Southampton Philosophy Visiting Speaker Series Organised in association with the Royal Institute of Philosophy All are welcome, no need to register.
History of Philosophy research group seminar: Wednesday 6 April Professor Thomas Uebel (University of Manchester) will give a talk titled ‘Schlick and Wittgenstein: The Theory of 'Konstatierungen' Revisited’ Abstract Viewed from the perspective of the epistemology of science, Schlick’s theory of affirmations (‘Konstatierungen’) was a failure. Schlick meant affirmations to be observation statements that were […]
Day Seminar On The Concept Of The Ordinary
Psychotherapy as a Practice: John Heaton The practice of psychotherapy involves understanding ourselves and others. I will illustrate the very different notion of understanding between psychoanalysis on the one hand and Wittgenstein and Beckett on the other. It is now known that Beckett was very familiar with Wittgenstein’s work and greatly admired it; there is […]
My paper critiques a recent reading of Ludwig Wittgenstein’s remarks on causality, laws, and what he calls ‘the whole modern world-view’ in his Tractatus Logico-Philosophicus. The reading in question sees Wittgenstein as pointing to the possibility of, and then endorsing, a non-causal, non-scientific world-view. I argue that it is an error to think that such […]
Wittgenstein’s ideas about religion have been much more influential than is sometimes thought. The first two lectures will consider this influence, concentrating on Wittgenstein’s remarks on James Frazer’s The Golden Bough and Wittgenstein’s proposal that we overcome the temptation to view certain religious practices as simply confused or nonsensical. We shall look at this through […]
Wednesday, November 20 at University College London's Philosophy of Education Seminar Ludwig Wittgenstein’s On Certainty raises a number of puzzles about how to understand certainty, doubt, and the practices that shore up meaning. It is also a work suffused with references to learning, teaching, and students. A careful textual analysis reveals that learning itself plays […]