4. Are there limits to what we can say or think?

2017 ◽  
pp. 56-75
Author(s):  
Michael Beaney
Keyword(s):  
20Th Century ◽  
Ludwig Wittgenstein

‘Are there limits to what we can say and think?’ considers the possible limits of our language and whether we can have thoughts that outstrip our ability to say what they are. It introduces Ludwig Wittgenstein (1889–1951), arguably the greatest philosopher of the 20th century, and his publication, Tractatus Logico-Philosophicus (1921), which describes his philosophical ideas. The paradox of inference is discussed along with how Wittgenstein distinguishes between senselessness and nonsense. It concludes that there are indeed limits to what we can say or think, and while there may be difficulties in saying what they are, they can certainly be shown by carefully elucidating the complex workings of language.

scholarly journals Wittgenstein, medicine and neuropsychiatry

2011 ◽  
Vol 69 (4) ◽  
pp. 714-716
Author(s):  
Hélio A.G. Teive ◽  
Guilherme Ghizoni Silva ◽  
Renato P. Munhoz
Keyword(s):  
Asperger Syndrome ◽  
Movement Disorder ◽  
20Th Century ◽  
Ludwig Wittgenstein ◽  
Historical Review ◽  
Royal Victoria Infirmary

A historical review is presented of the link between Ludwig Wittgenstein, considered the most important philosopher of the 20th century, and medicine, particularly neurology and psychiatry. Wittgenstein worked as a porter at Guy's Hospital in London, and then as a technician at the Royal Victoria Infirmary in Newcastle. He wrote about his important insights into language, and neuroscience. It has been suggested that he had Asperger syndrome and a possible movement disorder (mannerisms).

Doctor Maurice O'Connor Drury, Wittgenstein's pupil

2000 ◽  
Vol 17 (2) ◽  
pp. 67-68 ◽  
Author(s):  
John Wallace
Keyword(s):  
20Th Century ◽  
Ludwig Wittgenstein ◽  
Trinity College ◽  
Close Contact ◽  
Clinical Work ◽  
Bertrand Russell ◽  
Philosophical Work ◽  
Hospital Doctor ◽  
Trinity College Dublin ◽  
George Moore

Doctor Maurice O'Connor Drury worked for most of his life in Saint Patrick's Hospital, Dublin. While going about his routine clinical work at that hospital, Doctor Drury quietly maintained a close, lifelong friendship with the man regarded as perhaps the greatest philosopher of the 20th century, Ludwig Wittgenstein.Few realised that before studying medicine at Trinity College, Dublin, ‘Con’ Drury had read philosophy at Cambridge, where he came into close contact with some of the great minds of philosophy this century; Bertrand Russell, George Moore and Gilbert Ryle.Con Drury is importan t not just because of his own philosophical work but because, through his enduring friendship with the deeply troubled philosopher, he challenged the portraye d image of Wittgenstein as a ‘cantankerous, arrogant and tormented genius’.

scholarly journals Wittgenstein’s Concept of Language Games

2020 ◽  
Vol 2 (2) ◽  
pp. 641-647
Author(s):  
Shiva Zaheri Birgani ◽  
Mahnaz Soqandi
Keyword(s):  
20Th Century ◽  
Ludwig Wittgenstein ◽  
Social Activity ◽  
Ordinary Language ◽  
Language Games ◽  
Private Language ◽  
Philosophical Thought ◽  
Private Language Argument ◽  
Language Perception ◽  
British Philosopher

Austrian British philosopher Ludwig Wittgenstein is one of the greatest philosophers in the 20th century. He mostly works in analytic philosophical thought in topics as diverse as logic and language, perception and intention, ethic and religion, aesthetic and culture. Philosophers often create their own vocabularies by giving special meanings to ordinary terms and phrases. Wittgenstein coinages the term of “language games” and the ‘private language argument”. His argument on the language is the rules of the use of ordinary language is neither right nor wrong, neither true nor false, the language is merely useful for the particular applications in which they are applied . Language is defined not as a system of representation but as a system of devices for engaging in various sorts of social activity, hence ‘the meaning of the word is its use in the language.

scholarly journals Analytic Philosophy: A Very Short introduction

2017 ◽  
Author(s):  
Michael Beaney
Keyword(s):  
Critical Thinking ◽  
20Th Century ◽  
Ludwig Wittgenstein ◽  
Analytic Philosophy ◽  
Bertrand Russell ◽  
Gottlob Frege ◽  
Short Introduction ◽  
Philosophical Questions

Analytic Philosophy: A Very Short Introduction introduces some of the key ideas of the founders of analytic philosophy—Gottlob Frege, Bertrand Russell, G. E. Moore, Ludwig Wittgenstein, and Susan Stebbing around the turn of the 20th century—by exploring certain fundamental philosophical questions and showing how those ideas can be used in offering answers. Considering the work of Susan Stebbing, it also explores the application of analytic philosophy to critical thinking, and emphasizes the conceptual creativity that lies at the heart of fruitful analysis. Throughout, this VSI illustrates why clarity of thinking, precision of expression, and rigour of argumentation are rightly seen as virtues of analytic philosophy.

Development of Reading Remediation for Dyslexic Individuals

2016 ◽  
Vol 224 (4) ◽  
pp. 240-246 ◽  
Author(s):  
Mélanie Bédard ◽  
Line Laplante ◽  
Julien Mercier
Keyword(s):  
20Th Century ◽  
Scientific Literature ◽  
Behavioral Data ◽  
Educational Neuroscience ◽  
Reading Remediation ◽  
Functional Brain ◽  
Neurophysiological Data ◽  
Brain Correlates ◽  
Research Questions ◽  
The Brain

Abstract. Dyslexia is a phenomenon for which the brain correlates have been studied since the beginning of the 20th century. Simultaneously, the field of education has also been studying dyslexia and its remediation, mainly through behavioral data. The last two decades have seen a growing interest in integrating neuroscience and education. This article provides a quick overview of pertinent scientific literature involving neurophysiological data on functional brain differences in dyslexia and discusses their very limited influence on the development of reading remediation for dyslexic individuals. Nevertheless, it appears that if certain conditions are met – related to the key elements of educational neuroscience and to the nature of the research questions – conceivable benefits can be expected from the integration of neurophysiological data with educational research. When neurophysiological data can be employed to overcome the limits of using behavioral data alone, researchers can both unravel phenomenon otherwise impossible to document and raise new questions.

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