First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Recent scholarship on the philosophy of time in pre-Qin Daoist thought has not yet produced a thorough examination of dao’s relationship to time. This essay resolves this omission through a systematic study of the concept heng 恒 in pre-Qin Daoist literature. While principally expressing the ‘constancy’ of dao, heng also significantly presupposes dao’s ability to change. This change is characterized in the texts as a cyclical movement of ‘return’ and identified with the universe’s circular metanarrative of generation and reintegration. The (...) essay turns to examine pre-Qin Daoist literature’s use of primal wu 無 metaphors to describe dao. It concludes that they present dao as undifferentiated infinitude, liberating dao as heng from the tense structure of past-present-future that divides life in time. These metaphors further associate the movement of dao with the flow of time, reformulating time’s relentless ever-greater advancement into an endless cycle of creative transformation. (shrink)

Volume 30, Issue 2, March 2025, Page 207-212.

Many people find themselves dissatisfied with recent linguistic philosophy, and yet know that language has always mattered deeply to philosophy and must in some sense continue to do so. Ian Hacking considers here some dozen case studies in the history of philosophy to show the different ways in which language has been important, and the consequences for the development of the subject. There are chapters on, among others, Hobbes, Berkeley, Russell, Ayer, Wittgenstein, Chomsky, Feyerabend and Davidson. Dr Hacking (...) ends by speculating about the directions in which philosophy and the study of language seem likely to go. The book will provide students with a stimulating, broad survey of problems in the theory of meaning and the development of philosophy, particularly in this century. The topics treated in the philosophy of language are among the central, current concerns of philosophers, and the historical framework makes it possible to introduce concretely and intelligibly all the main theoretical issues. (shrink)

In this essay, I address the question of whether the indisputable progress being made by the neurosciences poses a genuine threat to the language game of responsible agency. I begin by situating free will as an ineliminable component of our practices of attributing responsibility and holding one another accountable, illustrating this via a discussion of legal discourse regarding the attribution of responsibility for criminal acts. I then turn to the practical limits on agents' scientific self-objectivation, limits that turn out (...) to be mirrored philosophically in the conceptual problems that plague reductionist strategies. Having shown that free will is rooted in unavoidable performative presuppositions belonging to agents' participant perspective, I then take up the difficult issue of how to reconcile an epistemic dualism of participant and observer perspectives with the assumption of ontological monism. I critically review a range of proposed physicalist solutions, including non-reductionist and (standard) compatibilist approaches. An underlying problem with scientistic, physicalist approaches is the methodological fiction of an exclusive ?view from nowhere? which relies on the problematic move of disengaging the objectivating perspective of the scientific observer from the investigators' participant perspective of those engaged in scientific practice. Since there is no way of getting around the requisite complementarity of both the observer's encounter with the objective world and the participant's involvement in shared lifeworld practices, the remaining option is to take an epistemological turn. But even the recognition that science is ultimately constituted from within the lifeworld still leaves us with the question as to how the human mind can understand itself as the product of natural evolution. I conclude with some tentative suggestions as to how this difficult question might be addressed. (shrink)

The discourse concerning musical expression hinges on a fundamental analogy between music and language. While the extant literature commonly compares music to language, this essay takes the reverse direction, following Wittgenstein’s approach. The discussion contrasts the theoretical underpinnings of the “music as language” simile with those of the “language as music” simile. The emphasis on characterization, performance, mutual tuning-in relationships, the interaction between language and music, and the open-ended effort to reorient ourselves as we draw (...) in significance challenges the “informing paradigm” that has been paramount across contemporary philosophical theories of musical expression. One of the most promising philosophical avenues that emerges as we move beyond the “informing paradigm” is recognizing the inseparable relationship between musical expression and our power to shape our own language. (shrink)

In this article, Pierre Hadot examines the late philosophy of Ludwig Wittgenstein and the so-called “linguistic turn” in philosophy and the social sciences. Although certain interpreters of Wittgenstein have thought that Philosophical Investigations shows philosophy to be predicated on a series of confusions based on the misuse of language, Hadot argues contrarily that an understanding of Wittgenstein’s idea of “language games”—far from ending philosophy—allows us to see it anew and to discern the source of some of its deepest (...) perplexities. Of particular concern is the notion of the ancient idea of philosophical discourse as intrinsically connected to various forms of apprenticeship or spiritual formation. It is in this context that the supposed inconsistencies and unusual repetitions of ancient philosophy can be understood. Only from the Middle Ages do philosophical language games begin slowly to become detached from certain kinds of training, of pedagogies connected to forms of life, and become texts—and “systems”—in the sense of being written for the purposes of merely conventional reading. (shrink)

The solitary language user is again stalking the critical fields of Europe . This pre-social individual, abstracted from all social and historical context, has been seemingly revived after what many of us saw as a death-blow dealt by Wittgenstein in his analysis of the notion of following a rule , and his related discussions bringing out the impossibilities of a ‘private’ language—what has come to be known as Wittgenstein's ‘private language argument’. Just what a ‘private language’ (...) is has become the issue. Did Wittgenstein show that language-use and rule-following essentially and necessarily involved others, and were therefore necessarily social in character ? Or did his arguments bear only against the notion of a language which was essentially and necessarily private, one which could not in principle be taught to another? (shrink)

Volume 40, Issue 1, January-March 2025, Page 17-37.

Psycholinguistic investigations of the way readers and speakers perceive gender have shown several biases associated with how gender is linguistically realized in language. Although such variations across languages offer interesting grounds for legitimate cross linguistic comparisons, pertinent characteristics of grammatical systems – especially in terms of their gender asymmetries – have to be clearly identified. In this paper, we present a language index for researchers interested in the effect of grammatical gender on the mental representations of women and (...) men. Our index is based on five main language groups (i.e., grammatical gender languages, languages with a combination of grammatical gender and natural gender, natural gender languages, genderless languages with few traces of grammatical gender and genderless languages) and three sets of specific features (morphology, masculine-male generics and asymmetries). Our index goes beyond existing ones in that it provides specific dimensions relevant to those interested in psychological and sociological impacts of language on the way we perceive women and men. We also offer a critical discussion of any endeavor to classify languages according to grammatical gender. (shrink)

This paper traces the origins of the styles project, originally presented as ‘styles of scientific reasoning’. ‘Styles of scientific thinking & doing’ is a better label; the styles can also be called genres, or, ways of finding out. A. C. Crombie’s template of six fundamentally distinct ones was turned into a philosophical tool, but with a tinge of Paul Feyerabend’s anarchism. Ways of finding out are not defined by necessary and sufficient conditions, but can be recognized as distinct within a (...) sweeping, anthropological, vision of the European sciences. The approach is unabashedly whiggish. The emergence of these styles is part of what Reviel Netz calls cognitive history, and is to be understood in an ecological way. How did a species like ours, on an Earth like this, develop a few quite general strategies for finding out about, and altering, its world? At a more analytical level, the project invokes Bernard Williams’ notion of truthfulness to explicate the idea that these styles are ‘self-authenticating’ and without foundations. The paper concludes with open questions. What role have these few fundamentally distinct genres of inquiry played in the formation of the anomalous Western idea of Nature apart from Man? (shrink)

The central idea of the Semantic Descent account, namely qualification, can be used in a substantial way to clarify the debates about the relationship between thought and language, both within philosophy and psychology. Some remarks by Henle on how this notion has been just below the surface in writings about metaphor are highlighted. Brief suggestions are made about how it bears on debates about thought and language.

The private language arguments exemplify the analogy: private ownership of experience; private knowledge of experience; private ostensive definition; the mereological fallacy; the 'beetle in the box'; and so on. The supposition that Wittgenstein's philosophy is primarily therapeutic obscures the extent to which therapy is only possible if one attains a grasp of the logical geography of the relevant part of the philosophical landscape. The analogy between clarifying and eradicating philosophical confusion and treating a disease is often linked to a (...) related analogy that Wittgenstein drew in five different contexts in the 1930s, namely between his methods in philosophy and the method of treating mental illness by psychoanalysis. The idea of a private language is incoherent precisely because it fails to distinguish imagining a justification for using a word and justifying the use of a word in one's imagination. (shrink)

Two different conceptions of language dominate philosophical reflection on the nature of human language and of human linguistic powers. The first is the conception of language as a calculus of meaning, and of understanding as computational interpretation. This conception is rooted in the exigencies of function-theoretic logic. The notions pivotal to this conception are truth, truth-condition, sense and force, naming and describing (representation), and theory of meaning for natural languages. The alternative conception is an anthropological one, which (...) conceives of language above all as a form of human communicative behaviour, constituted by human practices and manifest in human action. The notions pivotal to this conception are practice, language-game, use and rule of use as given by explanations of meaning, understanding and criteria of understanding. The fundamental principles that inform each of these conceptions are explained. The radical flaws of calculus conceptions of language are laid bare. (shrink)

In Emile, Rousseau advances significant ideas about language, language learning and teaching: He posits a universal natural language that develops as the child matures; focuses on ‘private’ words invented by children, on the challenge facing children in their understanding of exceptions to general rules of the mother tongue and on recommended methods of teaching the mother tongue. The paper explores these notions, which feature at the end of Book I of Emile. It seeks to explain and interpret (...) them as postulations regarding language, language learning and teaching and, moreover, to show how they relate to Rousseau's general principles of education. (shrink)

Language learning and language typology are often studied separately, and it is common for experts in one area to know rather little about the other. This is not merely an unfortunate historical coincidence; there are some powerful practical reasons why it is so. The detailed study of language learning typically involves the experimental investigation of groups of people who are at various stages in the learning process—i.e., children. Hence it prototypically takes place at university daycares in North (...) America, where the children are usually learning English. In contrast, the study of typology is concerned with probing the full extent of the diversity that natural human languages can exhibit, and with finding and explaining any limits to that diversity that exist. As a result, it prototypically involves doing fieldwork with small numbers of fully competent adult speakers of less-studied languages. This fieldwork is made possible either by the researcher traveling to the often-remote areas of the world where these less-studied languages are spoken, or by finding speakers who have come nearer to the researcher through immigration. As a result, the contexts in which language acquisition can readily be studied and the contexts in which language typology can effectively be studied rarely overlap. Indeed, it is an unfortunate reality of the world as we have made it that a very large number of the “local languages” spoken by aboriginal populations, which are of great interest to typologists, have no children learning them at all (Hale, Krauss et al. (shrink)

This text aims at a multi-dimensional reflection on Erich Fromm’s conception of the human being. Starting from Marxist-Freudian sources of the philosopher’s thought, the authors show the fundamental ideas underlying his version of psychoanalysis. Next, Fromm’s view of the human being as a social being is discussed, referring to the concepts of unproductive and productive orientations. Another important dimension of Fromm’s thought that is discussed is the reflection on the nature and functions of the symbolic language of the unconscious, (...) which reveals to the human being both the best and the worst aspects of his or her personality. One of the most famous concepts of the American philosopher is also discussed — the distinction between the being mode and the having mode. The authors drawattention to the value Fromm placed on a life oriented towards the being mode. Finally, they remind us, following Fromm, that a human being turns towards himself in his or her dreams, going beyond all the schemes and concepts that bind his mind when he or she is awake. The understanding of oneself that comes from a deep reflection on the content and character of a dream can awaken in a person the recognition of previously unknown dimensions of his or her mind; from now on, he is not merely someone immersed in the reality of everyday life. Crossing the horizon of oneiric imagination, he or she becomes free, in the dream, and she experiences the freedom of being on waking. (shrink)

The broadly-stated aim of this rich collection is to reevaluate and reconceptualize the mathematization thesis, which the editors take to signify “above all the transformation of scientific concepts and methods, especially those concerning the nature of matter, space, and time, through the introduction of mathematical techniques and ideas”. As a historiographical thesis, it is the thesis that “the scientific revolution, and by implication modern science as a whole, is guided by the project of mathematization”.In the introduction to the volume, the (...) editors acknowledge the virtues of the historiographical thesis, which explain its persistence. For example, it highlights a constitutive feature... (shrink)

In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to (...) the value judgements that are necessarily involved in analysing a concept such as intelligence. If intelligence is to be of educational significance, it must be understood in terms that allow it to be educable. Written by a philosopher of education, this study offers a reasoned and extended argument in favour of an original view of philosophical analysis. It focuses on the issue of intelligence from a philosophical perspective. It should be of interest to students of education, philosophy and the philosophy of education alike. (shrink)

Originally published in 1987, this book forms a conceptual account of the relationship between music and poetry in the late eighteenth and early nineteenth ...

First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.