These essays, written by Brazilian scholars, apply Wittgensteinian tools to ethics, law, education, psychology, aesthetics, hermeneutics, and the history of science. Multiple possibilities pop up in the chapters by way of uses of Wittgenstein: bringing in an illuminating concept (aspect-perception, family resemblance, intermediary links, hinge propositions, panoramic representation and so on) to a foreign debate or sub-area, so as to address an impasse of thought; passing theories through the anti-dogmatic test of grammatical therapy by showing where theories or concepts are brought to bear in too far-fetched thoughts they were not designed to express or clarify; etc. A testimony to the vitality and reach of Wittgenstein’s philosophy.
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Bibliographic data
Edition
1/2026
Copyright Year
2026
ISBN-Print
978-3-495-98862-6
ISBN-Online
978-3-495-98863-3
Publisher
Karl Alber, Baden-Baden
Series
Wittgensteiniana
Volume
13
Language
English
Pages
237
Product Type
Edited Book
Table of contents
ChapterPages
Preface No access Pages 1 - 6
Introduction No access Pages 7 - 18
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Introduction No access
1. The ethical sense of the Tractatus No access
2. Moral Language-Games No access
3. Towards a Wittgensteinian approach to normative ethics No access
Final Remarks No access
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1. No access
2. The problem of intent in criminal theory No access
3. The concept of action and the theory of crime No access
4. Final Considerations No access
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Introduction No access
Pedagogical Abstractionism No access
Wittgenstein’s Critique of Frazer No access
The Therapeutic Effect of the Comparison with Frazer No access
On School Rituals No access
Conclusion No access
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Introduction No access
Meaning and Teaching No access
Teaching and Grammatical Propositions as Conditions of Meaning No access
One Universal Reason Versus Different Modes of Reason No access
Towards a ‘Preventive’ Pedagogy No access
Final Considerations No access
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1. The interdisciplinary nature of Mathematics Education and its diverse theoretical approaches No access
2.1 Learning Mathematics Based on Understanding Its Rules No access
2.2 Training in the Teaching of mathematics from a Wittgensteinian Perspective No access
2.3 The Contextualisation of Mathematics in Everyday Life from a Wittgensteinian Perspective No access
2.4 “Learning to Learn” – The Quest for Autonomy in Learning No access
3. Examples of Research in Mathematics Education Inspired by Wittgensteinian Philosophy No access
Final Considerations No access
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Introduction No access
The grammar of psychology: the expressive function of language No access
Actions and reasons No access
Final considerations No access
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Introduction No access
A Tale of Polarisation No access
A Glance at History No access
Switching Temptations No access
Panoramic View No access
A Question of Rigour? No access
Taking Concepts Too Far No access
Switching Roles No access
Conclusion No access
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Wittgenstein imagines – translates? – other worlds No access
Wittgenstein’s rose revisited: with Nauman and Kopenawa No access
To conclude No access
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1. Form(s) of life as backdrop No access
2. The application structure of interpretation No access
3. Applying “form(s) of life” as a heuristic tool No access
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Introduction No access
1. Noë and the continuum between perception and conceptualization No access
2. Picture and technique in Wittgenstein No access
Final Considerations No access
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Introduction No access
The Zilsel Thesis as a Framework of the Scientific Revolution No access
The Wittgensteinian approach No access
Scientific Revolution as a Grammar No access
Scientific Revolution as a Linguistic Product No access
Metaphysical Attitude versus Grammar of Science in the Scientific Revolution No access
Conclusion No access
About the Authors No access Pages 235 - 236
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