By Bob Hale, Crispin Wright
Written via a world meeting of major philosophers, this quantity offers a survey of latest philosophy of language. in addition to offering a synoptic view of the foremost concerns, figures, ideas and debates, every one essay makes new and unique contributions to ongoing debate. issues coated comprise: rule following, modality, realism, indeterminacy of translation, inscrutability of reference, names and inflexible vacation spot, Davidson's application, which means and verification, purpose and conference, radical interpretation, tacit wisdom, metaphor, causal theories of semantics, items and standards of id, theories of fact, strength and pragmatics, essentialism, demonstratives, reference and necessity, id, that means and privateness of language, vagueness and the sorites paradox, holisms, propositional attitudes, analyticity.
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Extra info for A Companion to the Philosophy of Language (Blackwell Companions to Philosophy)
But it is now pretty clear that the condition is not sufficient. 37 From the beginning of all Davidson's speculations, however, shaped as they were by Quine's Word and Object, the correct solution to this problem was always at hand. " If the interpreter of the utterance of a sentence is to say what it means, then he has to find out under what conditions the sentence, being the sentence it is, counts as true. To say so much is to say little more than Frege said. The next thought one will have, however, is less Fregean.
If I know an instance of this biconditional for every sentence in L which has an assertoric use, and I know it compositionally - through a grasp of the semantic value of the terms from which it is formed - then I have a complete grasp of L's assertoric power. So there seems to be no need to appeal to an account of the assertion conditions of sentences in L to account for the assertoric uses to which L may be put. The truthconditional theory itself, so far as we have sketched it, seems consistent with the priority thesis.
P. 54) Now if the use of language is what cannot be taught, and meaning is use, one might conclude that meaning cannot be taught. But Wittgenstein only says that in a certain sense it cannot be taught. What does he mean? Any rule or instruction given for the use of a word must be given in language, understood broadly to cover all signs. Signs can only convey meaning if at some point there is a natural uptake of how they are being used. It is that natural uptake which cannot be taught - it is a condition of the possibility of teaching a language to someone that teacher and pupil share it.