48 found
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  1.  18
    Teaching Children to Ignore Alternatives is—Sometimes—Necessary: Indoctrination as a Dispensable Term.José María Ariso - 2019 - Studies in Philosophy and Education 38 (4):397-410.
    Literature on indoctrination has focused on imparting and revising beliefs, but it has hardly considered the way of teaching and acquiring certainties—in Wittgenstein’s sense. Therefore, the role played by rationality in the acquisition of our linguistic practices has been overestimated. Furthermore, analyses of the relationship between certainty and indoctrination contain major errors. In this paper, the clarification of the aforementioned issues leads me to suggest the avoidance of the term ‘indoctrination’ so as to avoid focusing on the suitability of the (...)
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  2.  33
    Can Certainties Be Acquired at Will? Implications for Children's Assimilation of a World‐Picture.José María Ariso - 2016 - Journal of Philosophy of Education 50 (4):573-586.
    After describing Wittgenstein's notion of ‘certainty’, in this article I provide four arguments to demonstrate that no certainty can be acquired at will. Specifically, I argue that, in order to assimilate a certainty, it is irrelevant whether the individual concerned has found a ground that seemingly justifies that certainty; has a given mental state; is willing to accept the certainty on the proposal of a persuader; or tries to act according to the certainty involved. Lastly, I analyse how each of (...)
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  3.  56
    Learning to Believe: Challenges in Children’s Acquisition of a World-Picture in Wittgenstein’s On Certainty.José María Ariso - 2015 - Studies in Philosophy and Education 34 (3):311-325.
    Wittgenstein scholars have tended to interpret the acquisition of certainties, and by extension, of a world-picture, as the achievement of a state in which these certainties are assimilated in a seemingly unconscious way as one masters language-games. However, it has not been stressed that the attainment of this state often involves facing a series of challenges or difficulties which must be overcome for the development of the world-picture and therefore the socialization process to be achieved. After showing, on the one (...)
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  4.  37
    Wittgenstein and the Possibility of Inexplicably Losing Certainties.José María Ariso - 2013 - Philosophical Papers 42 (2):133-150.
    Though Wittgenstein's On Certainty has been influential in analytic epistemology, its interpretation has been enormously controversial. It is true that exegesis has been mainly concerned with the proper characterization of Wittgenstein's very notion of ?certainty?; however, some important questions remain unanswered regarding this notion. On the one hand, I am above all referring to the study of the possibilities we have of retaining a certainty when it has seemingly been placed into question and, on the other hand, of regaining a (...)
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  5.  7
    Delusion Formation through Uncertainty and Possibility-blindness.José María Ariso - 2019 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 52:29-50.
    Algunos autores han intentado considerar los delirios como certezas –entendidas en el sentido de Wittgenstein– debido a las similitudes que parecen existir entre sus respectivos estatus epistemológicos. Sin embargo, dicho intento ha sido criticado con agudeza, entre otras razones, porque el contenido de los delirios choca frontalmente con el contenido de las certezas, por lo que los delirios no pueden ser comprendidos debido a los cambios en las relaciones de significado. Pero es evidente que, aunque los delirios no se puedan (...)
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  6.  13
    Can a Culture of Error Be Really Developed in the Classroom Without Teaching Students to Distinguish Between Errors and Anomalies?José María Ariso - 2018 - Educational Philosophy and Theory 51 (10):1030-1041.
    It is expected that children increasingly learn to identify errors throughout their schooling process and even before it. As a further step, however, some scholars have suggested how a culture of error should be implemented in the classroom for the student to be able not only to locate errors but also, and above all, to learn from them. Yet the various proposals aimed at generating a culture of error in the classroom keep regarding error as all those responses and reactions (...)
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  7.  12
    Should Business Organizations Be Blind to Anomalies? On the Role of the Attributor in the Blurred Confines of Modern Error Theory.José María Ariso - 2018 - Philosophy of Management 17 (2):219-228.
    In this paper, I describe the main lines of modern error theory, a systemic theory which regards errors not as the results of someone’s negligence, but as parts of a complex system. Bearing in mind that errors must be considered as such by an observer or attributor, I expose Wittgenstein’s conception of the attributor responsible for discerning if a strange event constitutes an error or an anomaly. Subsequently, I illustrate this conception of the attributor by describing some traits of the (...)
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  8.  12
    Religious Certainty: Peculiarities and Pedagogical Considerations.José María Ariso - 2020 - Studies in Philosophy and Education 39 (6):657-669.
    This paper presents the concept of ‘religious certainty’ I have developed by drawing inspiration from Wittgenstein’s notion of ‘certainty’. After describing the particular traits of religious certainty, this paper addresses two difficulties derived from this concept. On the one hand, it explains why religious certainty functions as such even though all its consequences are far from being absolutely clear; on the other hand, it clarifies why, unlike the rest of certainties, the loss of religious certainty does not result in the (...)
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  9.  17
    Augmented Reality: Reflections on its Contribution to Knowledge Formation.José María Ariso (ed.) - 2017 - De Gruyter.
    There is at present no publication specifically dedicated to analyzing the philosophical implications of augmented reality, especially regarding knowledge formation, which constitutes a fundamental trait of knowledge society. That is why this volume includes an analysis of the applications and implications of augmented reality. While applications cover diverse fields like psychopathology and education, implications concern issues as diverse as negative knowledge, group cognition, the internet of things, and ontological issues, among others. In this way, it is intended not only to (...)
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  10. La influencia sobre Wittgenstein de la obra de Weininger über die letzten dinge.José María Ariso - 2007 - Anuario Filosófico 40 (90).
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  11.  12
    Morality in Disguise. A Response to Laves.José María Ariso - 2021 - Wiley: Philosophical Investigations 45 (1):91-97.
    Philosophical Investigations, Volume 45, Issue 1, Page 91-97, January 2022.
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  12.  14
    The Teacher as Persuader: On the Application of Wittgenstein’s Notion of ‘Persuasion’ in Educational Practice.José María Ariso - 2022 - Educational Philosophy and Theory 54 (10):1621-1630.
    Wittgenstein’s conception of ‘persuasion’, understood as the persuader’s attempt to modify the persuadee’s certainties, has been recently misinterpreted by some scholars. For Persichetti has overlooked the fact that one cannot persuade unintentionally, while Marconi and Perissinotto have not only taken for granted that persuasion consists in the mere transfer of a world-picture or set of certainties to an individual even when she has not alternative or different certainties, but also that education is restricted to persuading or transmitting certainties. After clarifying (...)
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  13.  14
    Why the Wrongness of Killing Innocents is Not a Universal Moral Certainty.José María Ariso - 2021 - Philosophical Investigations 45 (1):58-76.
    Philosophical Investigations, EarlyView.
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  14.  61
    Consecuencias epistemológicas de la adquisición del lenguaje infantil en las notas de Wittgenstein Sobre la certeza.José María Ariso - 2009 - Revista de Filosofía (Madrid) 34 (2):49-71.
    Wittgenstein’s remarks in On Certainty about the acquisition of child language have gone nearly unnoticed for the commentators of his work. In this paper, I analyze some of those remarks to shed light on the main questions posed in On the categorical distinction between knowledge and certainty; the nature of language-games; the refutation of skepticism and, above all, the challenges involved by learning to believe.
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  15.  19
    Unbegründeter Glaube bei Wittgenstein und Ortega y Gasset. Ähnliche Antworten auf unterschiedliche Probleme.José María Ariso - 2011 - Wittgenstein-Studien 2 (1):219-248.
  16.  45
    ¿Tiene sentido hablar de un “tercer Wittgenstein” posterior a 1946?José María Ariso - 2012 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 45:223-242.
    Según Danièle Moyal-Sharrock y Avrum Stroll, hay razones de peso para hablar de un “tercer Wittgenstein” cuyo corpus estaría formado por todas las obras que el filósofo vienés escribió con posterioridad a 1946, incluida la segunda parte de sus Investigaciones filosóficas. Entre las principales razones se encuentran el desarrollo de una nueva forma de fundamentalismo en la que el fundamento pertenece a una categoría distinta de lo fundamentado; la gramaticalización de la experiencia; la disolución del problema mente-cuerpo y la desmitificación (...)
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  17. La evolución de la concepción wittgensteiniana de la locura.José María Ariso - 2005 - Laguna 17:63-75.
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  18.  1
    Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice.José María Ariso & Astrid Wagner (eds.) - 2016 - De Gruyter.
    This volume treats the topic of rationality developing a perspective that integrates elements of philosophy of language, phenomenology, pragmatism, and philosophy of life. The two reference authors, Wittgenstein and Ortega, are contemporaries but come from different philosophical traditions. Wittgenstein's early work was influenced by logical positivism. Later he developed an influential approach to philosophy of language. Ortega was influenced by Neo-Kantianism, perspectivism, life philosophy, and phenomenology. On this basis, he developed an independent approach that has become known as ratiovitalism. Astonishing (...)
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  19. Riesgos y limitaciones de una clasificación exhaustiva de nuestras certezas objetivas.José María Ariso - 2010 - Estudios Filosóficos 59 (170):175-184.
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  20. Algunas observaciones sobre la gramática de los relatos oníricos.José María Ariso - 2007 - Laguna 20:23-33.
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  21.  8
    Advantages and Paradoxes of Regarding Omniscience as Subjective Certainty in Wittgenstein’s Sense.José María Ariso - 2020 - Sophia 60 (2):431-440.
    In this paper, I try to facilitate the understanding of the concept of ‘omniscience’ by taking into account the terminology developed in Ludwig Wittgenstein’s On Certainty. Thus, I start by explaining why omniscience can be regarded neither as grounded knowledge nor as ungrounded or objective certainty. Instead, omniscience might be considered as subjective certainty, which has the advantage of leaving scope for a doubt that enables and strengthens religious faith. Lastly, I clarify how God’s omniscience would be enriched if He (...)
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  22.  35
    El efecto de la experiencia sobre la reestructuración de los sistemas de creencias de Quine y Wittgenstein.José María Ariso - 2008 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 41:239-258.
    Tras describir a grandes rasgos los sistemas de creencias propuestos por Quine y Wittgenstein, en este artículo hago referencia a las similitudes y diferencias que Pieranna Garavaso y Danièle Moyal Sharrock advierten entre ambos sistemas. Partiendo de la crítica de estas interpretaciones, llamaré la atención sobre un aspecto del sistema wittgensteiniano de creencias que, desde mi punto de vista, es de la mayor importancia. Concretamente, me refiero a la posibilidad de revisar incluso las creencias más básicas de este sistema. El (...)
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  23.  22
    Karl Jaspers y la distinción hermenéutica entre entender y explicar en psicopatología. ¿Podríamos reencontrarnos en alguien que padeciera el síndrome de Cotard tipo I?José María Ariso - 2011 - Revista de Filosofía (Madrid) 36 (2):7-24.
    Aunque Karl Jaspers afirmó en su Psicopatología general que la génesis de un delirio es incomprensible tanto empática como racionalmente, millones de espectadores de todo el mundo y multitud de críticos parecen haber comprendido de ambas maneras la génesis del caso de síndrome de Cotard que aparece al final de la película El sexto sentido (1999). Sin embargo, en el presente artículo mostraré que la posibilidad de comprender racional y empáticamente la génesis de este caso no es real, sino meramente (...)
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  24.  17
    El error de preguntar por la naturaleza de los problemas filosóficos. Crónica de una denuncia wittgensteiniana.José María Ariso - 2003 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 36:245-257.
    Many authors have tried to offer a definition of Wittgenstein’s conception of philosophical problems. In this paper my aim is to show that essentialist tendency is just the opposite of Wittgenstein’s attitude, an attitude based on paying attention to the clarification of misunderstandings concerning the use of words: the term ‘problem’ invites us to think on the corresponding ‘solution’, but far from offering solutions or explanations, Wittgenstein wanted to show a philosophical modus operandi comparable to the task of untying knots.
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  25.  13
    On Constraining Rationality and Revisiting the Logic of Beliefs: An Introduction.Astrid Wagner & José María Ariso - 2016 - In José María Ariso & Astrid Wagner (eds.), Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice. De Gruyter. pp. 1-12.
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  26.  11
    How to Increase Negative Self-Knowledge by Using Cognitive Restructuring Through Augmented Reality: A Proposal and Analysis.José María Ariso - 2017 - In Augmented Reality: Reflections on its Contribution to Knowledge Formation. De Gruyter. pp. 235-252.
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  27.  11
    Terapia sistémica : una reformulación de sus principios básicos en términosde juegos de lenguaje.Jose Maria Ariso - 2012 - Endoxa 29:195.
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  28.  8
    El Wittgenstein de Lurie o el espíritu en la sombra.José María Ariso - 2017 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 50:261-268.
    Lurie, Yuval: Wittgenstein on the Human Spirit. Rodopi, Amsterdam & New York, 2012, 277 pp.
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  29.  13
    Desorientación, locura y huecos gramaticales: Wittgenstein escribe sobre lo inaudito. Disorientation, madness and grammatical gaps: Wittgenstein writes about the unheard-of.José María Ariso - 2006 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 39 (2):77-91.
    In this paper I show that madness, in the context of Wittgenstein’s later work, should not be mistaken for the grammatical gap which is opened when a reaction takes place, which has no place in the language-game played in that very moment. Besides, and bearing in mind that we often do not place worth on something until we miss it, it is emphasized that it is in the madman, taken as a grammatically isolated individual, with whom, we are best able (...)
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  30.  10
    Childhood and Eternity: On Unamuno's Tragic Pedagogy.José María Ariso - 2015 - Annales Umcs. Sectio I 39 (2):7-15.
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  31.  9
    Karl Jaspers y la distinción hermenéutica entre entender y explicar en psicopatología. ¿Podríamos reencontrarnos en alguien que padeciera el síndrome de Cotard tipo I?José María Ariso - 1970 - Revista de Filosofía (Madrid) 36 (2).
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  32.  8
    Counterwill and Logical Priority Over Ideas: Two Constituents of Our Basic Convictions.José María Ariso - 2016 - In José María Ariso & Astrid Wagner (eds.), Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice. De Gruyter. pp. 201-214.
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  33.  7
    Is Critical Thinking Particularly Necessary When Using Augmented Reality in Knowledge Society? An Introductory Paradox.José María Ariso - 2017 - In Augmented Reality: Reflections on its Contribution to Knowledge Formation. De Gruyter. pp. 3-22.
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  34.  6
    Peter Dews.José María Ariso - 2017 - In Sally Sedgwick & Dina Emundts (eds.), Logik / Logic. De Gruyter. pp. 319-324.
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  35.  7
    The Necessity of Private Language: A Conceptual Confusion Latent in Diverse Episodes of the History of Psychology / Potrzeba Języka Prywatnego: Zamieszanie Pojęciowe Zawarte W Różnorodnych Wątkach Historii Psychologii.José María Ariso - 2014 - Annales Umcs. Sectio I 39 (1):7-19.
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  36.  6
    Notes on Contributors.José María Ariso & Astrid Wagner - 2016 - In José María Ariso & Astrid Wagner (eds.), Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice. De Gruyter. pp. 267-270.
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  37.  3
    Sobre el riesgo de confundir el lenguaje cósmico de Kandinsky con el lenguaje divino del obispo Berkeley.José María Ariso - 2013 - Agora 32 (1).
    Según Philippe Sers, Wassily Kandinsky y George Berkeley coincidieron al contemplar el mundo como un lenguaje que nos habla de lo espiritual que hay en el fondo del alma humana. Sin embargo, en el presente artículo me propongo mostrar que esta afirmación de Sers es confusa e incluso equívoca. Concretamente, mostraré que la visión del mundo como lenguaje tiene cabida en la concepción del lenguaje divino de Berkeley pero no en la noción que Kandinsky tenía del lenguaje cósmico, mientras que (...)
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  38. Una ilustración del acto de escisión entre razón y locura denunciado por Foucault: la imagen del hombre esencialmente incompleto.José María Ariso - 2011 - Contrastes: Revista Internacional de Filosofía 16 (1-2):385-395.
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  39. Conceptual Colonialism in the Golden Age of Neurocryptoptography: On the Scientific Prediction of Dream Narratives / Kolonializm Pojęciowy W Złotym Wieku Neurokryptografii: Naukowe Przepowiednie Dotyczące Treści Marzeń Sennych.José María Ariso - 2013 - Annales Umcs. Sectio I (Filozofia, Socjologia) 38 (1):41-54.
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  40.  4
    Table of Contents.José María Ariso - 2017 - In Augmented Reality: Reflections on its Contribution to Knowledge Formation. De Gruyter.
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  41.  5
    Del carácter no-proposicional de nuestras creencias básicas al antifundamentalismo y el relativismo epistémico.José María Ariso - 2014 - Logos. Anales Del Seminario de Metafísica [Universidad Complutense de Madrid, España] 47:291-300.
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  42.  4
    Subject Index.José María Ariso & Astrid Wagner - 2016 - In José María Ariso & Astrid Wagner (eds.), Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice. De Gruyter. pp. 275-278.
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  43.  3
    Author Index.José María Ariso - 2017 - In Augmented Reality: Reflections on its Contribution to Knowledge Formation. De Gruyter. pp. 315-322.
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  44.  3
    Author Index.José María Ariso & Astrid Wagner - 2016 - In José María Ariso & Astrid Wagner (eds.), Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice. De Gruyter. pp. 271-274.
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  45.  3
    List of Abbreviations.José María Ariso & Astrid Wagner - 2016 - In José María Ariso & Astrid Wagner (eds.), Rationality Reconsidered: Ortega y Gasset and Wittgenstein on Knowledge, Belief, and Practice. De Gruyter.
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  46.  2
    Frontmatter.José María Ariso - 2017 - In Augmented Reality: Reflections on its Contribution to Knowledge Formation. De Gruyter.
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  47.  2
    Notes on Contributors.José María Ariso - 2017 - In Augmented Reality: Reflections on its Contribution to Knowledge Formation. De Gruyter. pp. 309-314.
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  48.  1
    Morality in Disguise. A Response to Laves.José María Ariso - 2022 - Philosophical Investigations 45 (1):91-97.
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