This monograph examines the private annotations that Ludwig Wittgenstein made to his copy of G.H. Hardy’s classic textbook, A Course of Pure Mathematics. Complete with actual images of the annotations, it gives readers a more complete picture of Wittgenstein’s remarks on irrational numbers, which have only been published in an excerpted form and, as a result, have often been unjustly criticized. The authors first establish the context behind the annotations and discuss the historical role of Hardy’s textbook. They then go on to outline Wittgenstein’s non-extensionalist point of view on real numbers, assessing his manuscripts and published remarks and discussing attitudes in play in the philosophy of mathematics since Dedekind. Next, coverage focuses on the annotations themselves. The discussion encompasses irrational numbers, the law of excluded middle in mathematics and the notion of an “improper picture," the continuum of real numbers, and Wittgenstein’s attitude toward functions and limits.

Spanning the period between Wittgenstein's return to Cambridge in 1929 and the first version of Philosophical Investigations in 1936, Piotr Dehnel explores the middle stage in Ludwig Wittgenstein's philosophical development and identifies the major issues which engrossed him, including phenomenology, philosophy of mathematics and philosophy of language. Contrary to the dominant perspective, Dehnel argues that this period was intrinsically different from the early and late stages and should not be viewed as a mere transitional phase. The distinctiveness of Wittgenstein's middle work can be seen in his philosophical thinking as it unfolds in a non-linear trajectory: thoughts do not follow upon each other, ideas do not appear sequentially one by one, and insights do not form a straight chain. Dehnel portrays the diffused and multifarious quality of Wittgenstein's middle thinking, enabling readers to form a more comprehensive view of his entire philosophy and acquire a better grasp of his conceptual trajectory, complete with the intricacies and challenges that it poses.

This volume deals with the connection between thinking-and-speaking and our form(s) of life. All contributions engage with Wittgenstein’s approach to this topic. As a whole, the volume takes a stance against both biological and ethnological interpretations of the notion "form of life" and seeks to promote a broadly logico-linguistic understanding instead. The structure of this book is threefold. Part one focuses on lines of thinking that lead from Wittgenstein’s earlier thought to the concept of form of life in his later work. Contributions to part two examine the concrete philosophical function of this notion as well as the ways in which it differs from cognate concepts. Contributions to part three put Wittgenstein’s notion of form of life in perspective by relating it to phenomenology, ordinary language philosophy and problems in contemporary analytic philosophy.

WITTGENSTEIN AND EDUCATION Wittgenstein’s later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum ‘delivery’. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein’s importance for education.

This book uses Ludwig Wittgenstein’s philosophical methodology to solve a problem that has perplexed thinkers for thousands of years: 'how come (abstract) mathematics applies so wonderfully well to the (concrete, physical) world?' The book is distinctive in several ways. First, it gives the reader a route into understanding important features of Wittgenstein’s writings and lectures by using his methodology to tackle this long-standing and seemingly intractable philosophical problem. More than this, though, it offers an outline of important (sometimes little-known) aspects of the development of mathematical thought through the ages, and an engagement of Wittgenstein’s philosophy with this and with contemporary philosophy of mathematics on its own terms. A clear overview of all this in the context of Wittgenstein’s philosophy of mathematics is interesting in its own right; it is also just what is needed to solve the problem of mathematics and world.

This book offers a critical update of current Wittgenstein research on the Tractatus logico-philosophicus (TLP) and its relation to the Vienna Circle. The contributions are written by renowned Wittgenstein scholars, on the occasion of the "Wittgenstein Years" 1921/1922 with a special focus on its origin, reception, and interpretation then and now. The main topic is the mutual relation between Wittgenstein and the Vienna Circle (esp. Schlick, Waismann, Carnap, Gödel), but also Russell and Ramsey. In addition, included in this volume are new studies on Wittgenstein's life and work, on the philosophy of the TLP, and on the Wittgenstein family in philosophical and historical context. Furthermore, unpublished documents on Wittgenstein and Waismann from the archives are provided in form of edited and commented primary sources. As per the book series' usual format, a general part of this Yearbook covers a study on Neurath's economy as well as reviews of related publications.

This book provides a survey of a number of the major issues in the philosophy of mathematics, such as ontological questions regarding the nature of mathematical objects, epistemic questions about the acquisition of mathematical knowledge, and the intriguing riddle of the applicability of mathematics to the physical world. Some of these issues go back to the nascent years of mathematics itself, others are just beginning to draw the attention of scholars. In addressing these questions, some of the papers in this volume wrestle with them directly, while others use the writings of philosophers such as Hume and Wittgenstein to approach their problems by way of interpretation and critique. The contributors include prominent philosophers of science and mathematics as well as promising younger scholars. The volume seeks to share the concerns of philosophers of mathematics with a wider audience and will be of interest to historians, mathematicians and philosophers alike.

This volume presents different conceptions of logic and mathematics and discuss their philosophical foundations and consequences. This concerns first of all topics of Wittgenstein's ideas on logic and mathematics; questions about the structural complexity of propositions; the more recent debate about Neo-Logicism and Neo-Fregeanism; the comparison and translatability of different logics; the foundations of mathematics: intuitionism, mathematical realism, and formalism. The contributing authors are Matthias Baaz, Francesco Berto, Jean-Yves Beziau, Elena Dragalina-Chernya, Günther Eder, Susan Edwards-McKie, Oliver Feldmann, Juliet Floyd, Norbert Gratzl, Richard Heinrich, Janusz Kaczmarek, Wolfgang Kienzler, Timm Lampert, Itala Maria Loffredo D'Ottaviano, Paolo Mancosu, Matthieu Marion, Felix Mühlhölzer, Charles Parsons, Edi Pavlovic, Christoph Pfisterer, Michael Potter, Richard Raatzsch, Esther Ramharter, Stefan Riegelnik, Gabriel Sandu, Georg Schiemer, Gerhard Schurz, Dana Scott, Stewart Shapiro, Karl Sigmund, William W. Tait, Mark van Atten, Maria van der Schaar, Vladimir Vasyukov, Jan von Plato, Jan Woleński and Richard Zach.

Chapters “Turing and Free Will: A New Take on an Old Debate” and “Turing and the History of Computer Music” are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.

This volume in the St Andrews series contains a collection of essays from leading authors regarding the work of Elizabeth Anscombe, in particular issues in mind and metaphysics, and can be considered a partner work to 2016's The Moral Philosophy of Elizabeth Anscombe (also published by Imprint Academic Ltd.).