No one has ever sensed matter. We do not observe matter. The things we observe are objects like the chair, the table, and the various other objects we...
OK, I just thought I'd get some clarification on this matter, seeing as we're supposed to be reading this text together, it's good to have agreement o...
At the outset of the book, I would strongly object to this interpretation of #3. At that point there is no reason to interpret that Wittgenstein impli...
No, this is clearly not the case. The units of measurement, which are counted as a quantity, are very often created by the human mind, for the purpose...
I see how this is true, concerning how a child learns to use words, that the child could learn how to use words, without learning any rules, and even ...
Did you read Berkeley's "Dialogues Between Hylas and Philonus"? If so, it appears like you didn't understand it. He clearly demonstrates that there is...
Since you're lurking around this thread Sam26, maybe you could give me your opinion on #31 of PI. It appears like Wittgenstein is suggesting that ther...
Berkeley's idealism is actually very informative. He demonstrates that "matter" refers to nothing other than an idea; it doesn't refer to anything whi...
It's the #1 definition in my OED under "quality". I really think that it's you who is confused. would you prefer:"a distinctive attribute or faculty: ...
As you can see, we can quantify a quality and this is what provides us with the capacity to measure. But to qualify quantity, and this is what set the...
Quality is the degree of excellence of a thing. This implies a relation, and as I said, relations are inherently qualitative. However, it does not imp...
The only problem here is that "sets" are based in qualities, and there is a conceptual difference between quality and quantity. Therefore set theory d...
I was thinking the very same thing. All the canary does is sing without saying anything; but if something shuts it up, then it's time to take notice. ...
No, that's the point 2+1 is not identical to 3. Nor is it a different way of describing the same thing. Do you know what equivalent means? It means ha...
Even when the LNC is taken to be about propositions, there is a necessary temporal qualification. Opposing propositions cannot be "at the same time" t...
The answer to this is that time is what grounds the validity logic, making it sound. Sure, you don't need a conception of time to carry out valid logi...
I'll offer an explanation, but just to be clear, this is outside of the reading, it's based in personal opinion. There is a very peculiar relationship...
I'd say "struggling with" is an understatement. I cannot find the coherency in the passage, how the different imaginary scenarios are supposed to rela...
Some of us have more free time than others in the present context, so our paces vary. The tit-for-tat develops in the wait period as a wasting of time...
We're all fucked in the head. Isn't that what Wittgenstein demonstrates in PI? Seeing as you don't seem to have anything useful to add, I'd say your t...
It's not that the logic cannot be worked out without knowing whether the premises are true. But the conclusion cannot be said to be sound without know...
You're trying to change the subject again. We were discussing specific mental activities required for ostensive learning, not consciousness in general...
That's nonsense, as a necessary part of language this cannot be said to be "non-linguistic". Why is that stupid? If one must be conscious to learn lan...
Consider this Devans99. Each sensation is distinct, particular, and unique, due to the changing nature of the world which we sense. Therefore a though...
As necessary for ostensive definition, it is necessary for learning language. Therefore it is not irrelevant. Likewise, counting to five is necessary ...
Mind is a property of a living being, a computer is an inanimate object I answered this already with deductive logic. Let me repeat it clearly: P1, If...
I don't think he mentions "categories" explicitly, but he is continually referring to types, and kinds of usage, as well as senses. So if we can divid...
It's not a matter of knowing anything about any language. That's not what we've been discussing, you're changing the subject. A person can know how to...
Sorry Devans99, but that's an extremely lame argument. You asked for an idea of something, which does not exist in nature, and I gave you one. Now you...
We already agreed on this, that the student must already know how to do some different things, for ostension to be successful. I believe you called it...
Some aspects of language use are learned via ostension, that is not the issue. But since some aspects of language use are required, as already known, ...
You don't seem to get Wittgenstein's point. Describing the learning of language as an ostensive exercise, with or without the "conventional connotatio...
That is the way that PI is written, scattered and not formed into a coherent whole. If a companion provided us with a coherent whole it would be a fau...
No, I believe that Wittgenstein most likely misrepresents Augustine's position, creating a straw man, though I haven't checked the context of that pas...
What is it about this experience which would warrant it being called a "direct experience"? You describe numerous past experiences These would be reme...
I wonder what it would mean to directly experience an idea. This, what you say here, might provide the appearance of a resolution to the infinite regr...
The answer to that is quite obvious. Augustine had described language as being learned by ostension. So the question "is it possible to learn a langua...
No, as I explained above, arriving at the right angle was due to the necessity of creating parallel lines to survey plots of land. It has nothing to d...
I would say that it is impossible to learn anything solely via ostension. Ostensive demonstration is an activity which is completely carried out by th...
Well, consider this. We do see a wide variety of shapes in nature, but when we go to make a shape, drawing or something, we never exactly replicate a ...
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