Between 1926 and 1928, the philosopher Ludwig Wittgenstein designed a house for his sister in Vienna (the Kundmanngasse). This book aims to clarify the relation between that house and Wittgenstein’s early philosophy. The starting point of its main argument is a remark from Diktat für Schlick (c. 1932-33) in which Wittgenstein proposes an analogy between ornaments and nonsensical sentences. The attempt to extract from it an account of the relation between the Kundmanngasse and the Tractatus Logico-Philosophicus (1921) leads to the writings of Adolf Loos (whose influence Wittgenstein recognized). The discussion of Loos’s writings suggests that the analogy should be understood, not as one between actual ornaments and nonsensical sentences, but as one between Loos’s and Wittgenstein’s uses of these notions. So understood, it favors the (so-called) resolute reading of the Tractatus and reveals that both Wittgenstein’s use of ‘nonsense’ and Loos’s use of ‘ornaments’ are means to the end of promoting self‐understanding. The book concludes that both the Kundmanngasse and the Tractatus are results of Wittgenstein’s efforts at this kind of self‐understanding. These can be construed as ways of acknowledging our humanity, which in turn can be seen as a unifying element of Wittgenstein’s philosophy.

Vols. for 1969- include a section of abstracts.

The 100th anniversary of the first publication of Wittgenstein’s Tractatus is celebrated by a collection of original papers by well-known experts on various aspects of one of the greatest works of philosophy in the twentieth century.

Global climate change policy has failed us all, but what is the reasoning that underlies this failure? Why are some people more disposed to reflect on confounding issues like climate change, recognise the danger, seek a solution, and act accordingly, more than others? This book is concerned with how we think and act in response to climate change. In particular, faced with deep uncertainty and the multifaceted complexities that characterise the climate change conundrum, how the various actors and institutions involved in the policymaking process make decisions that both aid and impede in the design and implementation of climate change policy. This book focuses on how these actors and institutions frame and use the knowledge available – under conditions of competing ideologies and interests – and synthesise it to form often-disparate mental models, or worldviews, that inspire them to become firm advocates of meaningful climate change action or indeed, sceptics that continue to downplay the threat, and hence the need for urgency. By exploring how we think about climate change and the disparate mental models we hold as a result, this book explores why humankind has thus far failed in its endeavours to solve the climate change problem. This book will be of great interest to students and scholars of climate change, environmental policy and environmental psychology.

This book brings together for the first time two philosophers from different traditions and different centuries. While Wittgenstein was a focal point of 20th century analytic philosophy, it was Hegel’s philosophy that brought the essential discourses of the 19th century together and developed into the continental tradition in 20th century. This now-outdated conflict took for granted Hegel’s and Wittgenstein’s opposing positions and is being replaced by a continuous progression and differentiation of several authors, schools, and philosophical traditions. The development is already evident in the tendency to identify a progression from a ‘Kantian’ to a ‘Hegelian phase’ of analytical philosophy as well as in the extension of right and left Hegelian approaches by modern and postmodern concepts. Assessing the difference between Wittgenstein and Hegel can outline intersections of contemporary thinking.

This research monograph proposes a unified, cross-fertilizing approach for knowledge-representation and modeling based on lattice theory. The emphasis is on clustering, classification, and regression applications. It presents novel tools and useful perspectives for effective pattern classification. The material is multi-disciplinary based on on-going research published in major scientific journals and conferences.

SI 14 provides a rigorous theoretical foundation for the study of information experience, an emerging field within Information Science. With particular focus on information behavior and literacy, it explores the importance and implications of individual user experience through the themes of understanding, meaning, and self.

This is a unique volume by a unique scientist, which combines conceptual, formal, and engineering approaches in a way that is rarely seen. Its core is the relation between ways of learning and knowing on the one hand and different modes of time on the other. Partial Boolean logic and the associated notion of complementarity are used to express this relation, and mathematical tools of fundamental physics are used to formalize it. Along the way many central philosophical problems are touched and addressed, above all the mind-body problem. Completed only shortly before the death of the author, the text has been edited and annotated by the author's close collaborator Harald Atmanspacher.

Preparing to Teach Writing, Fourth Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully at the middle, secondary, and college levels. Research and theory are examined with the aim of informing teaching. Practicing and prospective writing teachers need the information and strategies this text provides to be effective and well prepared for the many challenges they will face in the classroom. Features Current—combines discussions and references to foundational studies that helped define the field of rhetoric and composition, with updated research, theories, and applications Research based—thorough examination of relevant research in education, literacy, cognition, linguistics, and grammar Steadfast adherence to best practices based on how students learn and on how to provide the most effective writing instruction A Companion Website provides sample assignments and student papers that can be analyzed using the research and theory presented in the text.