The Money and the Cow

Philosophy ◽  
1992 ◽  
Vol 67 (259) ◽  
pp. 51-67 ◽  
Author(s):  
E. F. Thompkins
Keyword(s):  
Philosophy Of Education ◽  
Philosophical Investigations ◽  
Profound Influence ◽  
Theory Of Meaning ◽  
Discernible Effect ◽  
The Subject ◽  
Theories Of Meaning ◽  
Alternative Theories

In spite of his profound influence on philosophy in general, Wittgenstein has had no discernible effect upon the philosophy of education. It was not to be expected that his rejection of doctrine in favour of the clarification of language as the goal of philosophical activity would readily find favour with those for whom the medium was intrinsically less important than the message it was intended to convey. Nevertheless philosophers of education have no medium other than language and no means of identifying the subject of their discourse other than the word ‘education’. They cannot convey a clear message if the meaning of their words, ‘education’ in particular, is not clear. Accordingly they cannot take for granted but must clarify in accordance with a postulated theory of meaning the nexus between ‘education’ and education. In his early Tractatus and his later Philosophical Investigations respectively, Wittgenstein proposes alternative theories of meaning. I apply each in turn to ‘education’ and sketch my view of a Wittgensteinian philosophy of education.

Wittgensteinian ethics

2018 ◽  
Author(s):  
Sabina Lovibond
Keyword(s):  
Early Period ◽  
Language Game ◽  
Moral Experience ◽  
Subsequent Work ◽  
Moral Understanding ◽  
Philosophical Investigations ◽  
Profound Influence ◽  
The Subject

Although the strict ‘fact-value distinction’ of Wittgenstein’s early period has shaped much subsequent work on ethics, his most profound influence on the subject stems from the later Philosophical Investigations and associated writings. Of particular significance have been, first, the concept of a ‘language game’, and second, the discussion of following a rule. The vision of morality itself as a language game – a complex of speech and action ordered in a way that makes sense to the participants – has seemed to diminish the urgency of traditional questions about the ‘foundations’ of ethics, and has promoted acceptance of moral experience and consciousness as natural (human) phenomena. More recently there has been a growing interest in how Wittgenstein’s general reflections on rule-governed practices might apply to the specific case of moral understanding.

PLACE AND ROLE OF NON-ACADEMIC EDUCATION IN THE SUBJECT FIELD OF PHILOSOPHY OF EDUCATION

2020 ◽  
pp. 44-54
Author(s):  
Galyna Zhukova
Keyword(s):  
Philosophy Of Education ◽  
Academic Education ◽  
Educational Activities ◽  
Subject Field ◽  
Demographic Groups ◽  
Existing Structures ◽  
Academic System ◽  
The Subject

Growing problem of inconsistency of the academic system of education with the new needs of society and individual, lack of existing structures of education contribute to the emergence of a different approach for the organization of educational activities, which is non-academic. As a philosophical phenomenon, it fully complies with the students' diverse interests and possibilities. Nonacademic education functions outside the academic education, free from strict rules and regulations, it focuses on specific educational requests of different social, professional, demographic groups.

Continental Naval Doctrines Between the Wars. The Impact of German Naval Experience on the Italian Navy (1919-1943)

2021 ◽  
pp. 096834452110434
Author(s):  
Fabio De Ninno
Keyword(s):  
Second World War ◽  
Early Years ◽  
World War ◽  
Weapon Systems ◽  
Profound Influence ◽  
The First World War ◽  
The Subject ◽  
The Impact ◽  
Second World ◽  
First World

During the interwar era, German naval history and naval doctrine exercised a profound influence on the development of the Italian Navy. The subject is relevant to understand how continental sea powers naval doctrines developed after the First World War, attempting to integrate new weapon systems to overcome the previous limits of the Fleet in being strategy. Italian naval thinkers incorporated the lessons offered by their German counterparts, preparing to repeat many of their mistakes, which explained in part the failures of Italian sea power in the early years of the Second World War.

Empty Reference

2021 ◽  
pp. 128-146
Author(s):  
Stephen Mumford
Keyword(s):  
Theory Of Meaning ◽  
Theories Of Meaning

We seem able to talk about things that do not exist, such as centaurs, Oliver Twist, and the highest prime. But the axiom of existence tells us that we can refer to something only if it exists, since reference is a relation. What, then, is it to which we refer in the case of non-existents? Various proxy referents are dismissed since they will either trivialize statements about non-existents or give implausible theories of meaning. Instead, we should think of our statements as being about non-existents instead of referring to them where this involves only a pretended referring. We can distinguish pretended reference from unintentional reference failure by the factive component required for genuine reference. Aboutness can be a substitute for reference and, if based on a public theory of meaning, it allows us to talk about what does not exist.

Transcendental Idealism in Wittgenstein, and Theories of Meaning

2019 ◽  
pp. 71-89
Author(s):  
A.W. Moore
Keyword(s):  
Transcendental Idealism ◽  
Bernard Williams ◽  
Main Thesis ◽  
Theory Of Meaning ◽  
Theories Of Meaning

This essay involves exploration of certain repercussions of Bernard Williams’ view that there is, in Wittgenstein’s later work, a transcendental idealism akin to that found in the Tractatus—sharing with it the feature that it cannot be satisfactorily stated. It is argued that, if Williams is right, then Wittgenstein’s later work precludes a philosophically substantial theory of meaning; for such a theory would force us to try to state the idealism. In a postscript written for the reprint of the essay, reasons are given for thinking that Williams is not right: Wittgenstein’s later work actually helps us to repudiate as ill-conceived all those questions whose answers invite us to embrace any such idealism. But the main thesis of the essay remains intact. Indeed the idea that Wittgenstein’s later work precludes a philosophically substantial theory of meaning is reinforced.

The Development of Military Aviation in Australia

1964 ◽  
Vol 68 (637) ◽  
pp. 25-34
Author(s):  
W. H. Garing
Keyword(s):  
First World War ◽  
Second World War ◽  
List Type ◽  
World War ◽  
Profound Influence ◽  
Military Aviation ◽  
The First World War ◽  
The Subject ◽  
Second World ◽  
First World

Because two world wars have exerted such a profound influence on military aviation I have chosen to treat the subject under the following headings:The BeginningThe First World War.The Inter-War Years.The Second World War.From 1945 to the present.The Future.Under each heading I will endeavour to outline the developments and changes in technology and rôle which have taken place, and to indicate the effects these were to have upon each succeeding period.

Technology, Creativity, and Learning

2020 ◽  
pp. 148-157
Author(s):  
Toufik Azzimani ◽  
El Mehdi Kaddouri
Keyword(s):  
Analytical Model ◽  
Main Concern ◽  
External View ◽  
Theory Of Meaning ◽  
Technology And Learning ◽  
The Subject

The concept of creativity is the expression of the tendency for man to overcome his limits and go beyond himself to invent new tools that are the technological and cultural extensions of his body. This creativity is often seen as innovation, technology, and learning. So why are technologies, creativity, and learning associated in the same proposal? Creativity and learning are basically processes of meaning, and technologies are places where sense is generated. Therefore, using a theory of meaning is necessary to understand the complexity of the relationships between technology, creativity, and learning. The authors will not take position with the ICTE as a practitioner or as a teacher concerned with improving learners' learning. They will try to take an external view at the notions of technology, creativity, and learning, starting from an analytical model that has the main concern to question the relationships between facts, objects, and concepts, and that puts into perspective the subject in a continuous quest for sense.

Philosophies of Education

Philosophy ◽  
1976 ◽  
Vol 51 (196) ◽  
pp. 159-176 ◽  
Author(s):  
R. J. Haack
Keyword(s):  
Philosophy Of Education ◽  
Good Deal ◽  
Difficult Problem ◽  
Critique Of Pure Reason ◽  
Experimental School ◽  
Successful Case ◽  
Contemporary Work ◽  
Contemporary Perspective ◽  
The Subject ◽  
Area Of Concern

It is commonly supposed that the philosophy of education is not a reputable area of concern for a philosopher. I have never heard a coherent, sustained and successful case made for this view. Only vague remarks about ‘autonomy’ and narrowly protectionist views of philosophy are ventured. So I shall not discuss the matter further. I shall simply be content to side with Plato, Aristotle, Comenius, Locke, Rousseau, Kant, Mill and Dewey, who thought that educational issues fell within the province of philosophy. Kant was so concerned with education that he interrupted his work on the Critique of Pure Reason in order to support Basedow's experimental school, the Philanthropin, and the educational reforms which it intended to institute. Kant says ‘… the greatest and most difficult problem to which man can devote himself is the problem of education.’ But if those who hold that the philosophy of education is unimportant, or even disreputable, have come to that view after examining a good deal of what is currently being said in this field, then their adverse reaction is not hard to understand, because a good deal of contemporary work here is clearly inadequate. I hope to show that the contemporary perspective is too narrow, and to advocate a return to a more traditional view of the philosophy of education in the hope that the subject may once again be given the importance which was formerly attributed to it.

scholarly journals Philosophy of Education in the Digital Era

2020 ◽  
Vol 4 (2) ◽  
pp. 57-66
Author(s):  
Boris V. Markov ◽  
Svetlana V. Volkova
Keyword(s):  
Philosophy Of Education ◽  
Modern Society ◽  
Digital Age ◽  
Educational Practices ◽  
Negative Consequences ◽  
Cultural Economic ◽  
Digital Era ◽  
E Learning ◽  
The Subject ◽  
Contemporary Education

The article presents philosophical and critical exploration of education in the framework of intensive informatization of modern society. The use of digital technology is nowadays a key feature of educational practices in the world. Yet despite its prominence, digital technologies in education continue to be an issue that rarely receives sustained critical attention and thought. Tackling the wider picture, addressing philosophical, cultural, economic aspects of education in digital age, the study offers to make sense what happens and what doesn’t happen, when the digital and educational come together. Both positive and negative consequences of the spread of e-learning systems and technologies are analyzed. Examining contemporary education in terms of social justice, equality and meaningfulness the authors formulate the key tasks facing the philosophy of education in the modern digital era. The authors conclude that it is necessary to supplement electronic educational technologies with traditional educational practices. In particular they examine the trends and prospects of cognitive research and biotechnologies in the light of their influence on the human ideal that characterizes contemporary education. The authors argue that a serious and fruitful comprehension of education in the digital age requires a revision of the classic opposition of the subject and object, spirit and body, man and animal.

scholarly journals Norwid and the exiles to Siberia

2020 ◽  
Vol 37 English Version ◽  
pp. 61-95
Author(s):  
Renata Gadamska-Serafin
Keyword(s):  
Middle School ◽  
The Political ◽  
Profound Influence ◽  
The Subject ◽  
The One ◽  
State Protection

The exiles to Siberia had a profound influence on Norwid’s consciousness already in his middle school years (i.e. in the 1830s) as the next wave (following the one after the failure of the November Uprising) began at that time. The subject of exile and martyrdom was often discussed by Norwid in conversations and correspondence with his friends. Even among the poet’s close and distant relatives, there were many people who were affected by the deportation to the East (Józef Hornowski, the Kleczkowski family, Konstanty Jarnowski). The list of Norwid’s friends who were deported to Syberia is horribly long: Karol Baliński, Maksymilian Jatowt (pseud. Jakub Gordon), Agaton Giller, Karol Ruprecht, Stefan Dobrycz, Andrzej Deskur, Bronisław Zaleski, Antoni and Michał Zaleski, Anna Modzelewska and her brother, Aleksander Hercen, Piotr Ławrow. There were also some occasional meetings with the exiled or their families (Aniela Witkiewiczówna, Aleksander Czekanowski). Norwid attentively listened to oral accounts of those who returned, he also read publications on Siberian themes published from the early 1950s (among others, by Giller, Gordon, B. Zaleski). In his speeches and letters he repeatedly drew attention to the necessity of commemorating the “Siberian exiles” and providing them with support – both spiritual and material – as well as establishing the Siberian Society, “where all single sufferings and conquest would come to balance”. Providing the exiled with state protection and enabling them to return to their homeland became even one of the points of Norwid’s project for the political and social principles of future Poland.

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