Hauptli’s Lecture
Supplement on Wittgenstein’s Blue Book:[1]
[1933-1934]
Copyright © 2014
Bruce W. Hauptli
1. The “Main Question” of
the Book: [1] [note that I am dividing the work up into 27 somewhat
arbitrary sub-sections [with approximate page references] for help in focusing
our attention upon the text]
1
“What is the meaning of a word?”
The questions “What is
length?”, “What is meaning?”, “What is the number one?” etc., produce in us a
mental cramp....(We are up against one
of the great sources of philosophical bewilderment: a substantive [noun] makes
us look for a thing that corresponds to it.”).”
2. His Response and His
Method: [1-2]
1
Asking “what is an explanation of the meaning of a word breaks the cramp
and the expectation! “Studying the
grammar of the expression ‘explanation of meaning’ will teach you something
about the grammar of the word ‘meaning’ and will cure you of the temptation to
look about you for some object which you might call ‘the meaning’.”
What is he saying here?
What is wrong with supposing there are “meanings?”
[What are they,
where did they come from,
how did they get attached to our
words, how do they change....]
See p. 27 here!
Explanations of meaning can be divided [“very roughly”]
into
ostensive
and verbal definitions.
Verbal definitions, of course,
explain meanings by appealing to meaningful expressions.
Ostensive definitions do not seem to have this problem and, so, may seem
to be able to “provide” meaning—’not’, ‘one’, ‘number’ etc.
But, can’t ostensive definitions
be misunderstood?
2 Ostensively defining ‘tove’ by
pointing to a pencil:
-Five possible “interpretations”
of this ostensive definition.
-Pointing is not necessarily
devoid of interpretation and context—the case of pointing and dogs!
3. Getting Close to the
Answer: [2-3]
2
“What is our criterion when we say
that someone has interpreted the ostensive definition in a particular way?”
3 Consider an ostensive
definition of ‘banjo’ offered to an individual who then selects a banjo from
amongst a variety of instruments: “...we
might say “he has given the word ‘banjo’ the correct interpretation....”
“If I give someone the order ‘fetch
me a red flower from the meadow’, how is he to know what sort of flower
to bring, as I have only given him a word?”
A red image carried in the mind
might seem to resolve the problem—a
mental color chart to which flowers might be compared.
We could imagine going out to the field with a chart and doing a
comparison, but this is not the process we ordinarily employ.
“We go, look about us, walk up to
a flower and pick it, without comparing it to anything.
To see that the process of obeying the order can be of this kind,
consider the order “imagine
a red patch.” You are
not tempted in this case to think that before obeying you must have imagined a
red patch to serve as a pattern for the red patch which you were ordered to
imagine.”
-This is an important
passage! It will be a “regular
move” in his methodology. Note what
has occurred thus far: (i) what is the meaning of a word, (ii) what is an
explanation of meaning, (iii) what is our criterion for saying someone has
interpreted an ostensive definition correctly, (iv) do we appeal to a mental
image, and (v) do we then compare mental images to mental images?
4. The “Main False Start:”
[3-4]
3 But,
it seems as if
the signs of our language seem dead
without the mental processes of understanding and meaning to back them up!
“We are tempted to think that the
action of language consists of two parts: an inorganic part, the handling of
signs, and an organic part which we may call understanding these signs, meaning
them, interpreting them, thinking.
These latter activities seem to take place in a queer kind of medium, the mind;
and the mechanism of the mind, the nature of which, it seems, we don’t quite
understand, can bring about effects which no material mechanism could.”
4 Instead of thinking that it is
“essential” that there be an occult mental process, “imagine a man always
carrying a sheet of paper in his pocket on which the names of colours are
co-ordinated with coloured patches.”
-“We could perfectly
well, for our purposes, replace every process of imagining by a process of
looking at an object or by painting, drawing or modeling, and every process of
speaking to oneself by speaking aloud or by writing.”
-Frege criticized the formalists’
conception of mathematics[2]
and emphasized the importance of “sense” (or meaning)—mathematics is not about
dead dots and dashes on paper! “And
the conclusion which one draws from this is that what must be added to the dead
signs in order to make a live proposition is something immaterial, with
properties different from all mere signs.
5. The “Answer” [?]:
[4]
4
But if we had to name anything which is the life of the sign, we should have to
say that it was its use.
Note: the following passage from pp.
67-68: “think of words as instruments characterized by their use, and then think
of the use of a hammer, the use of a chisel, the use of a square, of a glue pot,
and of the glue. (Also, all that we
say here can be understood only if one understands that a great variety of games
is played with the sentences of our language.
Giving and obeying orders; asking questions and answering them;
describing an event; telling a fictitious story; telling a joke; describing an
immediate experience; making conjectures about events in the physical world;
making scientific hypotheses and theories; greeting someone, etc., etc.)”
Discuss, again, Wittgenstein’s
“art” and his “methodology!” Is he
advancing a thesis here, or is he offering therapy?
Both?
Contrast: note the
significant contrast with his “picture theory of meaning from the Tractatus!
6. Outward & Inward Charts
vs. “Understanding a Language:”
[5-6]
5 “If the meaning of a sign...is an image built up in our
minds when we see or hear the sign, then first let us adopt the method we just
described of replacing this mental image by some outward object....as soon as
you think of replacing the mental image by, say, a painted one, and as soon as
the image thereby loses its occult character, it ceases to seem to impart any
life to the sentence at all.”
“The mistake we are liable to
make could be expressed thus; We are looking for the use of a sign, but we look
for it as though it were an object
co-existing with the sign. (One
of the reasons for this mistake is again that we are looking for a “thing
corresponding to a substantive.”)
The sign (the sentence) gets its significance from the system of signs.
From the language to which it belongs.
Roughly; understanding a
sentence means understanding a language.
As a part of the system of language, one may say, the sentence has life.
But one is tempted to imagine that which gives the sentence life as
something in an occult sphere, accompanying the sentence.
But whatever accompanied it would for us just be another sign.”
-What does this [“understanding a
sentence means understanding a language”] mean—what is “understanding a
language?”
-“As a part of the system of
language, one may say, the sentence has life.
But one is tempted to imagine that which gives the sentence life as
something in an occult sphere, accompanying the sentence.
But whatever accompanied it would for us just be another sign.”
7. Philosophical Problems,
Linguistic Puzzlement, and Mental Activity: [6-11]
6 Our problems are not scientific ones.
Our puzzlements are due to misleading use of language.
“Now if it is not the causal
connections which we are concerned with, then the activities of the mind lie
open before us. And when we are
worried about the nature of thinking, the puzzlement which we wrongly interpret
to be one about the nature of a medium is a puzzlement caused by the mystifying
use of our language.”
-“All the facts that
concern us lie open before us. But
it is the use of the substantive “time” which mystifies us.
If we look into the grammar of that word, we shall feel that it is no
less astounding that man should have conceived of a deity of time than it would
be to conceive of a deity of negation or disjunction.”
Wittgenstein draws our attention to the misleading
character of our talk of mental activity:
Regarding “the locality
of thought” (hands, lips, etc.). We
must understand the phrase’s “working, its grammar!”
Could we speak meaningfully about a “correspondence of thoughts and
psychological processes?” We need
to remember that ‘locality’ has many different senses, and the ‘where’ in “where
do you see the visual field?” is not used in the same sense as it is used when
discussing the location of a tree in the visual field (or the tree in the
field)!
7 If we speak of “the
locality of thought, we could speak of the piece of paper we are writing on,
or the mouth which speaks! We must
understand the “working, or grammar” of the phrase.
(See p. 16.)
“Now
does this mean that it is nonsensical to talk of a locality where thought takes
place? Certainly not.
This phrase has sense
if we give it sense.
Now if we say ‘thought takes place in our heads’, what is the sense of
this phrase soberly understood? I
suppose it is that certain physiological processes correspond to our thoughts in
such a way that if we know the correspondence, we can by observing these
processes, find the thoughts. But
in what sense can the physiological processes be said to correspond to thoughts,
and in what sense can we be said to get the thoughts from the observation of the
brain?”
8 Imagine someone observing both
his/her thoughts and brain processes—is this what we mean when we assign thought
to the locality of the head?
“We easily forget that the word
‘locality’ is used in many different senses and that there are many different
kinds of statements about a thing which in a particular case, in accordance with
general usage, we may call specifications of the locality of the thing.”
-Discussion of the
locality of the visual field.
Obviously the ‘where’ in “where do you see the visual field?” is not used in the
same sense as it is used when discussing the location of a tree in the visual
field (or the tree in the field)!
-Consider “where” (“the
locality of”) a play happens, a T.V. show is, an election is, etc.
9 We could, of course
assign sense to the localization
here. But we are misled by
grammatical analogy when we speak unless we make such an assignment.
For example, brain scientists might locate parts of the visual field
“three inches behind the bridge of the nose.”
The case of the
water diviner (estimating
distances to substances hidden underground).
-“To the statement ‘I
feel in my hand that the water is three feet under the ground’ we should
like to answer: ‘I don’t know what this
means.’ But the diviner would
say: ‘Surely you know what it means.
You know what
‘three feet under the ground’ means, and you know what ‘I feel’ means!”
But I should
answer him: I know what a word means in
certain contexts.”
-10 How did the diviner learn to
use this phrase? An explanation of
this would lead us to say: ““This is a perfectly good explanation of what you
mean by ‘feeling the depth to be three feet’ and the statement that you feel
this will have neither more, nor less, meaning than your explanation has given
it....—But you see that the meaning of the words ‘I feel the depth of the water
to be n feet’ had to be explained; it was not known what the meaning of the
words ‘n feet’ in the ordinary sense (i.e., in the ordinary contexts) was known.
We don’t say that the man who tells us he feels the visual image two
inches behind the bridge of his nose is telling a lie or talking nonsense.
But we say that we don’t understand.
The grammar of this phrase has yet
to be explained to us.”
8. Learning Meaning and
Learning How Words Are Used: [11-12]
11 The importance of the investigation into learning how
such words are used is that “...it applies to the relation between learning
the meaning of a word and making use of the word.
Or, more generally, that it shows the different possible relations
between a rule given and its application.”
Consider four different processes
called “estimating by the eye:”
(a) “reasoning,”
(b) “seeing,”
(c) “imagining,”
(d) “just “knowing.”
Learning to estimate may be
either a cause of the act of estimating, or it may supply a rule which we make
use in the act of estimating.
11-12 Similarly in the case of
learning the meaning of a word and using words: (case of learning ‘yellow’).
Wittgenstein offers another example that shows the infelicity in
conceiving of mental processes as doing the work: yellow ball in bag and
imagining a yellow ball.
-“(Now I don’t say that
this is not possible [that one could employ such mental images].
Only putting it in this way immediately shows you that it
need not happen.
This, by the way, illustrates the
method of philosophy.)”
--Question:
does this mean that there is one
philosophic method—is he an “essentialist” at the meta-philosophical “level?”
9. Drill and Rules (Causes and Reasons): [12-15]
12-13 Two different ways of looking at the teaching of
meaning via ostensive definition: (a)
drill which brings about associations
and feelings of recognition—here the teaching
causes the phenomena of
understanding, obeying, etc.; and (b) supplying a
rule which is itself involved in the
processes of understanding, obeying, etc.
13 To understand the second
process we need a distinction between
processes which are in
accordance with a rule
and processes which involve a rule.
-13 “We shall say that the rule
is involved in the understanding,
obeying, etc., if, as I should like to express it, the symbol of the rule forms
a part of the calculation.” Example
of “1,2,3,4...” in contrast to “1,4,9,16—two different rules are possible here
(squaring and “add 3,5,7,...”).
14 Rules, in the sense in which
we are interested in them here, do not “act at a distance,” and the second sense
of learning to estimate or learning the meaning of a word is significantly
different from the first. When
someone appeals to it, they are “giving a reason for something one did or said
means showing a way which leads to
this action.”
14 Giving reasons
may amount to telling the way one arrived at something (which makes it like (a)
above), it may amount to describing a
way which one may follow. Of course
“...he might have painted [the red patch] ‘automatically’ or from a memory
image, but when asked to give the reason he might still point to the sample and
show that it matched the patch he had painted.
In this latter case the reason given would have been of the second kind;
i.e. a justification post hoc.
Now
if one thinks that there could be no
understanding and obeying the order without a previous teaching, one thinks of
the teaching as supplying a reason
for doing what one did; as supplying the road one walks.
Now there is the idea that if an order is understood and obeyed there
must be a reason for our obeying it as we do; and, in fact, a chain of reasons
reaching back to infinity. This is
as if one said: ‘Wherever you are, you must have got there from somewhere else,
and to that previous place from another place; and so on ad infinitum.’”
15
“If on the other hand you
realize that the chain of actual reasons has a beginning, you will no longer be
revolted by the idea of a cause in which there is
no reason for the way you obey the
order....When the chain of reasons has
come to an end and still the question ‘why?’ is asked, one is inclined to give a
cause instead of a reason.”
10. Thinking, Operating With
Signs, Language Games, and Philosophy: [15-20]
15-16 Regarding “Thinking essentially consists in operating
with signs:”
16 “The question what kind of an
activity thinking is is analogous to this: ‘Where does thinking take place?’
We can answer: on paper, in our head, in the mind.
None of these statements of locality gives
the locality of thinking.
The use of all these specifications is correct, but we must not be misled
by the similarity of their linguistic form into a false conception of their
grammar.”
-“...by misunderstanding the
grammar of our expressions, we are led to think of one in particular of these
statements as giving the real seat of
the activity of thinking.”
Thinking and
private experience:
Could a machine think?
“Could a machine have a toothache?”
-“The impossibility of
which you speak is a logical one.”
What does he mean here?
In what sense is ‘logic’ being used?
Does he mean that the impossibility is a logical impossibility?
“If we say thinking
is essentially operating with signs, the first question you might ask is
‘What are signs?’—Instead of giving any
kind of general answer to this question, I shall propose to you to look closely
at particular cases which we should call ‘operating with signs’.”
16-17 An order: “Fetch me
six apples from the grocer.” Could
be followed with both parties consulting diagrams on paper.
17 A
language game—a “...form of
language with which a child begins to make use of words.
The study of language games is the study of primitive forms of language
or primitive languages....When we look at
such simple forms of language the mental mist which seems to enshroud our
ordinary use of language disappears.
We see activities, reactions, which are clear-cut and transparent.
On the other hand we recognize in these simple processes forms of
language not separated by a break from our more complicated ones.
We see that we can build up the complicated forms from the primitive ones
by gradually adding new forms.”
“Now
what makes it difficult for us to take this line of investigation is our craving
for generality.
This craving for generality is the
resultant of a number of tendencies connected with particular philosophical
confusions”:
-(a)
the tendency to look for
something common to all entities which we commonly subsume under a general term.
We need to speak,
instead of family resemblances.
-17-18 (b) “there is a tendency
rooted in our usual forms of expression, to think that the man who has learnt to
understand a general term, say the term “leaf”, has thereby come to possess a
kind of general picture of a leaf as opposed to pictures of particular leaves.”
--18 “This again is
connected with the idea of a word as an image, or thing correlated to the word.”
-(c) the confusion of mental
states (hypothetical mechanisms) and mental states (states of consciousness).
-(d) our preoccupation with the
method of science. “...it can never
be our job to reduce anything to anything or explain anything.
Philosophy really is ‘purely
descriptive’.”
--Does this statement
support the “therapeutic reading,” or is it a statement of a “thesis?”
--Cf.,
Philosophical Investigations I, 24
and 291.
“Instead of “craving for generality” I could also have said
“the contemptuous attitude towards the particular case.”
19
There is no one thing
common to all cases of
wishing—our usage has no
sharp boundaries. “If on the
other hand you wish to give a definition of wishing, i.e., to draw a sharp
boundary, then you are free to draw it as you like; and this boundary will never
entirely coincide with the actual usage, as this usage has no sharp boundary.
The idea that in order to get
clear about the meaning of a general term one had to find the common element in
all its applications has shackled philosophical investigation.”
-Contrast this, of course, with
his Tractatus!
-20 Plato is caught up in this
error (when he has his character, Socrates, look for the form of “knowledge”).[3]
11.
A’s Expecting From 4:00 to
4:30 that B Will Come To Tea: [20-24]:
20 What happens if
from 4 till 4:30 A expects B to come to his room for tea?
“If one asks what the different processes of expecting someone to tea
have in common, the answer is that there
is no single feature in common to all of them, though there are many common
features overlapping. These
cases of expectation form a family; they have family likenesses which are not
clearly defined.”
21
Is there
a sensation of expectation that B
will come to tea?
Construing “Expecting B will
come” as a case of “Expecting x will
come” is like construing “I eat a chair” as a case of “I eat
x.”
Bright’s disease: (a) the
kind of disease which Bright has and (b) the disease which Bright has.
22 One might try to maintain that
in those cases where there is no expecting of B (in particular), we don’t know
what (or whom) we expect. One might
also suggest that such uses be exclusively transitive (instead of “I have a
sensation of fear” one would say “I am afraid of something, but I don’t know
what”).
22-23 ‘Unconscious
toothache’—could we “use” this phrase?
“Now is it wrong...to say that I have toothache but don’t know it?
There is nothing wrong about it, as it is just a new terminology and can
at any time be retranslated into ordinary language.
On the other hand it obviously makes use of the word ‘to know’ in a new
way. If you wish to examine how
this expression is used it is helpful to ask yourself ‘what in this case is the
process of getting to know like?’ “What
do we call ‘getting to know’ or ‘finding out’?’”
-The new expression calls forth
old pictures however. “And it is
extremely difficult to discard these pictures unless we are constantly watchful;
particularly difficult when, in philosophy, we contemplate what we
say about things.”
-“In such a case we may clear the
matter up by saying: “Let’s see how the word ‘unconscious’, ‘to know’, etc.
etc., is used in this case, and how
it’s used in others.”
How far does the analogy between these
uses go? We shall also try to
construct new notations, in order to break the spell of those which we are
accustomed to.”
12. My Criteria for
Another’s Having A Toothache: Behavior:
[24]
24 “...to explain my criterion for another person’s having
toothache is to give a grammatical explanation about the word “toothache” and,
in this sense, an explanation concerning the meaning of the word “toothache.”
When we
learnt the use of the phrase “so-and-so has toothache” we were pointed out
certain kinds of behavior of those who were said to have toothache.”
Does this say he is a
behaviorist?
If
you are asked ““And why do you suppose that toothache corresponds to your
holding your cheek?” You will be at
a loss to answer this question, and find that here we strike bottom, that is we
have come down to
conventions.”
13. Criteria and Symptoms:
[24-25]
25 “...in general
we don’t use language
according to strict rules—it hasn’t been taught us by means of strict
rules, either.
We, in our discussions on the other
hand, constantly compare language with a calculus proceeding according to exact
rules.
This is a
very one-sided way of looking at language....We are unable clearly to
circumscribe the concepts we use; not because we don’t know their real
definition, but because there is no real
‘definition’ to them. To
suppose that there must be would be
like supposing that whenever children play with a ball they play a game
according to strict rules.”
“To the question ‘How do you know
that so-and-so is the case?’, we sometimes answer by giving ‘criteria’
and sometimes by giving ‘symptoms’.”
The latter are phenomena which experience has taught us coincide with the
phenomenon in question.
-In her
Wittgenstein and Justice, Hanna
Pitkin suggests that the distinction between symptoms and criteria is that
criteria are supposed to be definitive of
a concept while symptoms are merely
empirically correlated with a concept.[4]
25 “In practice, if you
were asked which phenomenon is the defining criterion and which is a symptom,
you would in most cases be unable to answer this question except by making an
arbitrary decision ad hoc.
It may be practical to define a word by taking one phenomenon as the
defining criterion, but we shall easily be persuaded to define the word by means
of what, according to our first use, was a symptom.”
14. A Central Difference
Between the Tractatus and the Blue
Book: 25-27]
25-26 “Why
then do we in philosophizing constantly compare our use of words with one
following exact rules? The
answer is that the puzzles we try to remove always spring from just this
attitude just this attitude towards language.”
26 Consider one such
puzzle:
Augustine’s question
about time. The problem
Augustine has is with the measurement of time—he feels there is a
“contradiction” here. His problem
is that he misconstrues various uses of ‘measure’.
26-27 Consider another puzzle:
Plato’s question
“What is knowledge?”
-27 “As the problem is
put, it seems that there is something wrong with the ordinary use of the work
‘knowledge’. It appears we don’t
know what it means, and that therefore, perhaps, we have no right to use it.
We should reply: ‘There
is no one exact usage of the word ‘knowledge’; but we can make up several such
usages, which will more or less agree with he ways the word is actually used.
The man who is philosophically
puzzled sees a law in the way a word is used, and, trying to apply this law
consistently, comes up against cases where it leads to paradoxical results.”
Philosophers try to come up with a definition and finding
counter-examples to it they then presume that if it is wrong, some other
definition must be right.
“Philosophy...is
a fight against the fascination which forms of expression exert upon us.
I want you to remember that
words have those meanings which we have given them; and we give them meanings by
explanations.”
-In his
Pulling Up The Ladder, Richard
Brockhaus maintains that: “much of the transition from the
Tractatus through the middle period
to the Philosophical Investigations
is marked by Wittgenstein’s increasing reluctance to give in to our tendency to
think in terms of the metaphysical ego (although he never ceases to take such
tendencies seriously)....It is interesting to note that the popular
Wittgenstenian expression “Bumping
one’s head against the limits of language” has a quite different meaning in the
context of the Tractatus than it does
in the later philosophy; to play on the title of Hacker’s work, in one case it
yields insight, in the other illusion.”[5]
-“Many
words...don’t have a strict meaning.
But this is not a defect. To
think it is would be like saying that the light of my reading lamp is no real
light at all because it has no sharp boundary.
28 “...a word hasn’t got a meaning given to it, as it were,
by a power independent of us, so that there could be a kind of scientific
investigation into what the word really
means. A word has the meaning
someone has given to it.”
“It is wrong to say that
in philosophy we consider an ideal language as opposed to our ordinary one.
For this makes it appear as though we thought we could improve on
ordinary language. But
ordinary language is all right.
Whenever we make up ‘ideal languages’ it is not in order to replace our
ordinary language by them; but just to remove some trouble caused in someone’s
mind by thinking that he has got hold of the exact use of a common word.
That is also why our method is not merely to enumerate actual usages of
words, but rather deliberately to invent new ones, some of them because of their
absurd appearance.”
-“No sharp boundary can
be drawn round the cases in which we should say that a man was misled by an
analogy.”
-What does he mean when
he says “ordinary language is all right”?
29 Mathematically
inclined philosophers who forget the variety of things called proofs and
linguistically inclined philosophers who try to find the simple difference
between transitive and intransitive usages are discussed to illustrate the
mistaken orientation.
-We often use either of several
forms of expression. This undercuts
those who look for uniqueness and clear-cut structure.
For example, “x2= + or - the square root of 1.”
15. The “Grammar” of “To
Wish,” “To Expect,” etc.: [30]
30 When we say “I wish for so-and-so,” can someone ask “Are
you sure that is what you wish for?”
It seems that, surely, we must know what it is which we wish for.
Compare this with “Do you know
the ABCs?” Note the difference
between our “Of courses...”
“It is similar when we ask, ‘Has this
room a length?’, and someone answers: ‘Of course it has’.
He might have answered, ‘Don’t ask nonsense’.
On the other hand ‘The room has length’ can be used as a grammatical
statement. It then says that a
sentence of the form ‘The room is _______ feet long’ makes sense.
16. Thinking What Is Not The
Case and Philosophical Questions: [30-32]
A great many philosophical difficulties are connected with
the sense of the expressions ‘to wish’, ‘to think’, etc., which we are now
considering. These can all be
summed up in the question; ‘how
can one think what is not the case?’
30-31
This is a beautiful
example of a philosophical question.
It asks ‘How can one...?’ and while this puzzles us we must admit that
nothing is easier than to think what is not the case.
I mean, this shows us again that the difficulty which we are in does not
arise through our inability to imagine how thinking something is done; just as
the philosophical difficulty about the measurement of time did not arise through
our inability to imagine how time was actually measured.
I say this because it sometimes seems as though our difficulty were one
of remembering exactly what happened when we thought something, a difficulty of
introspection, or something of the sort; whereas in fact it arises when we look
at the facts through the medium of a misleading form of expression.”
-Note that we don’t have
a skepticism here. We have a worry
but not an argument for skepticism.
31
Thinking King’s College is on fire when
it is not.
-We can’t hang a thief
who doesn’t exist, how can we think something that is not the case?
-“We are here misled by
the substantives ‘object of thought’ and ‘fact’, and by the different meanings
of the word ‘exist’.
-Imagining a centaur:
“non-existent combinations of existing elements?”
We contend that the “elements
must exit,” “but what do you mean by ‘redness
exists’? My watch exists, if it
hasn’t been pulled to pieces, if it hasn’t been
destroyed.
What would we call ‘destroying redness’?”
32
We go from “beliefs” to “facts”
to “shadows” of facts (like
“propositions”). “But this
doesn’t remove our difficulty. For
the question now is: ‘How can something be the shadow of a fact which doesn’t
exist?’”
17. What Makes This A
Portrait of Mr. N? [32-35]
32 “...if we wish to know what it means “intending this to
be a portrait of so-and-so” lets see what actually happens when we intend this.
Remember the occasion when we talked of what happened when we expect some
one from four to four-thirty.
To intend a picture to
be a portrait of so-and-so
(on the part of the painter, e.g.) is
neither a particular state of mind nor a particular mental process.
But there are a great many combinations of actions and states of mind
which we should call ‘intending...’”
“Copy
this ellipse.”
-33 An endless variety
of actions and words bearing a family likeness to each other constitute “trying
to copy.”
33-34 Drawing arrows to give
direction, but intending that an individual walk in the “opposite” direction.
“This could obviously be done by adding to our arrow some symbols which
we might call “an interpretation.”
It is easy to imagine such a case in which, say to deceive someone, we
might make an arrangement that an order should be carried out in the sense
opposite to its normal one. The
symbol that adds the interpretation to our original arrow could, for instance,
be another arrow. Whenever we
interpret a symbol in one way or another, the interpretation is a new symbol
added to the old one.”
-34 “Every sign is
capable of interpretation.”....All this will become clearer if we consider what
it is that really happens when we say a thing and mean what we say.—Let us ask
ourselves: If we say to someone “I should be delighted to see you” and mean it,
does a conscious process run alongside these words?”
18. What is the Object of
Thought? [35-39]
35 Compare ‘I expect him’ and ‘I shoot him’—I can’t shoot
him if he isn’t there! How can I
expect a fact that doesn’t exist?
“The way out of this difficulty seems to be: what we expect is not the fact, but
a shadow of the fact [e.g., a proposition]; as it were, the next thing to the
fact.”
37 “If we keep in mind the
possibility of a picture which, though correct, has no similarity with its
object, the interpolation of a shadow between the sentence and reality loses all
point. For now the sentence itself
can serve as such a shadow. The
sentence is just such a picture, which hasn’t the slightest similarity with what
it represents.”
-Note that this sentence
constitutes a change from his earlier view!
In the Tractatus he held that
each sentence “pictured” reality—they shared important similarities (logical
structures).
37-38 To overcome our difficulty
(and understand the “grammar” of the phrase “object of our wish”) consider the
answer we give to the question “What is the object of your wish?”
19. The Mind As A Place:
[39-41]
39 “The fault which in all our reasonings about these
matters we are inclined to make is to think that the images and experiences of
all sorts, which are in some sense closely connected with each other, must be
present in our mind at the same time.”
39-40 The mind seems to be a
“place” where meaning and intending take place.
When we say the ABCs it seems like we are pulling a string of pearls from
a box—they must all be there before we start the process.
Similarly when we speak of what we meant—we know because it is stored
there! Consider a process and
knowing how to go on.
40 How long does it take to know
how to go on?
“‘The
crash of the gun wasn’t as loud as I expected.’
Was there a louder one in your mind, then?
There are many things that count here, but we don’t need to assume a
crash (nor do we need to assume the “shadow” of a crash) in the mind!
-41 “The phrase ‘to
express an idea which is before our mind’ suggests that what we are trying to
express in words is already expressed, only in a different language; that this
expression is before our mind’s eye; and that what we do is to translate from
the mental into the verbal language.
In most cases which we call ‘expressing an idea, etc.’ something very
different happens. Imagine what it
is that happens in cases such as this: I am groping for a word.
Several words are suggested and I reject them.
Finally one is proposed and I say: “That is what I meant!’”
20.
Nothing is Gained By Talk of
An Accompanying Mental Process:
[41-44]
41-42 “I have been trying in all this to remove the
temptation to think that there ‘must be’
what is called a mental process of thinking, hoping, wishing, believing, etc.,
independent of the process of expressing a thought, a hope, a wish, etc.
And I want to give you the following rule of thumb: if you are puzzled
about the nature of thought, belief, knowledge, and the like, substitute for the
thought the expression of the thought, etc.
The difficulty which lies in this substitution, and at the same time the
whole point if it is this: the expression of belief, thought, etc., is just a
sentence;—and the sentence has sense only as a member of a system of language;
as one expression within a calculus....when the temptation to think that is some
sense the whole calculus must be present at the same time vanishes, there is no
more point in postulating the
existence of a peculiar kind of mental act alongside of our expression.
This, of course,
doesn’t mean that we have shown that peculiar acts of consciousness do not
accompany the expressions of our thoughts!
Only we no longer say that they
must accompany them.”
42 But we can say one
thing and mean another—surely this means that there must be a “special,
accompanying mental process! That
is, lying seems to require that there
be accompanying processes!
Say ‘It is hot in this room’
but mean ‘it is cold’.
Observe what you are doing.
An Experiment:
-Say,
and mean: ‘It will probably rain
tomorrow’.
-Think
[mean],
but don’t
say the same thing.
--“If thinking that it will rain
tomorrow accompanied saying that it will rain tomorrow, then just do the first
activity and leave out the second.”
“If thinking and speaking
stood in the relation of the words and the melody of a song, we could leave out
the speaking and do the thinking just as we can sing the tune without the words.
-43 But can’t one at any
rate speak and leave out the thinking?
Certainly—but observe what sort of thing you are doing if you speak
without thinking. Observe first of
all that the process which we might call ‘speaking and meaning what you speak’
is not necessarily distinguished from speaking thoughtlessly by what happens
at the time when you speak.
What distinguishes the two may very well be what happens before or after you
speak.”
“If we scrutinize the usages which we make of such words as
‘thinking’, ‘meaning’. ‘wishing’, etc., going through this process rids us of
the temptation to look for a peculiar act of thinking, independent of the act of
expressing our thoughts and stowed away in some peculiar medium.
We are no longer prevented by the established forms of expression from
recognizing that the experience of thinking
may be just the experience of saying
or may consist of this experience plus others which accompany it....The scrutiny
of the grammar of a word weakens the position of certain fixed standards of our
expression which had prevented us from seeing facts with unbiased eyes.
Our investigation tried to remove this bias, which forces us to think
that the facts must conform to
certain pictures embedded in our language.”
21. Discussion of Personal
Experience and Philosophy: [44-46]
44 The issues here are connected with many other areas in
philosophy. Progress is not always
apparent. [Example of the books on
floor of library that must be arranged—they lie higgley-piggledy, there are many
ways of sorting them].
45 “The difficulty in philosophy
is to say no more than we know.
E.g., to see that when we have put two books together in their right order we
may not thereby have put them in their final places.
When we think about the relation of the objects surrounding us to our
personal experiences of them, we are sometimes tempted to say that these
personal experiences are the material of which reality consists.”
-The table of physics
and solidity. This suggests
phenomenalism! It undercuts our
view of the “solidness” of the material world: “We seem to have made a
discovery—which I could describe by saying that the ground on which we stood and
which appeared to be firm and reliable was found to be boggy and unsafe.—That
is, this happens when we philosophize; for as soon as we revert to the
standpoint of common sense this general
uncertainty disappears.”
45-46 “As in this example the
word ‘solidity’ was used wrongly and it seemed that we had shown that nothing
really was solid, just in this way, in stating our puzzles about the
general vagueness of
sense-experience, and about the flux of all phenomena, we are using the words
‘flux’ and ‘vagueness’ wrongly, in a typically metaphysical way, namely without
an antithesis; whereas in their correct and everyday use vagueness is opposed to
clearness, flux to stability....”
22. Regarding the “Privacy”
of Personal Experience: [46-48]
46 “There is a temptation for me to say that only my own
experience is real: ‘I know that I
see, hear, feel pains, etc., but not that anyone else does.
I can’t know this, because I am I and they are they’.”
One feels ashamed to say that
only one’s own experience is real.
46-47 There are propositions
which we say “describe the material (or external) world, and there are
propositions describing mental experiences.
-47 “At first sight it
may appear (but why it should can only become clear later) that here we have two
kinds of worlds....” And it may
seem as if the objects in the mental world are “aetheral,” but, as Wittgenstein
reminds us, such talk is a subterfuge.
-“…we already know the
idea of ‘aethereal objects’ as a subterfuge, when we are embarrassed about the
grammar of certain words, and when all we know is that they are not used as
names for material objects. This is
a hint as to how the problem of the two materials, mind and matter,
is going to dissolve.”
The question “Can a machine
think” seems nonsensical (like the question “Has the number three a color”).
23.
We Are Up Against the
Trouble Caused By Our Way of Expression: [48-57]
48 We are up against trouble caused by our way of
expression.
Another such
trouble, closely akin, is expressed in the sentence: “I can only know that
I have personal experiences, not that
anyone else has”.—Shall we then call it an unnecessary hypothesis that anyone
else has personal experiences?—But is it an hypothesis at all?”
“Does a realist pity me more than
an idealist or a solipsist?”
“Now the answer of the
common-sense philosopher—and that, n.b., is not the common-sense man, who
is as far from realism as from idealism—the answer of the common-sense
philosopher is that surely there is no difficulty in the idea of supposing,
thinking, imagining that someone else has what I have.
But the trouble with the realist is always that he does not solve but
skip the difficulties which his adversaries see, though they too don’t succeed
in solving them.”
53 “Thus the propositions “A has a gold tooth” and “A has
toothache” arte not used analogously.
They differ in their grammar where at first sight they might not seem to
differ.”
53-54 “What sort of impossibility were you referring to
when you said you couldn’t know?
Weren’t you thinking of a case analogous to that when one couldn’t know
whether the other man had a gold tooth in his mouth because he had his mouth
shut? Here what you didn’t know you
could nevertheless imagine knowing; it made sense to say that you saw the tooth
although you didn’t see it; or rather, it makes sense to say that you don’t see
his tooth therefore it also makes sense to say that you do.
When on the other hand, you granted me that a man can’t know
whether the other person has pain,
you do not wish to say that as a matter of fact people didn’t know, but that it
made no sense to say they knew (and therefore no sense to say they don’t know).”
54
When we say we can’t share a pain we are making a grammatical statement.
55 “Of course, if we exclude the
phrase ‘I have his toothache’ from our language, we thereby also exclude ‘I have
(or feel) my toothache.
Another form of our metaphysical statement is this: ‘A man’s sense data
are private to himself’. And this
way of expressing it is even more misleading because it looks still more like an
experiential proposition; the philosopher who says this may well think that he
is expressing a kind of scientific truth.”
“What we did in these discussions
was what we always do when we meet the word ‘can’ in a metaphysical proposition.
We show that this proposition hides a grammatical rule.
That is to say, we destroy the outward similarity between a metaphysical
proposition and an experiential one....
56 “(Compare the proposition “He
is 6 inches taller than I” with “6 foot 0 inches is longer than 5 foot 6”.
These propositions are of utterly different kinds, but look exactly
alike.)”
57 “The
man who says ‘only my pain is real’, doesn’t mean to say that he has found out
by the common criteria—the criteria, i.e., which gave our words their common
meanings—that the others who said they had pains were cheating.
But what he rebels against is the use of
this expression in connection with
these criteria.
That is, he objects to using this
word in the particular way in which it is commonly used.
On the other hand, he is not aware that he is objecting to a convention.
He sees a way of dividing the country different from the one used on the
ordinary map. He feels tempted,
say, to use the name ‘Devonshire’ not for the county with its conventional
boundary, but for a region differently bounded.
He could express this by saying: ‘Isn’t it absurd to make
this a county, to draw the boundaries
here?’
But what he says is: ‘The real
Devonshire is this’. We could
answer: ‘What you want is only a new notation, and by a new notation no facts of
geography are changed.’”
24. Common Sense and
Philosophy: [58-59]
58-59 “There
is no common sense answer to a philosophical problem.
One can defend common sense against the attacks of philosophers only by
solving their puzzles, i.e., by curing them of the temptation to attack common
sense....”
59 “Our ordinary
language, which of all possible notations is the one which pervades all our
life, holds our mind rigidly in one position, as it were, and in this position
sometimes it feels cramped, having a desire for other positions as well.
Thus we sometimes wish for a notation which stresses a difference more
strongly, makes it more obvious, than ordinary language does, or one which in a
particular case uses more closely similar forms of expression than our ordinary
language.”
25. On Personal Identity:
[59-66]
61 Of the solipsist:
“what should strike us about this expression is the phrase ‘always I’.
Always who?—For, queer enough,
I don’t mean: ‘always L.W.’ This
leads us to considering the criteria for the identity of a person.”
Personal identity—I am usually recognized by the appearance of my body.
62 Suppose all bodies looked
alike—we might “name” individuals by characteristics.
Jekyll and Hyde....Someone who remembers what happens on odd days only on
odd days....”Are we bound to say that here two persons are inhabiting the same
body? That is, is it right to say
that there are, and wrong to say that there aren’t, or vice versa?
Neither. For the
ordinary use of the word “person” is
what one might call a composite use suitable under ordinary circumstances.
If I assume...that these circumstances are changed, the application of
the term “person” or “personality” has thereby changed; and if I wish to
preserve this term and give it a use analogous to its former use, I am at
liberty to choose between many uses, that is, between many different kinds of
analogy.”
-64 “What tempted me to
say “it is always I who see when anything is seen”, I could also have yielded to
by saying: “whenever anything is seen, it is
this which is seen”, accompanying the
word “this” by a gesture embracing my visual field (but only meaning by “this”
the particular objects which I happen to see at the moment).
One might say, “I am pointing at the visual field as such, not at
anything in it”. And this only
serves to bring out the senselessness of the former expression.”
65 “The
meaning of a phrase for us is characterized by the use we make of it.
The meaning is not a mental accompaniment to the expression.
Therefore the phrase “I think I mean something by it”, or “I’m sure I
mean something by it”, which we so often hear in philosophical discussions to
justify the use of an expression is for us no justification at all.
We ask, “What do you mean?”,
i.e., “How do you use this expression?”
If someone taught me the word “bench” and said that he sometimes or
always put a stroke over it thus: “bench” [with a line over it], and that this
meant something to him I should say: “I don’t know what sort of idea you
associate with this stroke, but it doesn’t interest me unless you show me that
there is a use for the stroke in the kind of calculus in which you wish to use
the word ‘bench’....”
26. The Distinction Between
‘I’ As Subject and As Object: [66-70]
66-67 Distinction between ‘I’ as indicating an object (“My
arm is broken”) and as indicating a subject (“I feel pain”).
67 “The cases of the first
category involve the recognition of a particular person, and there is in these
cases the possibility of an error, or as I should rather put it; The possibility
of an error has been provided for.
The possibility of failing to score has been provided for in a pin game.
On the other hand, it is not one of the hazards of the game that the
balls should fail to come up if I have put a penny in the slot....To ask ‘are
you sure that it’s you who have
pains?’ would be nonsensical. Now,
when in this case no error is possible, it is because the move which we might be
inclined to think of as an error...is no move of the game at all.”
-“To say, ‘I have pain’
is no more a statement about a
particular person than moaning is.”
67-68 Think of words as
instruments characterized by their use, and then think of the use of a hammer,
the use of a chisel, the use of a square, of a glue pot, and of the glue.
(Also, all that we say here can be understood only if one understands
that a great variety of games is played with the sentences of our language.
Giving and obeying orders; asking questions and answering them;
describing an event; telling a fictitious story; telling a joke; describing an
immediate experience; making conjectures about events in the physical world;
making scientific hypotheses and theories; greeting someone, etc., etc.)
-68 When speaking of the
geometric figure,
a/\b
/ c \
/
\
/
\
“we say “A=a’, B=b’, and
c=c”. The first two equalities are
of an entirely different kind from the third).
In “I have pain”, “I” is not a demonstrative pronoun.”
-“The difference between
the propositions ‘I have pain’ and ‘he has pain’ is not that of ‘L.W. has pain’
and ‘Smith has pain’. Rather, it
corresponds to the difference between moaning and saying that someone moans.”
69 “The
use of the word in practice is its
meaning.”
27. Regarding Sense-Data and
Meaning: [70-74 (end)]
70 Regarding sense data: “Queerly
enough, the introduction of this new phraseology has deluded people into
thinking that they had discovered new entities....”
“Now the danger we are in when we
adopt the sense datum notation is to forget the difference between the grammar
of a statement about sense data and the grammar of an outwardly similar
statement about physical objects.”
-71 When I made my
solipsist statement, I pointed, but I robbed the pointing of its sense by
inseparable connecting that which points and that to which it points.
I constructed a clock with all its wheels, etc., and in the end fastened
the dial to the pointer and made it go round with it.
And in this way the solipsist’s “Only this is really seen” reminds us of
a tautology.”
-71-72 “If, however, I
believe that by pointing to that which in my grammar has no neighbour I can
convey something to myself (if not to others), I make a mistake similar to that
of thinking that the sentence “I am here” makes sense to me (and, by the way is
always true) under conditions different from those very special conditions under
which it does make sense. E.g.,
when my voice and the direction from which I speak is recognized by another
person. Again an important case
where you can learn that a word has meaning by the particular use we make of
it.—We are like people who think that pieces of wood shaped more or less like
chess or draught pieces and standing on a chess board make a game, even if
nothing has been said as to how they are to be used.”
73-74 “The meaning of the
expression depends entirely on how we go on using it.
Let’s not imagine the meaning as an occult connection the mind makes
between as word and a thing, and that this connection
contains the whole usage of a word as
the seed might be said to contain the tree.
The kernel of our proposition that
that which has pains or sees or thinks is of a mental nature is only, that the
word ‘I’ in ‘I have pains’ does not denote a particular body, for we can’t
substitute for ‘I’ a description of a body.”
(end)
What is
Wittgenstein doing in the
Blue Book?
Well, what is going on in
The Blue Book?
We have lots of “aphoristic statements!”
Look, today, at: p. 48: “Does a realist pity me more than an idealist or
a solipsist?” What is he asking?
Why is he asking it?
He is,
in part,
teaching a method of philosophizing.
Clearing up philosophic confusion, drawing attention to our ordinary
usages:
-cf.,
p. 23: “What do we call ‘getting to know’ or ‘finding out’…the new expression
misleads us by calling up pictures and analogies which make it difficult for us
to go through with our convention.
And it is extremely difficult to discard these pictures unless we are constantly
watchful; particularly difficult when, in philosophizing, we contemplate what we
say about things.”
-cf.,
p. 17: “Now what makes it difficult for us to take this line of investigation is
our craving for generality.”
-cf.,
pp. 48-57: We’re up against the trouble caused by our way of expression:
--p. 55: “What we did in
these discussions was what we always do when we meet the word ‘can’ in a
metaphysical proposition. We show
that this proposition hides a grammatical rule.
That is to say, we destroy the outward similarity between a metaphysical
proposition and an experiential one....”
--p. 57: “The man who says ‘only
my pain is real’, doesn’t mean to say that he has found out by the common
criteria—the criteria, i.e., which gave our words their common meanings—that the
others who said they had pains were cheating.
But what he rebels against is the use of
this expression in connection with
these criteria.
That is, he objects to using this word in the particular way in which it
is commonly used. On the other
hand, he is not aware that he is objecting to a convention.
He sees a way of dividing the country different from the one used on the
ordinary map. He feels tempted,
say, to use the name ‘Devonshire’ not for the county with its conventional
boundary, but for a region differently bounded.
He could express this by saying: ‘Isn’t it absurd to make
this a county, to draw the boundaries
here?’
But what he says is: ‘The real
Devonshire is this’. We could
answer: ‘What you want is only a new notation, and by a new notation no facts of
geography are changed.’”
-cf.,
p. 18: Philosophy really is ‘purely descriptive.’
But, one wants to know, what
is his [positive] philosophy—what
theses does he offer. To get at
this, let’s first look at what he rejects by contrasting the
Tractatus and the
Blue Book:
A. Contrasting “pictures” of “meaning:”
Tractatus
“picture theory of meaning:”
picture of an artist picturing a
cat sitting on a mat;
each meaningful proposition
having a fixed meaning;
determinate limits to meaning;
a fixed and logical grammar; and
the meanings being independent of
the individuals who use the language, think the thoughts, etc.
In his
The False Prison: A Study of the
Development of Wittgenstein’s Philosophy, David Pears maintains that: “his
early system had been constructed under the guidance of the old idea, that
philosophy penetrates phenomena and reveals their underlying structure.
Its results were, therefore, theories.
At the centre stood the theory that factual sentences are pictures,
produced by putting together the names of simple objects; then there was the
theory that these sentences can be combined with one another in only one way,
truth-functionally, so that the senses of the combinations will depend entirely
on the senses of the sentences that went into them; and, finally, the theory
that anything else that we tired to say in sentences would lack factual sense.
From this it followed that all philosophical theories, including these
three, themselves lacked factual sense, and that was a paradox which could not
be left unexplained.”[6]
Blue Book
picture [meaning as use: 5, 65, 67-68, 73-74]:
Pears cites Wittgenstein
recorded in his conversations in 1931 with Friedrich Waismann, regarding the
transition from his earlier views: “...only in recent years have I broken away
from that mistake.....The wrong conception which I want to object to in this
connection is the following, that we can hit upon something that we today cannot
yet see, that we can discover
something wholly new. That is a
mistake. The truth of the matter is
that we have already got everything, and we have got it actually
present; we need not wait for
anything. We make our moves in the
realm of the grammar of our ordinary language, and this grammar is already
there. Thus we have already got
everything and need not wait for the future.[7]
conventions [p. 24];
no fixed senses or boundaries
[25, 57];
rejection of search for
“substantives.”
Pears notes that “the theory of
meaning offered in the Tractatus is
not the only target of his later criticism.
It is directed against any theory that tries to put meaning on a static
basis. The point is a general one:
all theories of this kind make an impossible demand on the thing that they
choose for the key role in the speaker’s mind, whether it be a picture or a rule
or the flash of understanding produced by an example.
It is not that we fail to find the right instant talisman through lack of
philosophical ingenuity: we cannot find an instant talisman, because there could
not be such a thing. However,
philosophers paper over this impossibility with vague words, because their
theory is not really intended for verification, like a scientific theory, and
its implications are not worked out in detail.”[8]
B. Contrasting “pictures” of metaphysics:”
Tractatus and
the truth in solipsism and realism
[5.64 and 5.62]; simples, analysis, and essences; metaphysical self, value, and
“the mystical.”
Blue Book and
the rejection of idealism, solipsism, realism, behaviorism, and phenomenalism [cf.,
pp. 48-49]; conventions and use; misleading grammar; and family resemblances.
C. Contrasting “pictures” of “thought:”
Tractatus and
thought as entertaining propositions, the metaphysical self and meaning,
picturing, valuing.
Blue Book
against the mind as a “place” [cf.,
pp. 39-41], and against “mental activity” (at least as a single, uniform,
necessary accompaniment; against mental activity as one unique thing.
[1] Ludwig
Wittgenstein,
The Blue
Book, in
The Blue
and Brown Books (N.Y.: Harper and Row, 1958
[posthumously]).
All citations to this work in these
lectures and notes will be accompanied by the
appropriate page number.
The book was dictated by Wittgenstein to
his class at Cambridge in 1933-1943.
Note that emphasis is sometimes added to
passages for pedagogic purposes in this
supplement without other notice!
[2] Formalism
is the view that one may dispense with the
meanings of mathematical statements and regard
them as nothing but strings of formal symbols
within a system.
[3]
Cf.,
Peter Geach, “Plato’s
Euthyphro,”
The
Monist v. 50 (1966), pp. 369-382—he calls
the propensity Wittgenstein is pointing to here
“the Socratic fallacy.
[4] Hanna
Pitkin,
Wittgenstein and Justice (Berkeley: Univ. of
California, 1972), pp. 126-127.
[5] Richard
Brockhaus,
Pulling
Up The Ladder: The Metaphysical Roots of
Wittgenstein’s Tractatus-Logico Philosophicus
(LaSalle: Open Court, 1991), p. 20, footnote.
[6] David
Pears,
The False Prison: A Study of the Development of
Wittgenstein’s Philosophy v. 2 (Oxford:
Oxford U.P., 1988), p.199.
[7]
Ibid.,
p. 205. The citation is from:
Ludwig
Wittgenstein and the Vienna Circle:
Conversations Recorded by Friedrich Waismann,
ed. Brian McGuinness, trans. J. Schulte and B.
McGuinness (Oxford: Blackwell, 1979).
[8]
Ibid.,
p. 209.
File revised on 02/18/2014.