Perspicuous Presentations

This anthology focuses on the extraordinary contributions Wittgenstein made to several areas in the philosophy of psychology - contributions that extend to psychology, psychiatry, sociology and anthropology. To bring them a richly-deserved attention from across the language barrier, Danièle Moyal-Sharrock has translated papers by eminent French Wittgensteinians. They here join ranks with more familiar renowned specialists on Wittgenstein's philosophical psychology. While revealing differences in approach and interests, this coming together of some of the best minds on the subject discloses a surprising degree of consensus, and gives us the clearest picture yet of Wittgenstein as a philosopher of psychology.

In this book, Rupert Read offers the first outline of a resolute reading, following the highly influential New Wittgenstein ‘school’, of the Philosophical Investigations. He argues that the key to understanding Wittgenstein’s later philosophy is to understand its liberatory purport. Read contends that a resolute reading coincides in its fundaments with what, building on ideas in the later Gordon Baker, he calls a liberatory reading. Liberatory philosophy is philosophy that can liberate the user from compulsive (and destructive) patterns of thought, freeing one for possibilities that were previously obscured. Such liberation is our prime goal in philosophy. This book consists in a sequential reading, along these lines, of what Read considers the most important and controversial passages in the Philosophical Investigations: 1, 16, 43, 95 & 116 & 122, 130–3, 149–151, 186, 198–201, 217, and 284–6. Read claims that this liberatory conception is simultaneously an ethical conception. The PI should be considered a work of ethics in that its central concern becomes our relation with others. Wittgensteinian liberations challenge widespread assumptions about how we allegedly are independent of and separate from others. Wittgenstein’s Liberatory Philosophy will be of interest to scholars and advanced students working on Wittgenstein, and to scholars of the political philosophy of liberation and the ethics of relation.

Wittgenstein and Modernism is the first collection to address the rich, vexed, and often contradictory relationship between modernism, the 20th century s predominant cultural and artistic movement, and Wittgenstein, the most preeminent and enduring philosopher of the period. Although Wittgenstein famously declared that philosophy ought really to be written only as a form of poetry, we have yet to fully consider how Wittgenstein s philosophy relates to the poetic, literary, and artistic production that exemplifies the modernist era in which he lived and worked. Featuring contributions from scholars of philosophy and literature, the contributors put Wittgenstein s writing in dialogue with work by poets and novelists (James, Woolf, Kafka, Musil, Rilke, Hofmannsthal, Beckett, Bellow and Robinson) as well as philosophers and theorists (Karl Kraus, John Stuart Mill, Walter Benjamin, Michael Fried, Stanley Cavell). The volume illuminates two important aspects of Wittgenstein s work related to modernism and postmodernism: form and medium. Each of Wittgenstein s two major works not only advanced a revolutionary conception of philosophy, but also developed a revolutionary philosophical form to engage his readers in a mode of philosophical practice. As a whole this volume comprises an overarching argument about the importance of Wittgenstein for understanding modernism, and the importance of modernism for understanding Wittgenstein."

Wittgenstein criticised prevailing attitudes toward the sciences. The target of his criticisms was ‘scientism’: what he described as ‘the overestimation of science’. This collection is the first study of Wittgenstein’s anti-scientism - a theme in his work that is clearly central to his thought yet strikingly neglected by the existing literature. The book explores the philosophical basis of Wittgenstein’s anti-scientism; how this anti-scientism helps us understand Wittgenstein’s philosophical aims; and how this underlies his later conception of philosophy and the kind of philosophy he attacked. An outstanding team of international contributors articulate and critically assess Wittgenstein’s views on scientism and anti-scientism, making Wittgenstein and Scientism essential reading for students and scholars of Wittgenstein’s work, on topics as varied as the philosophy of mind and psychology, philosophical practice, the nature of religious belief, and the place of science in modern culture. Contributors: Jonathan Beale, William Child, Annalisa Coliva, David E. Cooper, Ian James Kidd, James C. Klagge, Danièle Moyal-Sharrock, Rupert Read, Genia Schönbaumsfeld, Severin Schroeder, Benedict Smith, and Chon Tejedor.

The nature of method has always been a topic at the very heart of western philosophical traditions, especially in the 20th century. One of the most influential philosophers of the last century, Ludwig Wittgenstein, changed not just his philosophical standpoint at least twice in his lifetime, but the very method of studying philosophy as well. A Custodian of Grammar discusses Wittgenstein's method in his later period, sometimes referred to as morphology. Krkac explores this topic from the primer of morphology and proceeds to more demanding and complicated topics, such as forms of life and perspicuous presentations. He also examines Wittgenstein's applications of his method, namely to consciousness, perception, and certainty. This book will be of interest to Wittgenstein scholars and to students investigating various philosophical methods of philosophy from the 20th century.

Dedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein’s later philosophy and his own training and practice as an educator. Arguing for the centrality of education to Wittgenstein’s life and works, the authors resist any reduction of Wittgenstein’s philosophy to remarks on pedagogy while addressing the current controversy surrounding the role of training in the enculturation process. Significant events in his education and life are examined as the background for successful interpretation, without lending biographical details explanatory force. The book discusses the importance of Wittgenstein’s training and dismissal as an elementary teacher (1920-26) in light of his later, frequent use (1930s-40s) of many ‘scenes of instruction’ in his Cambridge lectures and notebooks. These depictions culminated in his now famous Philosophical Investigations -- a counter to his earlier philosophy in the Tractatus. Wittgenstein came to distinguish between empirical inquiries into how education, language or mathematics might ideally work, from grammatical studies of how we learn on the rough ground to normatively go-on as others do – often without explicit rules and with considerable degrees of ambiguity, for instance, in implementing new guidelines during a curriculum reform or in evaluating teachers. The book argues that Wittgenstein’s reflections on education -- spanning from mathematics training to the acquisition of language and cultivation of aesthetic appreciation -- are of central significance to both the man and his pedagogical style of philosophy.

This book is a collection of essays motivated by a "cultural" and biographical reading of Wittgenstein. It includes some new essays and some that were originally published in Educational Philosophy and Theory. The book focuses on the concept of “technoscience”, and the relevance of Wittgenstein’s work for philosophy of technology which amplifies Lyotard’s reading and provides a critique of education as an increasingly technology-led enterprise. It includes a distinctive view on the ethics of reading Wittgenstein and the ethics of suicide that shaped him. It also examines the reception and engagement with Wittgenstein’s work in French philosophy with a chapter on post-analytic philosophy of education as a choice between Richard Rorty and Jean-François Lyotard. Peters examines Wittgenstein’s academic life at Cambridge University and his involvement as a student and faculty member in the Moral Sciences Club. Finally, the book provides an understanding of Wittgensteinian styles of reasoning and the concept of worldview. Is it possible to escape the picture that holds us captive? This constitutes a challenging introduction to Wittgenstein’s work for academics, researchers and postgraduate students in the fields of education, technology and philosophy.