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This book explores the idea that there is a certain performativity of thought connecting Kant’s Critique of Pure Reason and Wittgenstein’s Tractatus Logico-Philosophicus. On this view, we make judgments and use propositions because we presuppose that our thinking is about something, and that our propositions have sense. Kant’s requirement of an a priori connection between intuitions and concepts is akin to Wittgenstein’s idea of the general propositional form as sharing a form with the world. Aloisia Moser argues that Kant speaks about acts of the mind, not about static categories. Furthermore, she elucidates the Tractatus’ logical form as a projection method that turns into a so-called ‘zero method’, whereby propositions are merely the scaffolding of the world. In so doing, Moser connects Kantian reflective judgment to Wittgensteinian rule-following. She thereby presents an account of performativity centering neither on theories nor methods, but on the application enacting them in the first place.
This book explores interdisciplinary themes intersecting with the work of Ludwig Wittgenstein and compares his ideas with influential philosophers, from Spinoza to Kripke. It discovers Wittgenstein’s impact on contemporary topics such as artificial intelligence development. This collection features sixteen original articles, delving into ethics, meaning determinacy, language games, and more. Gain fresh perspectives and broaden your philosophical horizons with this valuable resource for Wittgenstein scholars, researchers and students interested in various aspects of Wittgenstein’s philosophy.
Moving beyond the neurohype of recent decades, this book introduces the concept of worlding as a new way to understand the inherent entanglement of brains/minds with their worldly environments, cultural practices, and social contexts. Case studies ranging from film, literature, music, and dance to pedagogy, historical trauma, and present-day discourses of mindfulness investigate how brains are worlded in an active interplay of biological, cognitive, and socio-discursive factors. Combining scholarly work with personal accounts of neurodiversity and essays by artists reflecting on their practical engagement with cognition, Worlding the Brain makes a case for the distinctive role of the humanities and arts in the study of brains and cognition and explores novel forms interdisciplinarity.
"Maddy's short monograph looks at Wittgenstein's philosophy of logic, from the perspective of the form of naturalism that she calls "second philosophy." That view takes an empirical approach to logical truth -- essentially arguing that if philosophers want to understand the world, they should start from a position informed by scientific understandings of the world, because science is often a reliable guide to how the world works. Similarly, just like science, logic is also grounded in the structure of our world, and our basic cognitive machinery is tuned by evolutionary pressures to detect that structure where it occurs. Ludwig Wittgenstein (particularly in the "Tractatus") also linked the logical structure of representation with the structure of the world, but still insisted that the sense of our representations must be given prior to -- independently of -- any facts about how the world happens to be. When that requirement is removed, Wittgenstein's position in the Tractatus approaches Maddy's Second Philosophy -- that logic is grounded in the structure of the world and our representational systems reflect that structuring. The later Wittgenstein also hews closely to Second Philosophy, holding that our logical practices are grounded in our interests and motivations, and our natural inclinations, and the features of the world. In this sense, logic is no different from other descriptions of the world -- just more general and responding to features so basic and ubiquitous that they tend to go unnoticed. Maddy's Second Philosophy finds Wittgenstein as an important precursor and kindred spirit, and promotes a new view of him as a naturalistic phliosopher"--
This book addresses both Wittgenstein's later works as well as contemporary issues in philosophy of mind. It provides fresh insight into the later Wittgenstein and raises vital questions about the foundations of cognitivism.
Human subjects are both formed by historical inheritances and capable of active criticism. Insisting on this fact, Kant and Benjamin each develop powerful, systematic, but sharply opposed accounts of human powers and interests in freedom. A persistent constitutive tension between Kantian and Benjaminan ideals is woven through human life. By examining the two philosophers through this volume, Richard Eldridge attempts to make better sense of the commitment forming, commitment revising, anxious, reflective and acculturated human subjects we are.
Wittgenstein, Mind and Meaning offers a provocative re-reading of Wittgenstein's later writings on language and mind, and explores the tensions between Wittgenstein's ideas and contemporary cognitivist conceptions of the mental. This book addresses both Wittgenstein's later works as well as contemporary issues in philosophy of mind. It provides fresh insight into the later Wittgenstein and raises vital questions about the foundations of cognitivism and its wider implications for psychology and cognitive science.
During the past decade, evidence of dissociation between conscious and nonconscious information processing has emerged from the study of normal subjects and brain damaged patients. The thirty-five original contributions in this book cover the latest work on this important topic. During the past decade, evidence of dissociation between conscious and nonconscious information processing has emerged from the study of normal subjects and brain damaged patients. The thirty-five original contributions in this book cover the latest work on this important topic across such traditional areas of research as vision, face recognition, spatial attention, control processes, semantic memory, episodic memory, and learning. Each section is introduced by an overview chapter that presents and evaluates the available empirical evidence in a given area and is followed by several experimental papers. The book opens with the Association Lecture, by George Mandler, "On Remembering without Really Trying: Hypermnesia, Incubation, and Mind Popping."
Looks at fifty of the twentieth century's most significant contributors to the debate on education. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.
Fifty Modern Thinkers on Education looks at fifty of the twentieth century's most significant contributors to the debate on education. Among those included are: * Pierre Bourdieu * Elliot Eisner * Hans J. Eysenck * Michel Focault * Henry Giroux * Jurgen Habermas * Susan Isaacs * A.S. Neill * Herbert Read * Simone Weill. Together with Fifty Major Thinkers on Education this book provides a unique history of educational thinking. Each essay gives key biographical information, an outline of the individual's principal achievements and activities, an assessment of his or her impact and influence and a list of their major writings and suggested further reading.