Frontispiece Preface Abbreviations 1. Introduction 2. The psychological foundations 3. The nature of language 4. Some linguistic concepts 5. Epistemology and language 6. Logic and language 7. Critique of language 8. An application of the critique of language: intellectual historiography 9. Mauthner and linguistic philosophy Appendix: Life of Fritz Mauthner Bibliographical details of Mauthner's philosophical works Index.

Mauthner's Critique of language

On the Abhidharma ontology

Closed Spaces: Beckett and Confinement

Author(s): Born, Erik Christopher | Advisor(s): Largier, Niklaus | Abstract: “Going wireless” involves not only the elimination of wires but also the production of electromagnetic waves, a realization that had far-reaching implications for the cultural logics of German modernity. As a media archaeology of wirelessness, this dissertation situates the “discovery” of electromagnetic radiation and the “invention” of wireless transmission in a richer field of scientific, experimental, and aesthetic relations during the early and pre-history of national broadcasting. Before wireless transmission came to be synonymous with the mass distribution medium of radio or even the long-distance communication medium of wireless telegraphy, it was at the center of speculation about a variety of possible wireless futures. Understanding the rhetoric of the new media of radio and wireless telegraphy in the first chapter opens onto questions of continuity and change in the longue duree of the second chapter. The insights gained from this comparison of pre-modern cultural techniques and modern electronic technologies are crucial for understanding the “discovery” of electromagnetic radiation and the “invention” of wireless telegraphy examined in the third and fourth chapters with a focus on the immediate pre-history of national broadcasting in the late nineteenth and early twentieth century. The significance of this pre-historical period and the contingency of national broadcasting in the mid-twentieth century arguably only became apparent with the revival of wireless transmission at the turn of the twenty-first century, as the fifth chapter makes evident. As a contribution to the early and pre-history of national broadcasting, this dissertation suggests a new way of thinking about the order of wirelessness, from “wireless” as synonymous with the communication medium of telegraphy or the distribution medium of radio, to “wireless” as electromagnetic radiation and a medium of experimentation.

https://escholarship.org/content/qt9qs9703w/qt9qs9703w.pdf?t=odi0e0

Sparks to Signals: Literature, Science, and Wireless Technology, 1800-1930

Ludwig Wittgenstein's 'Tractatus Logico-Philosophicus' is one of the most important books of the twentieth century. It influenced philosophers and artists alike and it continues to fascinate readers today. It offers rigorous arguments but clothes them in enigmatic pronouncements. Wittgenstein himself said that his book is 'strictly philosophical and simultaneously literary, and yet there is no blathering in it'. This introduction, first published in 2005, considers both the philosophical and the literary aspects of the 'Tractatus' and shows how they are related. It also shows how the work fits into Wittgenstein's philosophical development and the tradition of analytic philosophy, arguing strongly for the vigour and significance of that tradition.

Wittgenstein's Tractatus: An Introduction

This dissertation reconceives curriculum through an historical approach that employs Ludwig Wittgenstein’s later philosophy. Curriculum is more than the knowledge taught in school. Curriculum, as I a theorist conceives it, is concerned with the broader intellectual and ideological ways a society thinks about education. Hence, the current school curriculum’s focus on specific learning outcomes offers a limited view of the knowledge fashioned by a society, thereby offering an intellectual and social history that is highly selective. Wittgenstein’s concept of “language-games” offers curricularists a way to re-include some of these stories. The concept of curriculum emerges at the end of the Renaissance from Peter Ramus’s refinement of the art of dialectic into a pedagogical method of logic. The modern curriculum field arose at the end of the nineteenth century as educators sought to further refine the remnants of scholasticism’s pedagogical practices by employing “social efficiency” and scientific management to more effectively organize American education. Social efficiency and scientific management became the underlying premises of Ralph Tyler’s (1949) rationalization of the school curriculum. During the nineteen seventies, curriculum theorists began disrupting Tyler’s rational foundations by reconceptualizing curriculum using philosophies and theories developed outside of education to alter the language used to describe education. I use Wittgenstein’s later philosophy to further disrupt the school curriculum’s rational underpinnings. Wittgenstein maintains that knowing does not require some internal or external authority, thereby rejecting the empirical and logical foundations of knowledge that underlie Western education. Using a Wittgenstein approach suggests that

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Mauthner's Critique of language

Citations

On the Abhidharma ontology

Closed Spaces: Beckett and Confinement

Sparks to Signals: Literature, Science, and Wireless Technology, 1800-1930

Wittgenstein's Tractatus: An Introduction

Reconceiving curriculum: an historical approach

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Samuel Beckett, Fritz Mauthner, and the Limits of Language

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