Wittgenstein on death

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One of the most unclear passages of Tractatus logico-philosophicus is thesis 6.4311 where Ludwig Wittgenstein (1889–1951) claims: “Death is not an event in life: we do not live to experience death.” These two clauses are spoken to be both an accurate expression of Wittgenstein’s view on death and a symbol of the mystery of death. Commentators on the Tractatus emphasize their vagueness and similarity to Epicurus’s thesis that as long as we exist, death is not present, and when it is present, we are nonexistent. I will question the similarity to Epicurus and claim that Wittgenstein is a transcendental idealist. My analysis of the title sentence shows that according to Wittgenstein death is not an event in life (in the world) because: (1) it is the death of the subject, and the transcendental subject does not belong to the world, (2) the transcendental subject is a condition of the world, so the death of the subject is the end of the world (death is an event that annihilates both the subject and the world). The thesis “death is not an event in life” occurs in the same wording in both the Tractatus and in the Notebooks. In the Notebooks it is accompanied by the sentence “death is not a fact in the world,” while in the Tractatus, we fi nd: “we do not live to experience death.” In both we can read the sentence “at death the world does not alter, but comes to an end.” I will try to analyze the title sentence using those three additional sentences that constitute a negative description of death: death is not a fact in the world, death is not lived through, at death the world does not alter, but comes to an end.

Ireneusz Ziemiński, Idealistic Studies, Volume 37, Issue 1

PHILOSOPHERS as far back as Socrates have spoken about death and what meaning one might give the phenomenon of death. Socrates suggests that death might be a great blessing and not a curse. The entire history of philosophy is packed with discussions of this topic and related topics like the mind/body or the problem of immortality. Theologians have also discussed them but often from a somewhat different perspective. Present philosophers of the so-called analytic tradition have raised some serious and often fatal questions about the intelligibility of such discussions-both those who favour immmortality and those who argue against it. Although it is true that Wittgenstein is greatly but not solely responsible for such a movement in philosophy, it is not at all clear that what he has to say about the intelligibility of such discussions is correctly understood. Anyone familiar with his Lectures and Conversations quickly realizes that Wittgenstein had tremendous difficulties in understanding God-talk and immortality-talk. But it is also clear that he obviously understood what people were saying when they talked God-talk or immortality-talk. On the one hand, he says ‘I think differently, in a different way. I say different things to myself. I have different pictures’.! On the other hand, he says ‘In one sense, I can understand all he says-the English words “God”, “separate”, etc. I understand .. . Being shown all these things, did you understand what this word meant?” I’d say: “Yes and no”. I did learn what it didn’t mean. I made myself understand. I could answer questions, understand questions when they were put in different ways-and in that sense could be said to understand’. There are a number of ways in which God-talk, immortality-talk, or deathtalk can be intelligible. Wittgenstein suggests that the words used are English words and that presumably no syntactical errors are involved and thus what is said is intelligible to that degree. We can add that if one has been brought up in a particular religious persuasion one can understand questions and understand what answers are appropriate and which are not. As Wittgenstein might put it-having been trained in a certain game, one can make the moves that are legitimate in that game. Nonetheless, there is something problematic about this type of discourse and Wittgenstein expresses a number of difficulties with these language-games. It does not follow from this that such language is nonsense it la logical positivism. But if it does have some sense or some meaning, it is imperative that one articulates what that meaning might be. This paper attempts to discuss what Wittgenstein said about death and why he thinks that death has some meaning, that death-talk has a meaning. The contention is that such discourse has existential meaning and as such has a bearing on the meaning of life.

William Bruening, Philosophical studies, 1975, Volume: 25

And a contemporary philosopher, Jeff Mason’s, ruminations on his own mortality: Death and Its Concept and Close Encounters of the Cancer Kind: Is Philosophy a Preparation for Death?

When I grow up I wanna be a . . .

New Orleans is the only place I know of where you ask a little kid what he wants to be and instead of saying “I want to be a policeman,” or “I want to be a fireman,” he says, I want to be a musician”. — Alan Jaffe 

(H/T to Muriel’s)

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A Confederacy of Dunces – quotes and extracts – 23

Suddenly Mrs. Reilly remembered the horrible night that she and Mr. Reilly had gone to the Prytania to see Clark Gable and Jean Harlow in Red Dust. In the heat and confusion that had followed their return home, nice Mr. Reilly had tried one of his indirect approaches, and Ignatius was conceived. Poor Mr. Reilly. He had never gone to another movie as long as he lived (p. 79).

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A pattern theory of self

Another interesting paper by Shaun (OK, I know the image is associated with William’s classic work but I like the image and it’s salient).

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What a Wonderful World: The Magic of Louis Armstrong’s Later Years

A great shout out for Ricky’s book which I’ve been banging on about for a while.

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Sun, Line and the Cave

Plato’s simile of light – the images of the Sun, the Divided Line and the Cave are outlined in the Republic at the close of Book VI and at the beginning of Book VII. The simile of light has attracted a vast literature from Nettleship’s Victorian lectures, down through the work of James Adam, Henry Jackson and A.S. Ferguson’s brilliant series of articles, to the more recent work of Cross and Woozley, Raven, White and Annas. Of course, there are too many shades and possibilities of interpretation to be canvassed fully in such a limited space but I have been influenced at different points by different scholars. I merely put forward the views I hold about the context, functionality and continuity of the three images.

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The simile of light has both a “forward” and a “backward” context. By the forward context I mean that the simile anticipates, and is a metaphorical representation of, the education of the guardians as spelt out by Plato in the remainder of Book VII, after the Cave. And it is through this education that the philosopher will come to know the Form of the Good, the foundation of all value, to be able to govern effectively. So when Socrates presses men to define, what is meant by justice? they resort to characterizing justice in terms of certain just acts. To avoid ethical particularism Socrates needs to abstract from the individual action. So if you claim to know what justice is then presumably you can capture the conditions for justice in a definitional claim. Socrates thus appeals to a universalizability, i.e. the Form of Justice or any other virtue which ultimately participates in the one great universal, the Good. Just as the Sun provides a teleological picture of the world (Rees 1965: xxxv) so too by analogy, consciously or unconsciously, does man participate in the Good. This is reiterated lucidly by Boyd (1922: 128) when he says that ‘in effect that what justice or any other virtue is, we must see it in its relations to life as a whole’.

Now to the “backward” context. Plato does say what the Form of the Good is not – it is not pleasure and it is not knowledge. The point is: can he reasonably assume that there is such a thing, given the metaphysical arguments of the Republic so far? It’s the metaphysical role of the Form of the Good that’s primarily important to Plato. He feels the need for an ultimate explanatory principle – and the Form of the Good fits the bill. There is the temptation to view the Form of the Good as omni-explanatory (Cross and Woozley 1964: 183 cite Cherniss as commending the theory for its philosophical economy), a framework for a kind of theodicy or impersonal God. The Form of the Good “only explains the existence of goodness wherever goodness occurs”. The Form of the Good is the principle of reality, since goodness and reality are interrelated, and is fundamental to any attempt to making the world intelligible. Plato is thus committed to the idea that there is no difference of ultimate nature between facts and values in the world: goodness and values are just as real or indeed more real than other things. Just as the sun provides light, the intermediary between the eye and its object, so the Good provides the intermediary between the mind and its object, thereby making knowledge possible. The Line further illustrates this relation between the two orders of reality, the visible and the intelligible, but from a cognitive point of view – the states of mind in which one apprehends.

That the sun is primarily metaphysical in purpose is the least contentious of the three similes’ interpretations. The Sun is the child of the Good (508b) occupying in the visible world a position analogous to that of the Form of the Good in the world of Forms. Without the Good other Forms would not be known. Further, all the universals whether they be moral properties or mathematical entities (perfect virtue, perfect circles etc.) necessarily exist even independently of any particulars to exemplify them. The Good by analogy with the Sun is the source not only of their intelligibility, “but also of their being and reality; yet it is not itself that reality, but is beyond it, and superior to it in dignity and power” (509b). Likewise “the Sun . . . not only makes the things we see visible, but causes the processes of generation, growth and nourishment, without itself being such a process.”

I do need to reiterate that Plato does not suggest that the Idea of the Good provides a complete explanation of the entire universe, comprising both the intelligible and sensible realms, recalling the comments on the omni-explanatory function of the Form of the Good in the previous section. Cross and Woozley (1964: 183) make this point that the “completely real” world of Forms cannot deny the “semi-real” world of our banal reality. It is a common inference that because Plato constructs only one line, i.e. a common scale, that its segments represent a progression through its four stages. This orthodoxy (Nettleship 1901: 238-258) emphasizes this progression or “passing” that the mind needs to go through. Ferguson (1921: 147-150) refutes the view arising from the assumption of the Line’s being an exhaustive classification by maintaining that the Line is a continuation of the Sun simile (indeed as Plato says at 509c) whereby the Line simile is an illustration of “how two successive methods of studying the intelligible may lead to knowledge of that transcendent Good, still using the convenient symbolism of the visible” (Ferguson 1921:136), highlighting the contrast between the two methods of mathematics and philosophy, represented in the two upper segments.

Sifu G.K. Khoe

The world of Wing Chun has lost one of its greats. Sifu was a very modest man and averse to any form of self-promotion. I feel privileged to have been a student of his – his style was marked by great precision and any lack of artifice. He always brought a smile to my face in class when employing some amusing (at least to me) analogy to try and get a point across.

Dr. G.K. Khoe was a slender very fit Chinese who was brought up in Indonesia. He was on a one year sabbatical leave from a Dutch University to do some chemical engineering research at UBC. His strong scientific background put an engineering perspective on all that he taught. He mentioned that the traditional teaching from his teacher Wong Kiu (often written Wang Kiu) was not quite as organized but Wong Kiu allowed him to ask thousands of questions to bring all the details of the art. Wong Kiu’s method concentrated on chi sau. He wanted the student feel what to do. He would correct you on the spot during the dynamic action, which Dr. Khoe described as trying to play with an octopus with eight arms attacking you. Wong Kiu was so rooted that he was impossible to move. Later one of my large 240 pound police officer students said the same about Dr. Khoe. (quote from here)