This anthology is the first devoted exclusively to On Certainty. The essays are grouped under four headings: the Framework, Transcendental, Epistemic and Therapeutic readings, and an introduction helps explain why these readings need not be seen as antagonistic. Contributions from W.H. Brenner, Alice Crary, Michael Kober, Edward Minar, Howard Mounce, Daniele Moyal-Sharrock, Thomas Morawetz, D.Z. Phillips, Duncan Pritchard, Rupert Read, Anthony Rudd, Joachim Schulte, Avrum Stroll, Michael Williams.

In September of 1965 G. H. von Wright discovered in Vienna a hitherto unknown notebook written in pencil by Wittgenstein. The first part contains an early, but essentially complete version of the Tractatus Logico-Philosophicus. Since it contains the dedication to David H. Pinsent who died May 8, 1918, von Wright dates its composition just before the final composition of the Tractatus in the summer of 1918. This is confirmed by the remaining portion of the manuscript which contains additions and further (...) elucidations to the Prototractatus plus a Preface, all of which are found, virtually unchanged, in the final version of the Tractatus. This edition contains a quite readable facsimile of the entire manuscript, an edition of the text of the Prototractatus that indicates its differences from the final text and a translation en regard by D. F. Pears and B. F. McGuinness. A lengthy introduction by von Wright on the publication history of the Tractatus and a concluding set of Tables indicating parallel passages between the Tractatus and Prototractatus as well as those portions of each work which have nothing corresponding in the other, complete the volume. In view of the fact that Wittgenstein on his last visit to Vienna before his death ordered that the several notebooks which still existed from the time of germination of the Tractatus be destroyed, one might ask just what contribution this expensive edition of the Prototractatus may be expected to make to our understanding of Wittgenstein's thought. Unlike the 1914-1916 Notebooks, which by some happy accident escaped the destruct order, the Prototractatus does not seem to differ in any significant substantive way from the final printed version. This is to be expected if von Wright's dating of the work is correct. Hence, while the historian of literature may be delighted with the present text, the student of philosophy may find it disappointing. What does make the present volume of value, however, is von Wright's historical introduction with its reproduction of many of Wittgenstein's letters to various prospective publishers. Of especial interest in this connection is Wittgenstein's illuminating comment to Ludwig von Ficker of Innsbruck, editor of Der Brenner, that "the book's point is an ethical one. I once meant to include in the preface a sentence which is not in fact there now but which... will perhaps be a key to the work for you. What I meant to write, then, was this: My work consists of two parts; the one presented here plus all that I have not written. And it is precisely this second part that is the important one. My book draws limits to the sphere of the ethical from the inside as it were, and I am convinced that this is the ONLY rigorous way of drawing those limits. I believe that where many others today are just gassing, I have managed in my book to put everything firmly into place by being silent about it. And for that reason, unless I am very much mistaken, the book will say a great deal that you yourself want to say. Only perhaps you won't see that it is said in the book." This would seem to confirm Anscombe's interpretation of Tractatus 6.52 rather than Ayer's and that of the Vienna Circle.--A. B. W. (shrink)

This volume examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. The author looks firstly at the empricist thesis of genesis without structure, and secondly at the opposing theory, represented by Chomsky of structure without genesis. His greatest sympathy is with the theory of Piaget, who represents structure with genesis. He considers that Piaget's account is flawed, however, by its biological model and by its failure to deal (...) adequately with the problem of objectivity. The second part of the book contains chapters on language, the differences between early and later learning, and on teaching. The book provides a general understanding of the principles that make it possible, and the differences between the ways in which they work at different stages. (shrink)

INTRODUCTION If there is one underlying implication in the following essays it is the inadequacy of the information-processing model for cognitive ...

In terms of validity in Kripke frames, a modal formula expresses a universal monadic second-order condition. Those modal formulae which are equivalent to first-order conditions are called \emph{elementary}. Modal formulae which have a certain persistence property which implies their validity in all canonical frames of modal logics axiomatized with them, and therefore their completeness, are called \emph{canonical}. This is a survey of a recent and ongoing study of the class of elementary and canonical modal formulae. We summarize main ideas and (...) results, and outline further research perspectives. (shrink)

The colors we perceive are the outcome of an attempt to meaningfully order the spectral information from the environment. These colors are not the result of a straightforward mapping of a physical property to a sensation, but arise from an interaction between our environment and our visual system. Thus, although one may infer from a surface’ reflectance characteristics that it will be perceived as “colored,” true colors only arise by virtue of the interaction of the reflected light with the eye (...) (and brain) of an observer. (shrink)

This book looks at all the problems of 'God-talk' today and examines some of the answers which have been attempted. Do we talk of God as a 'who' or a 'what'? Is he up there or down here, in or around? What do we mean by saying that God is love? Why and how are certain qualities 'omni-business'? As he develops the outlines of an answer for an age which is haunted by questions, Mr Shaw shows that this issue is (...) more than an academic question; it is not least a demand made on ourselves. -Publisher. (shrink)

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

D W Hamlyn; Need Philosophy of Education be so Dreary?, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 159–165, https://doi.org/10.1.