Standish, P;
(2018)
“Nothing but sounds, ink-marks”—Is nothing hidden? Must everything be transparent?
Yearbook of the Danish Philosophy Association
, 51
(1)
pp. 71-91.
10.1163/24689300-05101006.
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Abstract
Is there something that lies beneath the surface of our ordinary ways of speaking? Philosophy sometimes encourages the all-too-human thought that reality lies just outside our ordinary grasp, hidden beneath the surface of our experience and language. The present discussion concentrates initially on a few connected paragraphs of Wittgenstein’s Philosophical Investigations (particularly ##431-435). Wittgenstein leads the reader to the view that meaning is there in the surface of the expression. Yet how adequate is Wittgenstein’s treatment of the sounds and ink-marks, the materiality of the sign? With some reference to Emerson, Stanley Cavell, and Jacques Derrida, my discussion explores how far a more adequate account of the sign can coincide with the claim that nothing is hidden. It exposes phony obsessions with transparency, which in a culture of accountability have had a distorting effect on education and the wider social field. It endorses confidence in the reality of ordinary words.
Type: | Article |
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Title: | “Nothing but sounds, ink-marks”—Is nothing hidden? Must everything be transparent? |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1163/24689300-05101006 |
Publisher version: | https://doi.org/10.1163/24689300-05101006 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Language, reality, expression, Wittgenstein, Emerson, Cavell, Derrida |
UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
URI: | https://discovery.ucl.ac.uk/id/eprint/10078828 |
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