue, against Peter Hacker, that spontaneous utterances have the categorial status of deeds. This has no reductive consequences in that I do not suggest that one category is reduced to another, but that the boundary between them is porous. This explodes the myth of an explanatory gap between the traditionally distinct categories of saying (or thinking) and doing, or of mind and body. (shrink)

In their most recent book, Evolving Enactivism: Basic Minds Meet Content (MIT 2017), Dan Hutto and Eric Myin claim to give a complete and gapless naturalistic account of cognition, but it comes with a kink. The kink being that content-involving cognition has special properties found nowhere else in nature, making it the case that minds capable of contentful thought differ in kind, in this key respect, from more basic minds. Contra Hutto and Myin, I argue that content-involving practices are themselves (...) simply a further extension of action and do not therefore warrant being called ‘different in kind’ or ‘kinky’. With the help of Ludwig Wittgenstein and John V. Canfield, I show that Enactivism meets the challenge of explaining higher-level cognition; and, contra continuity sceptics, offer ‘a philosophically cogent and empirically respectable account’ of how human minds can emerge from nonhuman minds. (shrink)

In their most recent book, Evolving Enactivism: Basic Minds Meet Content (MIT 2017), Dan Hutto and Eric Myin claim to give a complete and gapless naturalistic account of cognition, but it comes with a kink. The kink being that content-involving cognition has special properties found nowhere else in nature, making it the case that minds capable of contentful thought differ in kind, in this key respect, from more basic minds. Contra Hutto and Myin, I argue that content-involving practices are themselves (...) simply a further extension of action and do not therefore warrant being called ‘different in kind’ or ‘kinky’. With the help of Ludwig Wittgenstein and John V. Canfield, I show that Enactivism meets the challenge of explaining higher-level cognition; and, contra continuity sceptics, offer ‘a philosophically cogent and empirically respectable account’ of how human minds can emerge from nonhuman minds. (shrink)

In “Wittgenstein on Grammar, Theses and Dogmatism,” Peter Hacker addresses what he takes to be misconceptions of Wittgenstein's philosophy with respect to (1) the periodisation of his thought and to what should properly be counted as part of his work; (2) his conception of grammar since the Big Typescript (1929–33); and (3) his conception of philosophy as grammatical investigation. I argue that Hacker's restrictive conception of what ought to be considered part of Wittgenstein's philosophy and his conservative view of Wittgensteinian (...) grammar are unjustified and prevent him from appreciating the revolutionary importance of On Certainty for epistemology. Finally, while agreeing that Wittgenstein views philosophy as grammatical elucidation, I suggest some reasons for the resistance that this view has generated.In “Wittgenstein on Grammar, Theses and Dogmatism,” Peter Hacker deals with three of the “many misunderstandings, misrepresentations and misinterpretations of Wittgenstein's philosophy” (2012, 1); the first of which concerns “the periodisation of Wittgenstein's thought”; the second, the supposition that what Wittgenstein called “grammar” in PI differed fundamentally from, and was more limited than, his conception of it when he was writing the Big Typescript; and the third, the claim that what Wittgenstein took to be grammatical statements are, in fact, dogmatisms, theories or doctrines inconsistent with his meta‐philosophical remarks in PI. I address each of these concerns seriatim. (shrink)

This paper is a defense of investigations into the meanings of words by reflecting on their use as a philosophical method for investigating the emotions. The paper defends such conceptual analysis against the critique that it is short of empirical grounding and at best reflects current “common-sense beliefs.” Such critique harks back to Quine’s attack on the analytic/synthetic distinction, his idea that all language is theory dependent and the subsequent critique of “linguistic philosophy” as sanctifying our ordinary use of words, (...) as empirically naïve, unscientific and founded on outmoded theories of meaning. This paper is an attempt to show why such critique is misplaced. Conceptual analysis, properly construed, need not depend on empirical considerations. On the contrary, conceptual analysis of emotions is often a prerequisite to empirical investigations. Furthermore, conceptual analysis need not make ordinary language sacred and need not rely on a theory of meaning or on an analytic/synthetic distinction. (shrink)

We argue that all general concepts are family resemblance concepts. These include concepts introduced by ostension, such as colour. Concepts of colour and of each of the specific colours are family resemblance concepts because similarities concerning an open-ended range of colour or of appearance features crop up and disappear. After discussing the notion of “same colour” and Wittgenstein's use of the phrase “our colours”, we suggest family resemblance concepts in one tradition can often be extended to family resemblance concepts in (...) another tradition, illustrated by Wittgenstein's use of the words Spiel and “game”. (shrink)

Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...) developed from moretraditional accounts of the self from Descartes toSchopenhauer, Nietzsche and Wittgenstein. (shrink)

Intersubjectivity, the cooperation of two or more minds, is basic to human behavior, yet eludes the grasp of psychiatry. This paper traces the dilemma to the “problem of other minds” assumed with the epistemologies of modern science. It presents the solution of Wittgenstein's later philosophy, known for his treatment of other minds in terms of “human agreement in language.”Unlike recent studies of “Wittgenstein's psychology,” this one reviews the Philosophical Investigations' “private language argument,” the crux of his mature views on mind. (...) It reads that argument as recording his shift from the modern egocentric paradigm of mind to an intersubjective one.The paper contrasts the merits of Wittgenstein's reduction of subject and object to grammar with the problems of Freud's metapsychological reduction. It shows how Wittgenstein's intersubjective method avoids the excesses of behaviorism and phenomenology, offering a specifically human way to adapt mechanistic and interpretive means to the communicative ends of psychiatry. (shrink)

In his Tractatus Logico-Philosophicus Ludwig Wittgenstein (1889–1951) presents the concept of order in terms of a notational iteration that is completely logical but not part of logic. Logic for him is not the foundation of mathematical concepts but rather a purely formal way of reflecting the world that at the minimum adds absolutely no content. Order for him is not based on the concepts of logic but is instead revealed through an ideal notational series. He states that logic is “transcendental”. (...) As such it requires an ideal that his philosophical method eventually forces him to reject. I argue that Wittgenstein’s philosophy is more dialectical than transcendental. (shrink)

Michel Henry wishes to salvage Descartes’s first principle ‘I think, I am’ by claiming that there is no need to appeal to the world or others to make sense of the self. One of his main targets is Edmund Husserl, who claims that thought is necessarily intentional and thus necessarily about something that is other to thought. To show that this is not so, Henry draws on passages from Descartes’s texts which emphasize that we should not equate the cogito with (...) thinking but with sensation and imagination. This allows Henry to explore the notion that the self has its own form of manifestation. This paper questions Henry’s reading of Descartes and his critique of Husserl on two fronts. First, the passages Henry draws upon, if anything only confirm, rather than question Husserl’s claim that consciousness is intentional. Second, Henry believes that he can show that the life of the self is infinitely rich without having to appeal to other persons or, indeed, to the world. Yet, I wish to contend that Henry is mistaken: as Husserl has shown convincingly, a life without others and the world is not only impoverished and bereft of meaning, but remains entirely indeterminate. The self only manifests itself with respect to others and the world. (shrink)

Much recent feminist theory tacitly subscribes to some version of what cognitive and evolutionary scientists are successfully undermining as untenably Cartesian, namely, the view that moral agency is achieved through the transcendence of physical causality guaranteed by self -consciousness. Appealing to Wittgenstein's insights concerning self - reference, I argue that abandoning Cartesian dualism implies abandoning neither subject nor moral agency but rather opens up nonandrocentric possibilities unavailable to the traditional model of mind.

Much recent feminist theory tacitly subscribes to some version of what cognitive and evolutionary scientists are successfully undermining as untenably Cartesian, namely, the view that moral agency is achieved through the transcendence of physical causality guaranteed by self-consciousness. Appealing to Wittgenstein's insights concerning self-reference, I argue that abandoning Cartesian dualism implies abandoning neither subject nor moral agency but rather opens up nonandrocentric possibilities unavailable to the traditional model of mind.

While Sarah Hoagland's conception of a lesbian ethic offers a promising route toward articulating an ethics of resistance, her notion of self in community does not provide a conception of "subject" capable of both embracing political action as fundamental to personal life and explicitly recognizing cultural, ethnic, and sexual multiplicity as central to ethical decision-making. Such a notion can be found, however, in the remarks of later Wittgenstein concerning the "language games" of describing.

This is a paper about the way language meshes with life. It focuses on Ludwig Wittgenstein’s later work, and compares it with Leo Tolstoy and Saint Augustine’s confessions. My aim is to better understand in this way what it means to have meaning in language, as well as meaning in life.

This article criticizes the attempts by Bas van Fraassen and Michael Friedman to address the challenge to rationality posed by the Kuhnian analysis of scientific revolutions. In the paper, I argue that van Fraassen's solution, which invokes a Sartrean theory of emotions to account for radical change, does not amount to justifying rationally the advancement of science but, rather, despite his protestations to the contrary, is an explanation of how change is effected. Friedman's approach, which appeals to philosophical developments at (...) a meta-theoretical level, does not really address the problem of rationality as posed by Kuhn's work. Instead of showing how, despite revolutions, scientific development is, indeed, rational, he gives a transcendental account of rational scientific progress. (shrink)

Up to the introduction of the term and concept of incommensurability by T. S. Kuhn and P. K. Feyerabend in the early 1960s, scientific texts were supposed to pose no problem as regards their translation, unlike literature, which was thought very difficult to translate. After the introduction of the term, translation of scientific language became equally problematic because, due to conceptual and perceptual incommensurability, there was no common observation basis to ground linguistic equivalences between languages of incommensurable paradigms. This article (...) highlights the presuppositions that link incommensurability to dramatic consequences (impossibility of communication, translation, and comparative evaluation of paradigms) and tries to sketch an alternative way of understanding incommensurability and translation drawing on Kuhn’s work. From this perspective, translation is not an all-or-nothing affair for either science or literature and becomes a problem to be solved for each particular set of circumstances. (shrink)