The Wittgenstein Project

My project is simple but demanding. I am trying to reread Wittgenstein from the beginning without, however, relying on any established interpretations. My question is whether we can look at his work with fresh eyes. Ignoring the halo of secondary writing that now surrounds that work does not mean that I will always end up disagreeing with what previous interpreters have said. But my plan is to re-discover their insights where they are such and otherwise go my own way.

In doing this, I want to look more thoroughly at Wittgenstein’s own words than has previously been done. I don’t know how far I will get with this but completeness is not my goal. It is rather to start with the first sentence of the Tractatus and work myself forward from there as far as I can manage.

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Who am I?

On the gravestone of the poet Rainer Maria Rilke we can read one of his last poems which says: Oh rose, you pure contradiction. To be nobody's sleep under so many eyelids." Is there a self and if not, who am I?

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Wittgenstein on the Puzzle of Privacy

“In what sense are my sensations private? – Well, only I know whether I am really in pain; another person can only surmise it. – In one way this is wrong, and in another nonsense. If we are using the word ‘to know’ as it is normally used (and how else are we to use it?), then other people often know when I am in pain. – Yes, but all the same not with the certainty with which I know it myself! – It can’t be said of me at all (except perhaps as a joke) that I know I am in pain. What is it supposed to mean – except perhaps that I am in pain.”

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There goes philosophy — Claremont Graduate University closes its philosophy program

The humanities are increasingly in a beleaguered position in Universities and Colleges across the country. Academic philosophers like to think that their place is still secure because their subject is the most ancient of the so-called humanities; it is a discipline devoted to promoting basic intellectual skills; and it has connections with a diversity of other fields. But the turbulence that is affecting our institutions is not making halt before philosophy departments.

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Disinformation: An Epistemology for the Digital Age

Our epistemologists are used to ask some very general questions: What is knowledge? What is the relation between observation and theory? How do we justify claims to knowledge? Digital technology is changing how information is collected, organized, and disseminated. The proliferation of claims to knowledge in the Internet highlights moreover the issue of error, mis- and disinformation, of “Fake News,” of its distribution and the question how to disarm it. We need an epistemology for the digital age that looks at knowledge not only in the usual timeless fashion but takes into account the changing landscape of human knowledge.

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Reading Wittgenstein

Ludwig Wittgenstein was one of the leading philosophical minds of the twentieth century and his thought remains of live interest. Twenty years ago, David Stern and I published the Cambridge Companion to Wittgenstein which was intended to help readers of Wittgenstein along. We have now brought out a second edition of this work with some great new contributions and a completely updated bibliography.

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The Atomization of Knowledge

We have learned that the ocean waves pulverize our plastic debris which is then consumed as dust by the fish we eat. The circle is closed and the poisons we have created come back to us in this altered form. The internet pulverizes human knowledge and feeds it back to us as unconnected bits of information. Our minds are bound to be ultimately  overwhelmed by all this new kind of poisonous debris.

Digital technology has had the peculiar effect of atomizing human knowledge and this in two ways. It has favored the creation of small bits of information which are passed around in digital messages. And it has overwhelmed our ability to concentrate on extended lines of reasoning. There is too much information, tempting us to move quickly from one bit to another. We are distracted by all these bits of knowledge that are offered to us so enticingly on all the websites of the world. This is already showing disastrously in our students who find it increasingly difficult to read whole books. We feed them instead with power point slides that contain carefully selected bits of information. Even this blog illustrates what is happening. Blogs are signals of the decreasing attention spans of those who write them and those who consume them.

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The disunity of knowledge

January 19, 2018 - Our sharpest break with the tradition has come with the realization of the disunity of knowledge (of thought, the mind, the world, and pretty much else that concerns philosophy). We are no longer trying to construct “a system;” we are not looking for “the foundations” of a single structure; we have abandoned the belief in completeness and in our capacity to make everything cohere.

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Does philosophy have a future?

Does philosophy have a future? That is the question Raymond Geuss asks in his latest book. And the answer he gives is unsettling. Philosophy, as we have known it, may, in fact, have already come to an end behind our backs – sometime in the second half of the twentieth century - without any of us realizing this.

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