Wittgenstein and the Creativity of Language 2016
DOI: 10.1057/9781137472540_1
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The Good, the Bad and the Creative: Language in Wittgenstein’s Philosophy

Abstract: This introductory chapter presents the reader with various ways of approaching the topic 'Wittgenstein and the creativity of language'. It is argued that any serious account of the questions arising from this joint consideration of, on the one hand, this great genius of philosophy and, on the other, the varieties of speech, text, action and beauty which go under the heading 'the creativity of language' will have to appreciate the potential of both, in terms of breadth as well as depth. First, the chapter point… Show more

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“…These are insights deriving as much from the concepts and terminology Wittgenstein developed 3 (seeMedby, 2019a) as from the ways in which he did so: in other words, Wittgenstein's own language-use.Wittgenstein's style of writing is influenced by his analytical training, characterised by brief aphorisms and sequentially numbered paragraphs. However, in PI these short sections vary between a seemingly explanatory tone and rhetorical questions(Grève & Mácha, 2016): 'the form of a conversation between multiple voices -voices that are rarely clearly identified or demarcated'(Stern, 2017, p. 43; see alsoCavell, 1999). The latter is perhaps reminiscent of exchanges between peers or between tutor and student.…”
mentioning
confidence: 99%
“…These are insights deriving as much from the concepts and terminology Wittgenstein developed 3 (seeMedby, 2019a) as from the ways in which he did so: in other words, Wittgenstein's own language-use.Wittgenstein's style of writing is influenced by his analytical training, characterised by brief aphorisms and sequentially numbered paragraphs. However, in PI these short sections vary between a seemingly explanatory tone and rhetorical questions(Grève & Mácha, 2016): 'the form of a conversation between multiple voices -voices that are rarely clearly identified or demarcated'(Stern, 2017, p. 43; see alsoCavell, 1999). The latter is perhaps reminiscent of exchanges between peers or between tutor and student.…”
mentioning
confidence: 99%