Wittgenstein's principal works, the Tractatus Logico‐Philosophicus and Philosophical Investigations, are each written in such strikingly unconventional ways that it takes considerable effort to translate them into conventional philosophical writing. The most important aspect of Wittgenstein's style for an understanding of his philosophy is his use of multiple voices, and the way he forces his reader to engage with those voices in order to understand him. This chapter provides an outline of the leading macro‐level answers to the question which of Wittgenstein's (...) writings set out his philosophy, and which set out views he rejected. Wittgenstein's method of composition, revision, and rearrangement, leads from the remarks written down in his wartime notebooks, to a manuscript containing several stages of construction of the Prototractatus, and from there to the polished typescript of the Tractatus. The chapter illustrates how to interpret Wittgenstein's remarks without taking a position on questions about texts and style, voice and authorship. (shrink)

Ruth Macklin argued that dignity is nothing more than respect for persons or their autonomy. During the COVID-19 pandemic, difficult decisions are being made about the allocation of scarce resources. Respect for autonomy cannot justify rationing decisions. Justice can be invoked to justify rationing. However, this leaves an uncomfortable tension between the principles. Dignity is not a useless concept because it is able to account for why we respect autonomy and for why it can be legitimate to override autonomy in (...) times of critical care resource shortages. Dignity affirms the worth of the human individual as a meaning-making embodied subject, who is always in relationship to others, the world, time, and transcendence, and who realizes their dignity through their moral behaviour. Such an understanding means people should be helped to make morally right decisions about their own treatment, which may include forgoing potentially beneficial treatment for the good of others. Respect for dignity does not require fulfilling the morally wrong choices of one who insists on treatment at the expense of others. Dignity also protects the discretion of clinicians to make decisions appropriate to their competence by prohibiting the application of broad-based criteria such as age. (shrink)

Volume 20, Issue 8, August 2020, Page 96-98.

Semiotic objections to markets urge us not to place a good on the market because of the message that doing so would send. Brennan and Jaworski reject them on the grounds that either the contingent semiotics of a market can be changed or the weakness of semiotic reasons allows them to be ignored. The scope of their argument neglects the impure semiotic objections that claim that the message a market sends causes, constitutes, or involves a nonsemiotic wrong. These are the (...) most compelling class of semiotic objections and are the kind actually advanced in the literature. Rather than focusing on the necessity or contingency of a market's semiotics, we should instead attend to a semiotic objection's most important feature: its purity or impurity. (shrink)

This paper uses a semiotic, performative theory of language and post-colonial theory to argue that nursing's representations of ‘multiculturalism’ need to be grounded in a theory of whiteness, an historicized understanding of how ethnic/cultural differences come to be represented in the ways they are and informed by Foucault's notions of power/knowledge. Using nursing education and ‘cultural compentency’ as examples, the paper draws on a range of literatures to suggest more critical and politically productive ways of approaching difference from within nursing's (...) largely white interpretive framework. (shrink)

Since the end of World War II, most guidelines governing human research seem to have relied on the principle of respect for autonomy as a key, though not sole, criterion in assessing the moral validity of research involving human participants.1 One explanation for this apparent reliance on respect for autonomy may be that respect for autonomy, made effective through the practice of obtaining informed consent, functions as a useful proxy when dealing with competent adults for the more complex principle of (...) respect for human dignity that underpins much of the moral discourse in this area. If this explanation holds, then assessment of the moral licitness of research involving human individuals whose autonomy is limited in some way requires a deeper analysis of the ‘thicker’ concepts of human dignity, since we cannot rely on respect for autonomy to do the work of respect for human dignity where autonomy (understood as a capacity to consent based on adequate information) is not present, is limited or is compromised. (shrink)

One of the great contributions of postmodern thinkers like Michel Foucault and Jacques Derrida to the human sciences generally, in which Education is situated, has been the concept of "discourse." To call a particular way of thinking and acting a discourse is to reference the way meaning is achieved amongst actors by a mutual agreement, direct or tacit, about key terms and actions. A discourse is a kind of self-enclosed semantic and practical universe within which people operate "as if" everyone (...) knew what everyone else is talking about. (shrink)

Whose values should count – those of patients or the general public – when adopting the quality-adjusted life year framework for healthcare decision making is a long-standing debate. Specific disciplines, such as economics, are not wedded to a particular side of the debate, and arguments for and against the use of patient values have been discussed at length in the literature. In 2012, Sinclair proposed an approach, grounded within patient preference theory, which sought to avoid a perceived unfair discrimination against (...) people with disabilities when using values from the general public. Key assumptions about general public values that beget this line of thinking were that ‘disabled states always tally with lower quality of life’, and the use of standardised instruments means that ‘you are forced into a fixed view of disability as a lower value state’. Drawing on recent contributions to the health economics literature, we contend that such assumptions are not inherent to the incorporation of general public values for the estimation of QALYs. In practice, whether health states of people with disabilities are of ‘lower value’ is, to some extent, a reflection of the health state descriptions that members of the public are asked to value. (shrink)

We mortals can't read other people's minds directly. But we make good guesses from what they say, what we read between the lines, what they show in their face and eyes, and what best explains their behavior. It is our species' most remarkable talent.1augustine's reflections on the topic of seeing other souls have attracted interest in recent years. It is generally supposed in the scholarly literature that his view that our mental lives are essentially private leads to a deep-seated concern (...) with what we manifest to others. Further, Phillip Cary charges Augustine with introducing a "powerful fantasy" and "nostalgia" into western thought in Augustine's desire to see the thoughts of other souls directly;... (shrink)

In light of recent criticisms of the concept of human dignity, this contribution offers a proposal for the continued relevance of the concept for tertiary chaplaincy. It is important to consider the concept of human dignity in tertiary chaplaincy because: many higher education institutions continue to identify human dignity as a key value; the kinds of ethical issues that tertiary students face will often involve appeals to human dignity; and the religious connotations that have come to be associated with the (...) concept fall within the scope of chaplains. Nevertheless, there have been recent calls for the concept of human dignity to be dismissed from ethical discourse as unhelpful. In ethical debate, dignity can be unhelpful when it leads to ‘dignity talk’, when there is disagreement about whether it is something human beings always already have or something that is realised through human activity, or when it conceals what people think is really at stake. In response to these criticisms, this contribution proposes a model for understanding human dignity that affirms the value of the human person as a multi-dimensional, historically-situated being in relationship to all that is, a being who is faced with difficult moral choices through which he or she makes meaning in his or her life. This model has both descriptive value in helping us to understand why people do what they do, and normative value in helping us evaluate what should be done. (shrink)

This book makes an important contribution to ongoing efforts in the fields of medical law and bioethics to answer the challenges posed by the limitations of the principle of respect for autonomy, especially as these pertain to human research ethics. The principle of respect for autonomy seems to have become firmly embedded in human research ethics since its inclusion in the 1947 Nuremberg Code, which was a response to atrocities committed by Nazi doctors. Nonetheless, there is an increasing awareness of (...) the limitations of the principle of respect for autonomy and the underlying conceptualisations of human autonomy. (shrink)

The paper maps out and responds to some of the main areas of disagreement over the nature of Wittgenstein’s philosophy: (1) Between defenders of a “two Wittgensteins” reading (which draws a sharp distinction between early and late Wittgenstein) and the opposing “one Wittgenstein” interpretation. (2) Among “two-Wittgensteins” interpreters as to when the later philosophy emerged, and over the central difference between early and late Wittgenstein. (3) Between those who hold that Wittgenstein opposes only past philosophy in order to do philosophy (...) better and those who hold that Wittgenstein aimed to bring an end to philosophy and teach us to get by without a replacement. It is shown that each of these debates depends on some deeply un-Wittgensteinian, and quite mistaken, assumptions. It is concluded that Wittgenstein’s most polished writing, most notably in Philosophical Investigations I §§ 1–425, is best understood as a kind of Pyrrhonism which aims to subvert philosophical theorizing, by means of a polyphonic dialogue. Because this delicate balance between philosophical questions and their dissolution is not achieved in most of his other published and unpublished writings, we should be very cautious when using the theories and methods we find in those other writings as a guide to reading the Philosophical Investigations. (shrink)

The alliance of discursivity with neurosis on the one hand, and an exploration of new conditions of discourse on the other, conditions now self consciously denoted as 'West', gives notice of a certain disillusionment I feel with my culturally received, monotheistic valourization of the power of 'word-ing', and my sense that the problem is not discourse per se, but the way my understanding of it is, or has been, too stuck within its own cultural self enclosure, within the compound of (...) its own cultural grammar, one might say. In taking up these issues within the context of a conference convened to consider "Fragmentation and the Desire for Order/Unity" play off each other relationally, or symbiotically but how so inevitably and incidentally in the West that play-off has a neurotic tail-chasing character that is inspired precisely by Desire. My remarks, therefore, about the possibilities of new conditions of discourse for the West, turn most profoundly on a problematizing of Desire itself. (shrink)

This book makes an important contribution to ongoing efforts in the fields of medical law and bioethics to answer the challenges posed by the limitations of the principle of respect for autonomy, especially as these pertain to human research ethics. The principle of respect for autonomy seems to have become firmly embedded in human research ethics since its inclusion in the 1947 Nuremberg Code, which was a response to atrocities committed by Nazi doctors. Nonetheless, there is an increasing awareness of (...) the limitations of the principle of respect for autonomy and the underlying conceptualisations of human autonomy. (shrink)

Australians responded enthusiastically to the calling of the Synod, though there appears to be a tension between expectations of doctrinal reform and pastoral reform. The Bishops Conference allowed each diocese to consult as it saw fit and submit its findings, in light of which a committee of four bishops drafted the official submission to the Synod. Other materials were also sent to the Synod office, including some directly by dioceses and other Catholic organisations. The dioceses surveyed made the preparatory document (...) and questionnaire available online and in print. There was a high level of frustration expressed with the complexity of many of the questions. The Conference and most dioceses did not publish the findings of the consultation or their submission to the Synod. Nonetheless, these are likely to reveal trends with regard to co-habitation, pre-marital sex, contraception, the treatment of divorced Catholics and same-sex marriage similar to those of other western countries based on an analysis of existing quantitative data from the National Church Life Survey, diocesan reports to which the researchers were given access, and the Catholic media. There is an apparent disconnect between the lived experience of many Catholics and Church teaching in these areas. Moreover, there is a tension between issues of doctrinal confusion, doctrinal rejection, and pastoral care which could have consequences for whether the Synod should consider doctrinal reform or need only focus on pastoral care. Most importantly, the responses demonstrate that Catholics in Australia want to be better informed about Church teaching, want to be consulted about these matters, and want to have a say in the formulation of Church teaching. Not taking these wishes seriously risks further alienating many Catholics from the Church who express a disjuncture between Church teaching and their own life experience in these matters. (shrink)

The ability to gain knowledge from text in widely different subject matter areas is key to academic success and lifelong leaming. The process of attaining critical understanding of ideas in text requires a robust repertoire of leaming or study strategies, metacognitive knowledge for regulating their use, and willingness to apply them. Although much is known about the basic design of leaming environments to develop higher-order thinking skills and motivation to learn, educators have, in general, not changed their practices to reflect (...) new knowledge. The lack of procedures that are easy for teachers to administer and provide results that teachers may use in their classrooms for assessment of complex cognitive skill development is a major obstacle to widespread adoption of new approaches. This paper describes a new technology, referred to as HyLighter, and a pedagogically sound implementation of this technology, referred to as the Interaclive Annotation Model. This approach suggests a promising direction for improving the quality of instruction and promoting active reading (i.e., an approach to the development of leaming ability that combines reading with critical thinking and a range of learning-to-Iearn skills) for students in higher education across academic disciplines. (shrink)

Unlike most books on Wittgenstein, Wittgenstein on Mind and Language begins from the initial articulation of his thoughts in his first drafts, conversations, and lectures, and attends closely to the process of revision that led to the Tractatus and Philosophical Investigations. This introductory chapter provides information about the nature of the Wittgenstein papers, summarizes the rationale for reading his work in this way, and outlines the reading of the development of Wittgenstein’s philosophy that this approach yields. This discussion on the (...) development of Wittgenstein’s thought emphasizes the role of his changing conception of the nature of experience and its relationship to the world, the closely related problem of the relationship between ordinary language and its analysis, his later conception of the role of analogies in generating — and dissolving — philosophical problems, the parallels with psychoanalysis, and the variety of philosophical methods employed in his later philosophical writing. There is also an overview of a central theme of the book as a whole: the contrast Wittgenstein drew between “ordinary” and “philosophical” ways of looking at things when he wrote the Tractatus, and how that contrast was transformed in his subsequent writing, focusing on his contrast between “primary” and “secondary” worlds and his notion of a “phenomenological language”. (shrink)

What if individual psychology took another path than the one guided by the idea of the “Sturm und Drang” of adolescence? What if this path less-traveled led to community-oriented rites of passage that satisfied youth's deep craving for the ancestral wisdom of the Universe … and simultaneously affirmed that parents, too, would continue to grow and contribute as they transited mid-life? This article brings the reader down the path less-traveled to explore navigational aids for future travelers and provides an example (...) of the explosion of community engagement and creativity that can occur when the transitions of adolescence and mid-life, traditionally viewed as crises, become opportunities and assets for fostering individual health and community resiliency, adaptation, and well-being through community-oriented rites of passage. (shrink)

The essay begins by briefly reviewing the complex history of the collaborative long-distance editing work that led to the publication of Wittgenstein: Lectures, Cambridge 1930-1933 (Cambridge UP, 2016). It then turns to a discussion of the rationale for the innovative editorial policies we ultimately developed and implemented, and some of the broader methodological issues that they raise.