I THE THEORY OF VALUE AND THE RISE OF ETHICAL EMOTIVISM i. The standard account Historical accounts of recent moral philosophy present the subject as going ...

In this paper I offer an analysis of, and suggest some methods for dealing with, a quite particular and peculiar problem in teaching philosophy. It is, perhaps,not a problem essential to the discipline or to its teaching, but it is nevertheless one of the most serious, pervasive, and frustrating problems confronting mostphilosophy teachers today. I speak of the problem of student relativism-or, SR for short.

In this article, I want to do two things. The first is to conduct a sympathetic yet critical review of some of the salient features of the ideas in the notes that have come to us from Wittgenstein's Lectures on Religious Belief. This requires close reading, analysis and critique. The second, which comes out of the first, is to give some indication of Wittgenstein's failure to apply to his thinking about religious and moral matters some of the insights that he (...) had already achieved as his philosophical thinking progressed. (shrink)

Schatzki’s Wittgensteinian approach is one that takes its inspiration from a reading of Wittgenstein, not one that stays close to Wittgenstein’s words and writings. Schatzki quotes Wittgenstein from the preface to the Philosophical Investigations: “I should not like my writing to spare other people the trouble of thinking. But, if possible, to stimulate someone to thoughts of his own”. Schatzki is one who is stimulated by Wittgenstein to thoughts of his own, mainly concerning practice theory, especially as represented by Bourdieu, (...) Giddens, and Lyotard. (shrink)