MOTIVES FOR PHILOSOPHIZING DEBUNKING AND WITTGENSTEIN'S PHILOSOPHICAL INVESTIGATIONS

Abstract: In this article I contest a reading of Wittgenstein's Philosophical Investigations —a reading of it as debunking philosophy. I concede that such a reading is not groundless, but I show why it is nonetheless mistaken. To do so, I distinguish two different ways of viewing Philosophical Investigations and its concern with philosophical problems, an External View and an Internal View. On the External View, readers of the book are taken to know ahead of time what philosophical problems are. On the Internal View, readers are not taken to know this ahead of time: the task of the book is to disclose what philosophical problems are, to show them coming into being. One thing disclosed is our participatory role in philosophical problems coming to be. Learning about the nature of philosophical problems is thus learning about our own nature; metaphilosophical knowledge is in part self-knowledge. If the Internal View is correct (as I believe it is), then Philosophical Investigations does not debunk philosophy but provides a different conception of philosophy and the philosopher's task.     

OAKESHOTTIAN MODES AT THE CROSSROADS OF THE EVOLUTION DEBATES

I examine Michael Oakeshott's theory of modes of experience in light of today's evolution debates and argue that in much of our current debate science and religion irrelevantly attack each other or, less commonly but still irrelevantly, seek out support from the other. An analysis of Oakeshott's idea of religion finds links between his early holistic theory of the state, his individualistic account of religious sensibility, and his theory of political, moral, and religious authority. Such analysis shows that a modern individualistic theory of the state need not be barrenly secular and suggests that a religious sensibility need not be translated into an overmastering desire to use state power to pursue moral or spiritual ends in politics. Finally, Oakeshott's vision of a civil conversation, as both a metaphor for Western civilization and as a quasi-ethical ideal, shows us how we might balance the recognition of diverse modal truths, the pursuit of singular religious or philosophic truth, and a free political order.     

On Art and Intention

The author discusses a puzzle about the place of intention in art, a puzzle first articulated by Richard Wollheim in his well-known lecture 'On Drawing an Object'. The puzzle arises if we try to hold jointly three commonly-held claims, viz. (1) Art is intentional; (2) The artist, in making a work of art, needs to observe what he has done, in order to know what he has done; (3) A necessary condition of intentional action is that when an agent acts intentionally then he knows what he is (intentionally) doing without observation, or any need for it. Prima facie it would appear that we cannot hold all these claims together.
The author spells out the problem, discusses Wollheim's own solution to it (which he rejects) and seeks to dispel the puzzle by closer attention to intention and action in relation to artistic production.     

The effects of books and gender constancy development on kindergarten children's sex-role attitudes

The effects of symbolic models and level of gender understanding on children's sex-role attitudes was investigated. Kindergarten boys and girls heard and discussed books whose characters depicted either traditional or nontraditional sex-role behaviors. Attitudes toward males and females were measured before and after the picture book treatment. When the study began, children were screened for gender understanding so that half were able to make other-gender constancy judgments, and half were not able to make other-gender constancy judgments. Prior to the treatment, boys and children who had attained gender constancy were slightly negative toward males and neutral toward females, whereas girls and children who had not attained gender constancy were very negative toward males and very positive toward females. Exposure to traditional books had the effect of enhancing attitudes toward males and decreasing attitudes toward females. Exposure to nontraditional books had the opposite effect of decreasing attitudes toward males and enhancing attitudes toward females. The effects of the picture book treatment on attitudes toward females were more pronounced for children who had attained other-gender constancy. Implications for social learning and cognitive-developmental theories of sex-role development are discussed.     

Children and adolescents as producers of their own development

Interest in the historically changing contexts of human life has been associated with the elaboration of a life-span view of human development. This view holds that all levels of the context, including the biological, psychological, and sociocultural, change in reciprocal relation to one another. As a consequence of being embedded in a context which they both influence and are influenced by, children and adolescents may promote their own development. One way this occurs is that as a consequence of their characteristics of physical and behavioral individuality people promote differential reactions in their socializing others (e.g., parents, teachers, or peers); these reactions feed back affecting further development. My colleagues and I have conducted research that describes such child and adolescent contributions to development. We have focused on characteristics of physical individuality, such as body type and physical attractiveness, and on characteristics of behavioral individuality, such as behavioral style or temperament. Findings from these studies are conceptualized in terms of a person-context “goodness-of-fit” model. Adaptive development is associated with congruence, or fit, between a person's attributes of individuality and the demands of his or her setting. Implications of this research for illustrating the use of the life-span perspective, and for theory in and practice of intervention, are discussed.     

The early history of the behavior modification of stuttering: From laboratory to clinic

The knowledge of and attitudes toward stuttering of 152 Alabama vocational rehabilitation counselors were studied using the Alabama Rehabilitation Counselors' Attitudes Toward Stuttering (ARCATS) Inventory consisting of 25 true- false statements designed to assess knowledge of stuttering and 15 statements designed to assess attitudes toward stuttering. Counselors were found to perceive stuttering as being significantly vocationally handicapping and amenable to therapy and to perceive stutterers as almost always benefiting from therapy and as being good candidates for vocational rehabilitation. It was concluded that the vocational rehabilitation counselors studied hold attitudes facilitative to the rehabilitation of stutterers.     

Dynamics of hostile aggression: Influence of anger,hurt instructions,and victim pain feedback

The research basically examined some of the dynamics of hostile aggression by looking at the effects of different Buss procedure instructions and levels of victim pain feedback on the aggressive behavior of angered and nonangered men. In a 2 × 2 × 2 completely crossed factorial experiment, male undergraduates were initially either angered or not by an experimental accomplice. When later given the ostensible opportunity to administer shocks to the same accomplice in a typical Buss procedure, the subjects were either told that longer and more intense shocks would probably interfere with the person's learning as well as causing him more pain (hurt instructions) or given no information about the effects of shocks on learning (standard instructions). Finally, after each shock they administered, the subjects were provided with either high or low victim pain feedback. The angered men were significantly more aggressive than their nonangered counterparts, and a significant interaction between anger and instructions indicated this was especially true for the men given hurt instructions. Significant interactions between the other independent variables and trial blocks revealed that the angered men, particularly those receiving hurt instructions and high victim pain feedback, displayed the greates increases in aggression. The results provide qualified support for the derived proposition about hostile aggression that signs and/or knowledge of victim injury and pain can stimulate more intense aggression from angry individuals.     

Bloom and His Critics: Nietzsche, Nihilism, and the Aims of Education

The central questions raised by Allan Bloom's The Closing of theAmerican Mind are often overlooked. Among the most important ofBloom's themes is the impact of nihilism upon education. Bloom condemnsnihilism. Interestingly, we find among his critics two alternativejudgments. Richard Schacht, citing Nietzsche, asserts that nihilism,while fruitless in and of itself, is a necessary prerequisite tosomething higher. Harry Neumann, affirming the accuracy of nihilism,declares that both Bloom and Nietzsche reject nihilism out of ignoranceborn of weakness. All three philosophers understand that the purpose ofeducation emerges from one's position on nihilism. If nihilism is true,then it is senseless and cowardly to teach one's students that there aregrounds for moral judgments. On the other hand, if one believes thatthere is an objective higher and lower in moral matters, then one cannotat the same time consistently endorse nihilism or the atheism upon whichit rests. There is reason to believe that a consistent nihilism isimpossible and hence that the concept is bankrupt. But then something istrue, and there are grounds for moral judgment. Education must respondaccordingly. But even Bloom with his emphasis on the Great Books fallsshort of what is required. An education which aims to defeat nihilismmust, at the very least, hold out the promise that through thecultivation of reason one may indeed arrive at the truth.