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The thesis begins with a criticism of the 'theory of meaning' approach to the philosophy of language. It then goes on to establish an account of language understanding in terms of Wittgenstein's comments on rule-following and meaning as use. This characterization is extended to aspects of the philosophy of social science. Inferences are then drawn, on the basis of this extension, as to the overall framework within which empirical social studies should be located. A critical assessment is offered of a specific social scientific theory which is, in some ways, typical of empirical social research. This criticism is followed by a formulation of an alternative approach to empirical questions in the social sciences. The alternative approach is depicted as more sympathetic to the general perspective on social scientific theories outlined earlier.

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Implicit concept mapping (iCmap; Aidman & Egan, 1998), measures: (1) the complexity of conceptual activation, and (2) the degree to which integration is internally consistent. These characteristics describe aspects of both Dual Code theory (DCT; Paivio,1986) and of lexical meaning (Johnson-Laird, 1987). Within the DCT literature, two kinds of representations have been proposed, verbal and nonverbal, and in the case of concrete words both kinds of representations will be activated compared to abstract words, which only have a verbal representation. 40 Participants completed Experiment 1, which aimed to assess degree of conceptual change due to learning. The results revealed no change in performance. 120 Participants completed Experiment 2 with a modified task called, progressive concept mapping (proCmap). The results indicated that concrete nouns had greater consistency between trials relative to abstract nouns, whereas abstract nouns had greater complexity. These results provide confirmatory evidence that proCmap is sensitive to information associated with conceptual structure

La thèse reconstitue un débat entre Hegel et Heidegger à partir de la question sur la constitution du sens. La thèse propose une notion méthodologique de la négativité, qui soutient qu’une détermination conceptuelle est caractérisée par le paradoxe d’être simultanément révélatrice et dissimulant. Le constituant d'un phénomène se dissimule en faveur de l’immédiateté du phénomène constitué. Le rapport de tension entre sens et concept, et donc la confrontation entre Hegel et Heidegger, découle de cette conception de la négativité. Car si elle suppose que le constituant du sens est latent, il faut clarifier comment cette dimension de latence peut être révélée et articulée. Et si la détermination conceptuelle dissimule ce qu'elle révèle, se pose la question si la pensée peut conscientiser et surmonter cette tension inhérente. La dimension latente du sens est-elle une dimension non-conceptuelle ou, à l'inverse, le non-conceptuel est-il incapable d’avoir une portée dans le domaine sémantique? / My thesis maps out a debate between Hegel and Heidegger starting from the question concerning the constitution of meaning. It proposes a methodological notion of negativity, according to which a conceptual determination is characterized by the paradox of being simultaneously revealing and concealing. In other words, the constituent of a phenomenon is concealed in the immediacy of the constituted phenomenon. The tension between meaning and concept, reflected in the dispute between Hegel and Heidegger, arises from this conception of negativity. If the constituent of meaning is latent, it is necessary to clarify how this dimension of latency can be revealed and articulated. And if every conceptual determination conceals what it reveals, the question arises whether thought can become aware of this inherent tension and overcome it. Is the latent dimension of meaning non-conceptual, or is the non-conceptual irrelevant in the semantic domain?

[pt] Esta tese tem por objetivo apresentar, analisar e defender uma solução inferencialista para o assim chamado problema de seguir uma regra. O primeiro capítulo serve como uma introdução. No segundo capítulo, traço as linhas gerais que balizam a discussão ao longo do resto do trabalho: introduzo a ideia de uma teoria do significado e os seus elementos e mostro que ela pode ser uma base sistemática para discussões metafísicas e epistemológicas – com destaque para os temas do realismo e do representacionismo. No terceiro capítulo, abordo em detalhes o problema de seguir uma regra – apresentando uma reconstrução do argumento do Wittgenstein de Kripke (baseando-me em Hattigandi) que conduz à conclusão cética- bem como analiso a viabilidade das possíveis linhas de resposta. No quarto capítulo, apresento o maquinário teórico-conceitual do inferencialismo (baseando-me sobretudo na obra de Brandom); esboço a estrutura geral de uma teoria semântica inferencialista combinando o inferencialismo com duas outras ideias: o normativismo pragmático e o expressivismo lógico. Por fim, no quinto capítulo, enfrento o problema cético de seguir uma regra a partir da perspectiva apresentada no capítulo anterior, e utilizando os elementos introduzido nos outros três capítulos. / [en] In this dissertation I aim to present, analyze, and defend an inferentialist solution to the so-called rule-following problem. The first chapter works as an introduction. The second chapter sets the stage for the discussion throughout the dissertation. After introducing the very idea of a theory of meaning, I show that it can serve as a systematic basis for metaphysical and epistemological discussions – wherein the themes of realism and representationalism take center stage. In the third chapter, I tackle the rule-following problem. More precisely, drawing on Hattiangadi s seminal interpretation, I offer a reconstruction of Kripkenstein s argument leading to the skeptical solution. I also assess the plausibility of the main lines of response to the problem. In the fourth chapter, I introduce the inferentialist theoretical-conceptual machinery inspired by Brandom, drawing the general framework for an inferentialist semantic theory that combines semantic inferentialism with pragmatic normativism and logical expressivism. The final chapter tackles the rule-following problem from the perspective set out in the previous chapter, using at the same time elements brought into play in the other three chapters.

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This diploma thesis is concerned with possible connection between literary theory of Wolfgang Iser and analytic philosophy of language. First of all I introduce analytic linguistic turn in general but the main part of thesis is dedicated to two opposite conceptions of language and interpretaton within the latter period of analytical movement. I want to explore Michael Dummett's and Donald Davidson's dispute over the role of conventions and questions about their indispensability in linguistic communication.Whereas their own opinions converge in view of the fact that influence of society on human thought is radically irreducible, there is great difference between their beliefs in the necessity of conception of rules inherent in social linguistic practice. My aim is to vindicate Davidson's theory of interpretation against Dummett's objections and then continue to discussing Iser's own theory of reading. Particularly I try to demonstrate that Iser's concept of literariness is based on Dummett's philosophical assumptions. In closing the main interest will be to reconsider if Iser's explanation of difference between literature and ordinary speech or document stands up to Davidson's challenge of Iser's entire treatment of linguistic practice. And, namely, if Davidson' philosophy of language can provide an...

Abstract This study is about the meaning of education and the concept of meaning. The main aim is to develop a meta-theoretical object theory of education i.e. a theory about the research object of science of education, one which would be a valid reflection basis both for methodological and meta-theoretical questions of educational scientific research and for general pedagogical discussions. The development is based on the continental tradition of general pedagogy which acknowledges the pedagogical paradox by distinguishing between the concepts of educational influence and Bildung, and sees the need to unite them in the concept of pedagogical action. The basic ideas of general pedagogy are analyzed and explicated using the concepts developed in Greimassian semiotics. For example, the Greimassian core concepts like subject, competence, performance and manipulation offer good reasons for its use also in a pedagogical context. The semiotic theory is modified to make it more suitable for typical pedagogical questions. This is done by making the concept of meaning its basic concept. The aim is to make a dynamic and flexible theory which would better encapsulate an action which utilizes different semiotic systems and transfers from one system to another, like pedagogical action transfers from bio-semiotic communication to language and culture. The concept of meaning is approached firstly by relating it to the concepts of causality and structure. The analysis arrives at a result whereby, in spite of the close connections, the meaning relationship must be differentiated from causal relationships, and that only living beings can have meaning relationships. The meanings are based on the action of organisms and the semiotic competence of organisms is their precondition. Furthermore, the linguistic and cultural meanings of human beings must be distinguished as a special area with special features, like a partial or apparent detachment from immediate action and collectively binding semiotic systems which are changing historically because of people's action. Pedagogical action as a whole can be understood to be a meaningful object, with a deep structure that can be analyzed with semiotic concepts as a tension between the basic values of Nature and Culture. Following the semiotic theory of the generation of meaning, the structure of pedagogical action is analyzed as interaction of subjects who are trying to solve the tension between the basic values. The most important task for the follow-up studies is the continuation of the analysis to the empirical surface of the pedagogical action. / Tiivistelmä Tutkimus käsittelee merkityksen käsitettä ja kasvatuksen merkitystä. Tavoitteena on kehitellä kasvatustieteen metateoreettista kohdeteoriaa, eli sellaista teoriaa kasvatustieteen tutkimuskohteesta, joka voisi toimia pätevänä reflektiopohjana sekä kasvatustieteellisen tutkimuksen metateoreettisissa ja metodologisissa ongelmissa että yleisemminkin pedagogisissa keskusteluissa. Kehittelyn lähtökohdaksi valitaan mannermainen yleisen pedagogiikan perinne, jolle on ominaista ns. pedagogisen paradoksin tunnustaminen, eli kasvattavan vaikuttamisen ja sivistyksen käsitteiden erottaminen ja niiden yhdistämisen vaatimus pedagogisen toiminnan käsitteessä. Yleisen pedagogiikan perusnäkemyksiä pyritään analysoimaan ja täsmentämään Greimasilaisessa semiotiikassa kehitetyn käsitevälineistön avulla. Muun muassa keskeiset subjektin, kompetenssin, performanssin ja manipulaation käsitteet hyvin perustelevat Greimasilaisen semiotiikan valintaa myös pedagogiseen asiayhteyteen. Jotta semioottinen teoria paremmin sopisi pedagogiikalle tyypillisten ongelmien käsittelyyn, on sen teoreettista perustaa kehitetty lähtien merkityksen käsitteestä. Tavoitteena on entistä joustavampi ja dynaamisempi teoria, joka paremmin ylettyy käsittelemään sellaista toimintaa, joka käyttää erilaisia semioottisia järjestelmiä ja siirtyy semioottisesta järjestelmästä toiseen, kuten esimerkiksi pedagogiikassa siirrytään biosemioottisesta kommunikaatiosta kielelliseen ja kulttuuriseen. Merkityksen käsitettä lähestytään suhteuttamalla sitä ensin kausaalisuuden ja rakenteen käsitteisiin. Analyysissä päädytään siihen, että läheisistä yhteyksistä huolimatta merkityssuhde täytyy erottaa kausaalisuhteista ja että merkityssuhteita on olemassa ainoastaan elävillä olennoilla. Merkitykset perustuvat eliöiden toimintaan ja edellyttävät niiltä semioottista kompetenssia. Ihmisen kielelliset ja kulttuuriset merkitykset täytyy edelleen erottaa omaksi erityisalueekseen, jolle ovat ominaisia merkitysten osittainen tai näennäinen irtoaminen välittömästä toiminnasta ja kollektiivisesti sitovat semioottiset järjestelmät, jotka muuttuvat historiallisesti ihmisten toiminnan seurauksena. Pedagoginen toiminta kokonaisuudessaan voidaan ymmärtää merkitykselliseksi kohteeksi, jonka syvärakenteen perinteistä analyysiä voidaan tiivistää semioottisella käsitteistöllä Luonto vs. Kulttuuri -perusarvojen väliseksi jännitteeksi. Edelleen semioottista merkityksen generoitumisen teoriaa seuraamalla päästään analysoimaan pedagogisen toiminnan rakennetta subjektien välisenä vuorovaikutuksena mainitun perusarvojännitteen ratkaisemiseksi. Tärkeimmäksi jatkotutkimuksen aiheeksi jää analyysin eteneminen pedagogisen toiminnan pintarakenteen empiiriseen analyysiin.