Texte remanié de: Diss.--Universität Gesamthochschule Essen, 1995. / Bibliogr. p. 189-192. Index.

This thesis discusses the idea of certainty in Wittgenstein's On Certainty and various interpretations of this text. Many deny a relativist reading of Wittgenstein because they think such reading fails to achieve Wittgenstein's goal, which is refuting skepticism. This thesis suggests the possibility of maintaining the certainty of our notion of truth while at the same time being open to the metaphysical possibility of relativism.

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王啓義. / 手稿本(cops. 2 & 3 複印本) / Thesis (M.A.)--香港中文大學硏究院哲學學部. / Shou gao ben (cops. 2 & 3 fu yin ben) / Includes bibliographical references: leaves 211-216. / Wang Qiyi. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan zhe xue xue bu. / 簡寫表 --- p.i / 序言 --- p.ii / 總述 --- p.iv / Chapter 第I篇 --- 維根斯坦的語言觀 / Chapter 第1章 --- 早期維根斯坦的語言理論 / Chapter 1.1 --- 概述 --- p.1 / Chapter 1.2 --- 對象 --- p.4 / Chapter 1.3 --- 基本命題 --- p.10 / Chapter 1.4 --- 《論叢》語言理論的基本假定 --- p.15 / Chapter 1.41 --- 基本假定的思想根源──費里格和羅素 --- p.16 / Chapter 1.42 --- 四個基本假定 --- p.25 / Chapter 1.5 --- 圖像論 --- p.33 / Chapter 1.6 --- 真值函元篇 --- p.43 / Chapter 1.7 --- 總結 --- p.48 / Chapter 第2章 --- 後期維根斯坦的語言觀 / Chapter 2.1 --- 概述 --- p.50 / Chapter 2.2 --- 《論叢》批判 --- p.52 / Chapter 2.21 --- 對意義確定性的批評 --- p.53 / Chapter 2.22 --- 對分析和單純的批評 --- p.56 / Chapter 2.3 --- 語言遊戲 --- p.61 / Chapter 2.31 --- 一個新的進路 --- p.61 / Chapter 2.32 --- 脈絡和意義 --- p.65 / Chapter 2.4 --- 語言規則 --- p.71 / Chapter 2.41 --- 語言遊戲和規則 --- p.78 / Chapter 2.42 --- 文法規則和烹飪學規則 --- p.84 / Chapter 2.5 --- 對語言有何本質？的總結性回答 --- p.89 / Chapter 第II篇 --- 維根斯坦的後設哲學 / Chapter 第3章 --- 早期維根斯坦的後設哲學 / Chapter 3.1 --- 概述 --- p.94 / Chapter 3.2 --- 語言的界限 --- p.98 / Chapter 3.21 --- 可說的總和──科學命題的總和 --- p.98 / Chapter 3.22 --- 不可說的東西 --- p.101 / Chapter 3.3 --- 哲學批判 --- p.107 / Chapter 3.31 --- 哲學命題──悖謬 --- p.107 / Chapter 3.32 --- 哲學問題──偽似問題 --- p.110 / Chapter 3.4 --- 作為語言批判的哲學 --- p.115 / Chapter 3.41 --- 《論叢》哲學觀的核心論點 --- p.115 / Chapter 3.42 --- 語言批判 --- p.117 / Chapter 3.43 --- 哲學的正確方法 --- p.121 / Chapter 3.5 --- 釐清和評估 --- p.123 / Chapter 3.51 --- 早期維根斯坦反形上學嗎? --- p.123 / Chapter 3.52 --- 一個本質主義的錯誤 --- p.127 / Chapter 3.53 --- 早期維根斯坦的洞見 --- p.132 / Chapter 第4章 --- 後期維根斯坦的後設哲學 / Chapter 4.1 --- 對早期的反省 --- p.141 / Chapter 4.2 --- 哲學困惑的根源 --- p.145 / Chapter 4.21 --- 哲學困惑與表面深層文法的區分 --- p.147 / Chapter 4.22 --- 哲學困惑和文法經驗命題的區分 --- p.156 / Chapter 4.3 --- 哲學是治療困惑 --- p.169 / Chapter 4.4 --- 新方法 --- p.175 / Chapter 4.5 --- 誤解和辨正 --- p.181 / Chapter 4.51 --- 哲學探究──概念探究 --- p.182 / Chapter 4.52 --- 誤用與形上學語言遊戲 --- p.186 / Chapter 4.53 --- 哲學分析與系統性語言理論 --- p.193 / Chapter 4.6 --- 失落了問題 --- p.198 / 附註 --- p.202 / 參考書目 --- p.211

陳啓恩. / 據手稿本複印. / Thesis (M.A.)--香港中文大學, 1988. / Ju shou gao ben fu yin. / Includes bibliographical references: leaves 86-88. / Chen Qi'en. / Thesis (M.A.)--Xianggang Zhong wen da xue, 1988. / 前言 / Chapter 第一章 --- 維根斯坦的前期哲學──作為了解他的後期哲學的背景 --- p.3 / Chapter 第二章 --- 維根斯坦對前期哲學的批判 --- p.25 / Chapter 第三章 --- 維根斯坦的語言工具觀 --- p.46 / Chapter 第四章 --- 維根斯坦的心靈哲學 --- p.58 / Chapter 第五章 --- 維根斯坦的哲學觀與方法論 --- p.77 / 註釋 --- p.83 / 參考資料 --- p.86

李少芬 = On Wittgenstein's conception of 'Form of life' and its implications on the problems of foundation of rationality / Lee Siu-fan. / 論文(神學碩士) -- 香港中文大學硏究院哲學學部, 1997. / 參考文獻: leaves [94-100]. / Li Shaofen = On Wittgenstein's conception of 'Form of life' and its implications on the problems of foundation of rationality / Lee Siu-fan. / 撮要 / 體例說明與略語表 / Chapter 1. --- 引言 --- p.1 / Chapter 1.1 --- 目標與方法 --- p.1 / Chapter 1.2 --- 論旨 --- p.4 / Chapter 1.2.1 --- 「生命形式」的意義 --- p.4 / Chapter 1.2.2 --- 「生命形式」在維根斯坦哲學中的位置 --- p.8 / Chapter 1.2.3 --- 「生命形式」的現代哲學意涵 --- p.9 / Chapter 1.3 --- 全文結構 --- p.10 / Chapter 2. --- 維根斯坦的「生命形式」 --- p.11 / Chapter 2.1 --- 維根斯坦生平及哲學簡介 --- p.11 / Chapter 2.2 --- 「生命形式」槪念之提出 --- p.13 / Chapter 3. --- 語言遊戲´ؤ´ؤ語言的實踐性質 --- p.17 / Chapter 3.1 --- 奧古斯丁的語言觀 --- p.17 / Chapter 3.2 --- 維根斯坦的批評 --- p.19 / Chapter 3.2.1 --- 全面性 --- p.19 / Chapter 3.2.2 --- 基本性 --- p.20 / Chapter 3.3 --- 語言的實踐性質與「生命形式」槪念 --- p.24 / Chapter 4. --- 遵從規則´ؤ´ؤ語言的建構條件 --- p.27 / Chapter 4.1 --- 序言：規則問題的背景 --- p.27 / Chapter 4.2 --- 規則的產生條件 --- p.30 / Chapter 4.2.1 --- 規則的詮釋 --- p.32 / Chapter 4.2.2 --- 何謂依據規則行事？ --- p.37 / Chapter 4.2.3 --- 對規則特性的解釋 --- p.40 / Chapter 4.3 --- 遵從規則與「生命形式」的關係 --- p.42 / Chapter 5. --- 論確定性´ؤ´ؤ証立的文法與理性基礎 --- p.44 / Chapter 5.1 --- 序言：摩爾的論証 --- p.44 / Chapter 5.2 --- 《論確定性》簡介 --- p.48 / Chapter 5.3 --- 用法與應用情境：兩種哲學方法 --- p.49 / Chapter 5.3.1 --- 否定法 --- p.49 / Chapter 5.3.2 --- 語境治療法 --- p.50 / Chapter 5.4 --- 語言系統 --- p.52 / Chapter 5.4.1 --- 語言的自主性 --- p.54 / Chapter 5.4.2 --- 命題的不同角色 --- p.59 / Chapter 5.5 --- 基要命題的特性 --- p.62 / Chapter 5.5.1 --- 基要命題的眞實性：証立的文法與行動的首要性 --- p.62 / Chapter 5.5.2 --- 基要命題的系統性 --- p.70 / Chapter 5.5.3 --- 基要命題的來源與轉變 --- p.71 / Chapter 5.6 --- 基要命題、確定性與「生命形式」 --- p.77 / Chapter 6. --- 總論：「生命形式」與理性基礎 --- p.79 / Chapter 6.1 --- 「生命形式」在維根斯坦哲學中的角色 --- p.79 / Chapter 6.2 --- 「生命形式」對理性基礎問題的啓發 --- p.86 / Chapter 6.2.1 --- 描述事實：人類理性的運作 --- p.86 / Chapter 6.2.2 --- 中止論述：哲學最終只能止於描述 --- p.87 / Chapter 6.3 --- 結語 --- p.91 / 參攷書目

This thesis aims to analyze the similarity of the change in Nietzsches and Wittgensteins approaches to the meaning of life. The main argument is that their approach to the meaning of life changed from a metaphysical perspective to an anti-metaphysical one. Nietzsche gave a metaphysical interpretation of the meaning of life in the Birth of Tragedy. In this book Nietzsche conceived of Ancient Greek culture as the ideal culture since it was the product of the union of the two artistic deities: Apollo and Dionysus. This Primordial Unity (Ur-Eine), for Nietzsche, was the metaphysical essence of the world and the meaning of life was to be found in this unity. Nietzsche, later, with his new preface to the Birth of Tragedy called An Attempt at a Self-Criticism and Human All Too Human, criticized his earlier metaphysical approach to the meaning of life and shifted to an anti-metaphysical perspective. Wittgenstein had a similar shift in his thought. The Tractatus was written to explore the nature of reality and the world, and explain the relationship between the world and language. The Tractatus gave a metaphysical explanation of the nature of reality by dividing it into two levels, the world the lower and the mystical the higher. Logic, ethics, aesthetics and religion are the mystical which is the scaffolding of the world. Language, on this view, can only state the worldtotality of facts and cannot state what is higher. Ethics is about the meaning of life thus the meaning of life is higher and cannot be attained within the limits of this world. Later Wittgenstein in Philosophical Investigations argued against this metaphysical interpretation of the meaning of life. From an anti-metaphysical point of view, Wittgenstein argued that the meaning of life can be found within the limits of this world.

This thesis aims to analyze the similarity of the change in Nietzsches and Wittgensteins approaches to the meaning of life. The main argument is that their approach to the meaning of life changed from a metaphysical perspective to an anti-metaphysical one. Nietzsche gave a metaphysical interpretation of the meaning of life in the Birth of Tragedy. In this book Nietzsche conceived of Ancient Greek culture as the ideal culture since it was the product of the union of the two artistic deities: Apollo and Dionysus. This Primordial Unity (Ur-Eine), for Nietzsche, was the metaphysical essence of the world and the meaning of life was to be found in this unity. Nietzsche, later, with his new preface to the Birth of Tragedy called An Attempt at a Self-Criticism and Human All Too Human, criticized his earlier metaphysical approach to the meaning of life and shifted to an anti-metaphysical perspective. Wittgenstein had a similar shift in his thought. The Tractatus was written to explore the nature of reality and the world, and explain the relationship between the world and language. The Tractatus gave a metaphysical explanation of the nature of reality by dividing it into two levels, the world the lower and the mystical the higher. Logic, ethics, aesthetics and religion are the mystical which is the scaffolding of the world. Language, on this view, can only state the worldtotality of facts and cannot state what is higher. Ethics is about the meaning of life thus the meaning of life is higher and cannot be attained within the limits of this world. Later Wittgenstein in Philosophical Investigations argued against this metaphysical interpretation of the meaning of life. From an anti-metaphysical point of view, Wittgenstein argued that the meaning of life can be found within the limits of this world.

This thesis analyses some ways in which Ludwig Wittgenstein's later philosophy can make a valuable contribution to the current re-evaluation of the concept of method within postmethod pedagogy. First, the emergence and development of Communicative Language Teaching (CLT) is traced in order to reveal the ways in which theorists’ and practitioners’ understandings of language, the learner, and language learning have influenced practice in three developmental phases of CLT. The analysis then integrates the concepts of Sprachspiel (language-game), Lebensform (forms of life), and Regelfolgen (rule following) from Wittgenstein's Philosophische Untersuchungen into the theoretical assumptions implicit in CLT to produce a model which fosters reflection upon the concepts of language, the learner and language learning in light of the postmethod pedagogic parameters of particularity, practicality, and possibility. This consideration and integration of Wittgensteins's perspective not only promotes a deeper understanding of the theoretical underpinnings of CLT, but also seeks to initiate a re-conceptualization of CLT as a postmethod pedagogy by reflecting upon historical understandings of language, language learners, and language learning and by redefining these core concepts. The analysis culminates in the creation of a table that outlines the concepts of language, language learners, and language learning within a postmethod conceptualization of CLT using combined insights from CLT, postmethod pedagogy, and Wittgenstein’s concepts of Sprachspiel, Lebensform, and Regelfolgen.