Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 7

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  LANGUAGE GAMES
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Types of Philosophical Problems in Wittgenstein's Philosophy

100%
Dabrowska Z.
Przegląd Filozoficzny. Nowa Seria
|
2007
|
vol. 16
|
issue 2(62)
181-195
EN
Seven different types of philosophical problems can be found in the texts of late Wittgenstein, says the authoress. She offers this differentiation in order to support the claim that Wittgenstein was not working under a clear assumption that philosophy had a well defined scope. It amounted to much more for him that simply an attempt to make sense of a difficulty that caused confusion in the mind, as he himself argued. Type (1): problems arising from grammatical similarity of the kind to which some expressions belong; Type (2): problems causes by illegitimate attempt to attain some sort of an ideal; Type (3): problems caused by unconscious confusion of incompatible language games; Type (4): problems created by undermining the rules of ordinary language; Type (5): problems that are occasioned by an illusion created by a picture; Type (6): problems that are caused by treating philosophy as if it were science; Type (7): problems generated by efforts to attain philosophical depth.
2

THE MEANING OF INTENTIONAL EXPRESSIONS IN WITTGENSTEIN'S LATER PHILOSOPHY

100%
Czesna E.
Kwartalnik Filozoficzny
|
2008
|
vol. 36
|
issue 2
141-157
EN
The issue of intentionality occurs in Wittgenstein's later philosophy in at least two contexts. In the first one, the author of the 'Philosophical Investigations' approaches the classical problem of thoughts referring to reality, showing that the relationship between thought and reality is a matter of grammar. The second context concerns the concept of intention connected with human actions, both verbal and nonverbal. According to Wittgenstein intention is not a psychological or mentalistic category, since it is 'embedded in its situation, in human customs and institutions'. On the basis of 'On Certainty' the authoress considers the issue of the relation between the philosophical intention of making knowledge claims and the rules of epistemic language games. On the basis of Moore-type propositions (the scheme: 'I know that p'), Wittgenstein points out the existence of a hiatus between how Moore wants to use an expression, i.e. what he wants to say, and how he can use it, i.e. what can meaningfully be said in given circumstances. Considerations on this subject can be formulated as the issue of how the feature of intentionality is related to the meaningfulness of expressions.
3

‘BASIC COLOUR CATEGORIES’ IN THE LANGUAGE-GAME PERSPECTIVE

88%
Beran O.
Organon F. medzinárodný časopis pre analytickú filozofiu
|
2012
|
vol. 19
|
issue 4
423 – 443
EN
In this paper the author discusses some interesting philosophical questions bound to colour science, in its variant founded by Berlin and Kay’s linguistic and anthropological research. First he refers to various criticisms, expressed by dissenting scientists. Further criticisms implied by rather philosophical perspective follow; a particular attention is paid to the question of synchronicity vs. diachronicity. The controversy about Berlin and Kay’s conception is paralleled by the development of Wittgenstein’s views on colour that the author sketched in short. Wittgenstein’s philosophy offers tools for illuminating the problem from yet another point of view. In the final part of the paper, the author try to point to the limits of the conception of basic colour categories, but also to assess its relevance and possible philosophical contribution in terms of language games variety; especially with respect to the Colour Incompatibility Theorem and its implications.
4
Content available remote

Sociální introspekce I. A. Bláhy a Wittgensteinův argument proti soukromému jazyku. Poznámky k introspektivnímu přístupu v sociálních vědách

75%
Janak D.
Sociologický časopis. Czech Sociological Review
|
2006
|
vol. 42
|
issue 4
761-782
EN
This article deals with the social introspection approach of the Czech sociologist I. A. Bláha. Its aim is not only to introduce the method but also to explore the potentials and the limits of this approach in understanding social reality. The author looks at Wittgenstein's argument against a private language as a critique of the introspective method and briefly analyses the phenomenological approach in sociology to asses the boundaries of the introspective approach. Theoretical conclusions on the application of the introspection method in sociology are drawn at the end of the article, allowing the author to assess the applicability of Blaha's method.
5

CAVELLOVA REVÍZIA NESKORÉHO WITTGENSTEINA

75%
Kekeli V.
Filozofia (Philosophy)
|
2011
|
vol. 66
|
issue 5
463-468
EN
The paper discusses the philosophical vision of language of the American philosopher S. Cavell (1926). This vision is based on Wittgenstein's idea of 'forms of life'. Human speech and activity, sanity and community all rest upon nothing more and nothing less than these forms. By learning the words we initiate the beginners into the relevant forms of life held in language and gathered around the objects and persons of our world. According to Cavell the procedures of the philosophy of ordinary language lead to the real self-knowledge.
6
Content available remote

Gra w (nie)porozumienie

75%
Bortliczek M.
Homo Ludens
|
2009
|
issue 1
51-59
EN
The paper describes a surprising way of analysing a verbal text. Initially, some parts were deleted from the original text. Then, students were asked to interpret the fabricated text and later complete the gaps in such a way as to create a coherent text. However, the students did not recognize the overall aim of the activity. They were unknowing competitors in 'playing with a text' but liked the convention very much (filling in the odd lines). The students were often extremely surprised at the climax of the meeting on hearing the final message. In the end, active teaching and learning made it possible to achieve the main goal, that of helping students understand the metatext function of the title.
7
Content available remote

Zabawy rozwijające sprawność mówienia w języku obcym

75%
Rusek B.
Homo Ludens
|
2010
|
issue 1(2)
151-169
EN
How can we encourage students to communicate in a foreign language despite their linguistic and psychological barriers? In an attempt to answer this question, the paper suggests a range of language games which, by addressing cognitive, emotional and social factors, facilitate the development of students' speaking skills. In particular the article addresses three categories of such activities, as distinguished by the author, namely accuracy-oriented games, fluency-oriented games and games with a potential for anxiety reduction and group integration.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.