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Wittgenstein
In this provocatively compelling new book, Michael Luntley offers a revolutionary reading of the opening section of Wittgenstein’s Philosophical Investigations Critically engages with the most recent exegetical literature on Wittgenstein and other state-of-the-art philosophical work Encourages the re-incorporation of Wittgenstein studies into the mainstream philosophical conversation Has profound consequences for how we go on to read the rest of Wittgenstein’s major work Makes a significant contribution not only to the literature on Wittgenstein, but also to studies in philosophy of language
Wittgenstein
In this important study, Michael Luntley offers a compelling reading of Wittgenstein’s account of meaning and intentionality, based upon a unifying theme in the early and later philosophies. A compelling reading of Wittgenstein’s account of meaning and intentionality. Offers an important and original reading of Wittgenstein’s key texts. Based upon a unifying theme in Wittgenstein’s early and later philosophies.
Wittgenstein
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Reason, Truth and Self
Michael Luntley provides a lively introduction to the debate over postmodernism. Sympathisers of the postmodernist critique of absolute knowledge have jetisoned concepts of reason,t ruth and self; this abandonment has fuelled their opponents' case against postmodernism. This has led them to ignore the very real problems raised by the postmodernists. Luntley offers a clear and careful exposition of how rational debate survives despite the Enlightenment's failings. Reason, Truth and Self covers many of the key questions of our age: * How rational is science? * Can we really know the truth about ourselves and the world? * What is the nature of the mind? * Can we know the difference between right and wrong? Reason, Truth and Self is ideal for courses in philosophy and the social sciences.
Towards Professional Wisdom
People professions - such as social work, teaching, nursing, ministry and counselling - are at heart ethical or moral enterprises. Much recent theorizing has been concerned to show that effective professional deliberation and judgement cannot be reduced either to technical rationality or to simple obedience to general occupational procedures or prescriptions. Professional judgement would seem to require the development of a distinctive mode of practical (ethical) reflection or 'wisdom' - perhaps along the lines of Aristotle's 'phronesis' or practical wisdom. Reflection is required to address such key professional concerns as: What is the impact of official prescription and regulation on prof...
Wittgenstein and Education
WITTGENSTEIN AND EDUCATION Wittgenstein’s later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum ‘delivery’. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein’s importance for education.
Cybersemiotics
A growing field of inquiry, biosemiotics is a theory of cognition and communication that unites the living and the cultural world. What is missing from this theory, however, is the unification of the information and computational realms of the non-living natural and technical world. Cybersemiotics provides such a framework. By integrating cybernetic information theory into the unique semiotic framework of C.S. Peirce, Søren Brier attempts to find a unified conceptual framework that encompasses the complex area of information, cognition, and communication science. This integration is performed through Niklas Luhmann's autopoietic systems theory of social communication. The link between cyber...
Towards the Sociology of Truth
This innovative monograph is concerned with a set of inter-related problems associated with the nature of knowledge, how it is produced within intellectual fields and the implications of those things for education and the transmission of knowledge in the classroom. It covers issues in the sociology of knowledge, the educational system and policy, social differences in educational attainment, educational research and teaching. At various points it critically engages with the ideas of major thinkers such as Durkheim, Bernstein and Bourdieu and others and draws on contributions representing an emerging new approach in the sociology of education associated with recent work by John Beck, Karl Maton, Johan Muller, Michael F.D. Young and others. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.
The Formation of Reason
In The Formation of Reason, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind. Provides the first detailed examination of the relevance of John McDowell's work to the Philosophy of Education Draws on a wide-range of philosophical sources, including the work of 'analytic' philosophers Donald Davidson, Ian Hacking, Peter Strawson, David Wiggins, and Ludwig Wittgenstein Considers non-traditional ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky Discusses foundational philosophical ideas in a way that reveals their relevance to educational theory and practice
Experience Embodied
By investigating conceptions of experience from Descartes to Kant, this book shows that one of the central questions of the early-modern period was how humans can instantiate in their actions the principles of rational moral agency, while at the same time responding with their bodies to the causal play of nature. Through the analysis of this question, the book draws attention to the bodily underpinnings of the ability to experience thoughts and feelings. It thus challenges overly subjectivist interpretations that concentrate on the inner realm of the experiencing mind and because of this fail to account for the worldly dimension of being experientially responsive to the affections of the body.
