| | | | |
⌊⌊
1 Augustinus, in
[den|the]
Confession[en|s]
I/8:
[c|C]um
(majores homines) appellabant rem aliquam, et cum secundum eam
vocem corpus ad aliquid movebant, videbam, et tenebam hoc ab eis
vocari rem illam, quod sonabant, cum eam vellent ostendere.
Hoc autem eos velle ex motu corporis aperiebatur:
tamquam verbis naturalibus omnium gentium, quae fiunt vultu et nutu
oculorum, ceterorumque membrorum actu, et sonitu vocis indicante
affectionem animi in petendis, habendis, rejiciendis,
faciendisve
rebus. Ita verba in variis sententiis locis suis posita,
et crebro audita, quarum rerum signa essent, paulatim colligebam,
measque jam voluntates, edomito in eis signis ore, per haec
enuntiabam.⌋⌋ 1
In these words we
– it seems to
me – ⌊⌊In these words we are given, it seems to
me,⌋⌋ a definite picture of the nature of human
language. Namely this: the words of the
language objects – sentences are combinations of
such . In this picture
of ˇhuman language we find the root of the
idea: every word has a meaning. This meaning is
correlated to the word. It is the
object which the word stands for.
Augustine
ˇhowever does not speak of a distinction between parts
of speech. Whoever Anyone who
ˇIf one describes the learning of language in this
way , one
thinks – I should imagine – primar [li|il]y of
substantives , like “table”,
“chair”, “bread” and the names of
persons; and of the other parts of speech as something that will
out all
right . eventually. | | |
| | | | | Consider
ˇnow this application of language: I send someone
shopping. I give him a slip of paper, on which
I have written the
signs are the marks | : “five red apples”.
He takes it to the groce[s|r]; the grocer opens the
that
has the
“apples” on it; then he looks [y|u]p the
word “red” in a table, and finds opposite it a
co[ul|lo]ured square; he now
says out loud the series of cardinal
– I assume that he knows them by heart – up to
the word “five” and with each numeral he takes an
apple from the box that has the colour of the square
ˇfrom the draw. – In this way & in similar
ways one operates This is
how one works | with words. –
“But how does he know where and how he is to look up
the word ‘red’ and what he has to do with the
word ‘five’?” – Well, I
am assuming that he a[s|c]ts, as I
have described. The
[e|E]xplanations come to an end
somewhere. – ˇBut
[W|w]hat[i|']s the meaning of the word
“five”? – There was no
question of any ˇsuch an entity
‘meaning’ here; only of the way in
which “five” is used. // Nothing of that sort was being discussed,
only the way in which “five” is
used. | | |
| | | | |
That philosophical concept of
meaning is at home in a primitive notion
of ˇway of describing
◇◇◇ ˇpicture of the
way in which our language functions. But
might
a[s|l]so say ˇthat it is the
notion ˇa picture of a more primitive
language than ours. | | |
| | | | |
Let us
imagine a language for which the description which
Augustine has
given would be correct. The language
shall help is to be the means ˇof
communication between a bilder builder A
to make himself understood by an and his assistant B.
2 assistant
B. A is constructing a building out of building
; there
cubes,
columns, slabs and beams. B has to hand him the
buildingstones in the order in which
A needs them. For this purpose they use a
language consisting of the words:
“[C|c]ube”, “column”,
“slab”, “beam”. A
out the words;
– B brings the stone that he has learned to bring at this
call.
this as
a complete primitive language. | | |
| | | | |
Augustine
describes, we might say, a system of communication;
only not everything,
ˇhowever, that we call
language is this system. (And this
must be one must
sa[i|y]d in ever s[l|o]
many cases
whe[r|n]e
the question
arises, :
“can is this ˇan
appropriate description be used or can't it be
used? or ◇
not?”. The
answer is, “Yes, it is appropriate can be
used | ; but only for this
narrowly restricted field, not for everything that you
were
profess[ing|ed] to describeˇ by
it.” Think of the theories of
the economists.) | | |
| | | | | It is as though
someone explained: “Playing a game consists in
moving things ab[i|o]ut on a surface according to certain
rules …”, and we were to
answered him: You
thinking of games played on a board; but
th[o|e]se
aren't all games the games there are.
You can put your description right by confining it
explicit[yl|ly] to those games. | | |
| | | | |
Imagine a
script in
[h|w]hich ˇ◇◇◇ letters
stand
for are used to indicate | sounds, but ˇare used also as accents to
indicate emphasis | and as
marks of punctuation
ˇsigns. (One can regard a
script as a
language for the description of sounds.) Now suppose
someone
script
a[d|s] though it were one in which to
every all letters there simply
corresponded a just stood for
sounds, and as though the letters ˇhere did not
have other very also have quite different
functions as well. – ˇSuch
[A|a]n oversimplified view of the
type our script like this one resembles
is the analogon, I believe,
ˇto
Augustine's
view of language. | | |
| | | | |
If one
considers we look at our example (2)
one we may perhaps
get an idea
of begin to suspect | how far the concept of the meaning of
ˇa words surrounds the
of
language with a mist that makes clear 3 clear vision it
impossibleˇ to see clearly.
It scatters the The fog ˇis
dispersed if we study the
of
language in primitive kinds cases of
ˇits
application, in which it is easy where the simplicity enables
one | to get a clear
view of the ˇpurpose of way ˇthe
words function and of what their purpose
is. the way they function.
Primitive forms of language of this sort are what the child uses
when it learns to speak. And here teaching the language
does not consist in explaining but in training.
| | |
| | | | |
We
imagine that the
language ([3|4]) is the
entire language of A and B; even the entire
language of a tribe. The children are brought up to carry
out just thesech
activitiesˇ in question, to use just
these such & such words and to
react in just this such & such
a way to the words of
anothers.
An important part of the training will consist in the
teacher's pointing to the objects, directing the
attention of the child's
attention to them and at the same time pronouncing a word; for
instanc[,|e], the word ‘slab’
in pointing to this block. (I
do_n[o|']t want to call this
“ostensive explanation” or
“definition”, because the child can't
ˇas yet ask what the thing is called.
I will call it “ostensive teaching of
words”. – I say
will constitute an important part of the training,
because
th[at|is]
is human beings, not because it
we couldn't be imagined
it
.) This ostensive teaching of
thech words, one might say,
an associative
connection between the word and the thing. But
what does that mean? Well, it may mean various
things; but probably what first comes to
one's mind is that occurs to one is
that an image of the thing comes
before the child's mind when it hears the
word. But suppose that happens – is that the
purpose 4 purpose
sig of the word? –
Yes,
[i|I]t may be
pu[s|r]pose aim. – I can imagine
ˇsuch a use of words
(i.e. here I mean
i.e. series of sounds).
having an application o[n|f] this
sort. (Their utterance is so
to speak the To pronounce them would be like
striking of a key on
piano of
.)
But in language
([[2|3]| 4]) it is not
the of the words
to call up
.
(Though it this may, of
course, turn out that this is conducive
be found to be helpful to their .) But
if that is what the ostensive teaching brings about,
– shall I say that it brings about the understanding of the
word? Doesn't
understand the
“slab!” if he a[s|c]ts in
such and such a way on hearing it? – The
ostensive teaching ˇindeed helped to
ptoduced produce bring this no
doubt about, but only in
connection with a certain training course of
instruction | . With a
different training course of
instruction | the same ostensive
teaching of these words would have brought about quite a
different understanding. – Of
th[at|is]
more ˇat a later.
point.
[“|“]When I
By connecting ˇup
the rod with th[e|is] lever ˇwith
this rod by means of
peg, I
make put the brake ready for use
in order.” –
Yes, given all the rest of the mechanism. Only
together with this ˇmechanism is it a brake lever; and
withoutch detached from
its support it isn't even a lever, but it may be
anything can be
all sorts of things, or nothing | . | | |
| | | | |
ˇIn the use of As the language
([3|4]) is used in
practice
the one party calls out the words and the other acts according to
them. But [i|I]n the
teaching instruction of th[e|is]
language ˇhowever you will find there
will bech | this
procedure: the calls the by ˇtheir
names; that
is, he
the word when the teacher points to the
. –
In fact will find
here an evench the
◇◇◇ simpler exercise: the pupil repeats
the words the
teacher recites to him ˇpronounces for
him: [B|b]oth
processes ˇof these
exercises already primitive uses of that resemble
language. | 5 language.
We may even imagine that the entire process of the
use of the words ˇwe make in ([3|4]) is one of those
games by means of which ˇour children learn
our language. I will call these
“language games”, and ˇI will frequently
speak of a primitive language as a language game.
And one might call the
of
calling the
by their names and of repeating the words
that has been spoken out which the teacher has
pronounced language games as
well. Think of the various
the uses that are made of words
in nursery-rhymes. | | |
| | | | | Let us
now consider an extension of the language
([3|4]): Besides the
four words “cube”, “column”
etc., let it contain a series of words
that are app which is applied in the
way in which the grocer in (2)
applie[s|d]
the numerals, – it
be the
sri series of the le
letters of the alphabet; further, ˇlet there be two
words, which we may
pronounce say let us
choose “there” and
“this”, since this ˇalready suggests
roughly their purpose, – they are
ˇto be used in connection with a pointing
gesture movement of the
hand | ; and finally let us use
certain
of paper of various colours. A now
gives a command of sort:
“d slab there” – at the same
time letting the showing his
assistant see a coloured square, and
with the word “there” pointing to a
ˇcertain place. B takes from the supply
of slabs one a slab of the same colour
of as the coloured square for each letter of the
alphabet up to
“d” and brings it to the place
which A indicates. – On other occasions A
gives the command “this there” – with
“this” he points
a building
– and so
on. | | |
| | | | |
When the child learns this
language it has to learn the series of
[“| “]numerals[”| ”]
“a”, “b”,
“c”, … by heart. – And it
has to learn their use. Will an ostensive teaching of
words into
this 6 this instruction
also? – Well,
someone
will point at slabs, for instance, and count: “a,
b, c slabs”. ˇThere would be
[A|a] greater similarity with
between the ◇◇◇ ostensive teaching in
example ([3|4]) would appear
in and the ostensive teaching of numerals
when if these are not used for
counting but refer
to rather to indicate | groups of objects that can be grasped
the eye.
ˇIn [T|t]his is
the
way children learn the use of the first five or six
cardinal
number[.|m]erals ˇDo we teach
Are “there” and
“this” taught ostensively? –
how might teach their
use. You point to places and things; –
but the
pointing occurs in the use of the words
,
and not simply in the
of
. –
| | |
| | | | |
Now
[W|w]hat do the words of this language denote? – How can this show itself –
[w|W]hat they denote – except
ˇhow is this to appear, unless in the way they are used? And this
is what we have described. The expression, “this
word denotes that ˇso
& so” would have then to
be ˇnow become a part of this
description. Or: the description
be put in the
form: “The word … denotes
…”. Now one can
it certainly ˇis possible to condense
shorten the description of the
use of the word “slab” into saying in
this way, and say | that
this word denotes this object.
Th[at|is]
is what one would do, for instance, if the
question was were simply ˇ, for
instance, to prevent the misunderstanding of
thinking that the word “slab” referred to
the kind of block
which building stone that | we actually call ˇa
“cube”, the ˇparticular sort of
“reference”,
i.e. all the rest of the game with everything else about the
use of | these
words,
familiar. Similarly one might say that the signs
“a”, “b”,
“c”, etc. denote
numbers, when if this ˇis
to removes the misunderstanding
of thinking that “a”,
“b”[b|,]
“c”, play the role in
language which
actually is 7 is played by
“cube”, “column”,
“slab”. And one can say also that
“c” denotes this number and not that, –
when this is to explain, say, that the letters are to be used in
the order “a”, “b”,
“c”, “d”
etc., and not “a”,
“b”, “d”,
“c”. But
because you by
assimilat[e|ing] in this way the
descriptionˇs
of the uses of these words to one
another, their uses
doesn't
more
similar[:| .] For, as we
have seen, their uses is
are of widely
different sorts. | | |
| | | | |
Think of the tools in a tool
chest: a hammer,
a pair of pincers, a saw, a screw-driver, a ruler, a
pot of glue, glue, nails and screws. –
ˇAs [d|D]ifferent as the
functions of these objects are, just as
different are the functions of
words. (And there are similarities in the one case
and in the other.) | | |
| | | | |
What confuses us, of
course,ch is the uniformity of their appearance when
the we hear the words are spoken to us
or when we meet them in writing or see them
written
or in print. For their
isn't so clearly there
. Especially not
we are
doing
philosophy philosophizing | . | | |
| | | | | It is
like As when we look
looking
into the driver's cabin of a locomotive: we see
handles all look
more or less alike.
(That's is
understandable natural, since
they are all
to be with
the ha[d|n]d.) ˇBut
[O|o]ne is the crank valve
that can be moved ˇregulated by
continuously over degrees
(it regulates the opening of an air
valve); the
an other
is the handle of a switch, which has only two
ˇeffective positions, in which it
is effective it's either shut or
open; a third is the handle of a brake lever,
the
you pull it the more strongly the brake is applied; a
fourth, the handle of a pump, works only as long as it is
8 it is moved back
and forth. | | |
| | | | |
If we say: “every word of
the language denotes something”, –
then, so far, ˇwe've
said nothing at allchch has
been said[;| ,] ˇthat is, unless we
explain precisely whatch distinction we
w[a|i]sh to make. (It might be that we
to
distinguish the words of ˇour language
() from
“nonsense”
“words ˇ‘without
meaning’ which such
as
oc[u|c]ur in Lewis
Caroll's
poems.) | | |
| | | | |
Suppose someone
said, :
“All tools serve to modify something.
Thus the hammer modifies the position of the nail, the
saw the of the board,
etc..” – And
what is modified by the ruler, the glue pot, the
nails? // And
what's does
does
the ruler modify, or the glue pot, or the
nails? – “Our knowledge of the
length of
thing, the temperature of the glue and the firmness of the
.”
– Would anything be aained by this
assimilation under one of our
expressions? – | | |
| | | | | The
word
“” ˇThe expression “the name of an
object” is very straightforwardly probably
best | applied where
the sign mark name is actually ˇa
mark on the object .
Suppose then that there are
scratched on the
tools which A uses in building.
A shows his assistant a
of this sort,
then the assistant brings the tool which bears that
sign. [(| // ]mark,
character // . In this and
in more or less similar ways a name denotes a thing, and a
name is given to a thing. (Of this more
later.) – It will often proved useful
if we say to ourselves in doing
philosophy: Naming something, that
is something like attaching a lable
to hanging a name plate
on | a thing. – | | |
| | | | | What about the
colour-samples that A shows to B, – do they
belong to the language? As you like. They
don't belong to language; but if I say to someone,
“Pronounce the word 9 the word
‘‘”,
you will count call the second
“the” also as part [f|o]f
the sentence. Yet it plays a very similar role to that of
a coloured in ˇthe language game
([9|11]): it is a sam[le|pl]e
of what the other person is supposed to say, just as the
coloured square is a sample of what B is supposed to
bring. It is the most natural thing and
it causes the least confusion if we
the
samples among the instruments of the language.
| | |
| | | | |
We may say that in language ([9|11]) we have
various parts of speech. For the functions of
“slab” and “cube” are more alike
than the functions of “slab” and
“d”. But
we
c[al|la]ssify the words together as various
parts of speech will depend on the purpose of the classification,
and on our inclination. Think of the different
points of view which one mi[h|g]ht classify
tool[d|s] as different kinds of tools. Or chess
pieces as different kinds of pieces. | | |
| | | | | Don't
let it bother you that the languages ([3|4])
and ([9|11]) consist only of
commands. If you are inclined to say that they are
theref[l|o]re incomplete, then ask yourself whether our
language is complete; whether it was complete before the symbolism
of chemistry and the infini[s|t]esimal calculus were
embodied in it: for these are, , suburbs of our
language. (And with how many houses or streets does a
begin to be a
?)
can
regard ou[t|r] language as an
onld
, a
quarter ˇthe center a maze of narrow
alleys and squares, old and new houses, & houses
with additions from various periods; and all this surrounded by a
mass of new suburbs with straight and regular streets and uniform
houses. 10 houses.
One can easily imagine a language which
consist[e|s]d
only of commands and
ˇreports
in battle. – Or a language which
consist[e|s]d only of questions and an
expression of affirmation and of
denial[.|–]
[A|a]nd countless othersˇ
things. – And to imagine a language means to imagine a way of
living. | | |
| | | | |
But let's see: is the
“slab!” in example
([3|4]) a sentence or a word? – If it's a word, then
surely it hasn't anyway the same
meaning as the word “slab” that's pronounced the
same | in our
ordinary language, for in ˇour language
([3|4]) it is a
; but if
it's a sentence, then surely it isn't
the elliptical sentence “slab!” of
our language. ‒ ‒ ‒ As regards the first
question you can
call “slab!” a word, and you can
also call it a sentence; perhaps
a
“degenerate sentence” [,| (]as one
speaks of a degenerate hyperbola). And it is precisely
our “elliptical” sentence. ‒ ‒ ‒ But
that is surely just isn't this a
shortened form of the sentence, “Bring me
a slab”[,|?]
[a|A]nd there isn't any
s[c|u]ch a sentenc sentence in
([3|4]). – But
why should[I|n't] not
I rather call the sentence
“Bring me a slab” a lengthening of
the sentence “slab!”[,|?]
‒ ‒ ‒ Because the person who calls out
“slab!” really means “Bring me
a slab!”. ‒ ‒ ‒ But how do you do
th[at|is],
meaning this while you say
“slab”? Do you say the unshortened
sentence to yourself? And why should I, in order to
say what you mean by the “slab!”, translate
this expression into another? And if they mean the
same, – why shouldn't I say:
“When you say ‘slab!’ you mean
‘slab!’”? –
Or: Why shouldn't it be possible
for you to mean “slab!”, if you can mean
“Bring me the slab”? ‒ ‒ ‒
But when I shout “slab!”, then surely what
I want is 11 want is that he
bring me a
slab. ‒ ‒ ‒ Certainly, but does
“wanting this” consist in the fact that
youˇ, in some way, think in any
form a different sentence from the one you
speak? – | | |
| | | | |
“Well
[b|B]ut if someone says ‘Bring
me a slab’ it looks
now as
though he could mean this expression as one long word, –
corresponding to the word one word
‘slab!’.” – Can one
mean it sometimes as one word and sometimes as four
words? And how does one generally mean it? – I
that what we
shall be inclined to say: is that we mean the sentence
as a sentence of four words when we are using it as
contrasted with sentences , “Hand me
a slab”, “Bring him a
slab”, “Bring two slabs”,
etc.: as contrasted, that is, with
sentences which contain the words of our command in
combinations. – But what does using one sentence
as in contrasted
with to other sentences consist
in? Does one have these ˇother sentences in
mind at the time? And all of them?
And while one is speaking the sentence, or before or
afterwards? – No. Even if such an
explanation has some attraction for us, we have only to
f[r|o]r a moment what actually happens in order to see
that we are on a
wrong track the wrong road here | . We say we use
th[at|is]
command as in
contrasted with
to other sentences because
our language contains the possibility of these other
sentences. // because in our language
these other sentences are possible. Someone who
did not understand our language, a foreigner who had
frequently heard someone giving the command “Bring
me the slab”, might suppose that this entire series of
sounds was one word and corresponded, say, to the word
“building
”
in his language. If he had then to give this command
himself, [w|h]e would perhaps pronounce it
differently and we 12 we should say:
He pronounces thi it so
because he
takes thinks it to be
is
one word. – But then doesn't
different
happen in him when he u[e|t]ters
, corresponding
to the fact that he takes views
regards the sentences to be
as one
word? The same thing may happen in him, or again
something different may. What happens in you
when you give a command of that sort? Are
you conscious that it consists of four words while you
are uttering it? Of course, you this language,
– in which there are those other sentences also,
– but is this
something
that happens while you are uttering the
sentence? – And I have admitted,
ˇthat the foreigner who views
the sentence differently will probably also pronounce it
differently, will
probably give the sentence he views differently a
different pronounciation; | but what we call
wrong
doesn't
in
anything that accompanies the uttering of the command.
(Of
th[at|is]
m[l|o]re later.) | | |
| | | | | The sentence is
not ‘elliptical’ because it
something we
when we utter it,
but because it is
in as
compar[is|ed]onch with a
particular standard of our grammar. – One might
here make the obje[t|c]tion:
“You admit that the
and
the
sentence have the same meaning. –
Well,
[W|w]hat meaning have they
then? ?
Is Isn't there
not ex[r|p]ression for
this meaning?” – But doesn't
identical meaning
of the sentences consist in their having the same
?
(In Russian they say “stone
red” inste[da|ad] of “the stone is
red”; don't they get the full meaning, as
they leave out the copula is the copula left out of the meaning
for them | ? or do they
think to themselvesˇ without
pronouncing it? –) | | |
| | | | | One can
easily also imagine a language
also in which B, in reply to a
question by A, informs him of ˇhas
to report to him the number of slabs or
cubes 13 cubes
◇◇◇ ˇstacked up in some place; or
the colours of
building-stonesblocks. that lie in one
pla[v|c]e and
another.
The purport of such a report might then be:
“five slabs.”. Such a report might :
“five slabs.”. Now what is
the difference between the report, or
assertionch, “five slabs.”, and
the command “five slabs!”? – the role which these words plays in
language
games.
But ˇprobably the tone o[v|f]
vioce in which they are uttered will
probably be different , and the facial
expression and various other things. But it may well be we
can also imagine | that
the tone of voice is the same ˇin both cases – for a
command and a report
be uttered in different tones of voice and with
a lot of
different various | facial expressions – and that
the difference ˇmay lies
ˇonly in the application alone what is
done with the words “five
slabs”. – (Of course we might
also use the words “assertion” and
“command” ˇjust to indicate a grammatical
of a
sentence or and a
word ˇparticular
intonation, just as one ˇwould
calls
the sentence, “Isn't it glorious
weather today?”, a question,
even although it is used
like as an
assertion.) We could imagine a language in which
all assertions had the form and the intonation of a
rhetorical question; or ˇin which every command
ˇhad the form: “Would you like to
?”.
One
perhaps sayˇ in this case:
“What he says has the form of a question but
ˇit is really a command”,
i.e. has the function of a
command in the practical employment of
language. .
(Similarly one says “you will do
that ˇso &
so” not as a prophecy but as a
command. What ˇwould
makes it
the oneand , what the
other?) | | |
| | | | |
Frege's view that in an assertion there
is contain[e|s]d
a supposal
Annahme,
and that it is this
is asserted, is
based really on the possibility that there is in our
language o[r|f] writing every 14 every assertion
sentence in the form: “It is asserted
that so and so is the case”. But “that
so and so is the case” is not a sentence in our language
–
is not ˇyet a move in our language game.
And if I write
insetad of “It is
asserted that …”, ˇI write “It is
asserted: so and so is the case”, then in this
case the words “It is asserted” are
quite superfluous. We might very
well write every assertion in the form of a question followed
by an affirmative reply; thus instead of
“It's
is raining”, “Is it raining?
Yes.”. Would that show that
in eve[er|ry] assertion there
is contained a question? | | |
| | | | | Of course one
has a right to use a mark of an asserion
ˇsign in contrast, for instance, to a question
mark. The mistake is only [in|to]
thinking that the assertion now consists
two acts, the
consider[ati|ing]in and the
asserti[on|ng] (assigning
the truth value, or whatever you call it something of that
sort | ), and that we
perform these acts according to the signs
[in| of] the sentence,
as we sing
from notes. We might certainly
What can be compared ˇto
with the singing from notes is the reading
aloudly, or softly
silently, according to the
written to oneself, of the signs of the sentence
with singing from notes,; but not
“ˇthe meaning”
(ˇ◇the thinking) ˇof the
sentence that is read. | | |
| | | | | The important
sense of point
about of
Frege's
mark of assertion ˇsign is put
perhaps ˇput best if we
by
say[:|in]g: it indicates clearly
the beginning of the sentence. –
Th[at|is]
is important:
our
phi[s|l]osophical difficulties concerning the nature of
[“| ‘]negation[”| ’]
and of
[“| ‘]thinking[”| ’],
originate spring in a sense,
from ˇare due
to the fact that we
don't
see ˇrealise that
an sentence
assertion “⊢
not p”, or
“⊢ I believe
p”, and the
“⊢
p” have
“p” in common, but not
“⊢
p”. (For if I hear someone
say, the words
“it's raining”, then I don't
know what he has said if I don't know 15 | | |
| | | | |
know whether I I have heard the
beginning of the sentence.) | | |
| | | | |
But [H|h]ow many
kinds of sentence are there,
though? ˇIs it
[A|a]ssertion[,|s],
questions and commands
perhaps? – There are
innumerable kinds: innumerable different
kinds of use
applications
of that we
call “signs”, “words”,
“sentences”. And this variety is
nothing ˇthat is fixed, given once and for
all, but new types of language, new language games
– as we may say – and others
obsolete and
are forgotten. (We can get
[a|A] rough picture of this ˇwe
ˇcan get if we look at
from the
in which happen in
mathematicsˇ seeing.)
The expression “language
game” is supposed used
here to emphasise here that the
speaking of the [,|l]anguage is part of an activity,
of a way of
living. of human
beings. Bring the
ˇTo get an idea of the enormous variety of
the language games before your mind by
consider
these these and other
examp[,|l]es,ˇ &
others:
giving [C|c]ommandsch
commanding, and acting according to commands;
giving a
describ[ing|tion]
ˇof an object acco[dr|rd]ing to its
appearance by describing what it look like, or
according to by giving
it's
measurements; producing an object according to a description
(drawing); reporting an
course of events; a hypothesis and testing it;
present[ati|ing]on
of
the results of an experiment in tables and diagrams;
acting a
play performing in a theatre | ; singing a catch;
guessing asking riddles;
& guessing them;
16 riddles;
making a joke, or telling one; solving
an example
problem in
applied arithmetic; translating from one language into
another;
,
thanking, swearing, greeting, praying.
– It is interesting to
compare the variety of the instruments of our language
and of their applicat
ways they are applied their various
uses – the variety of the parts of
speech and of the kinds of ˇwords &
of sentences – with
what logicians have said about the structure of ˇour
language. (And ˇIncluding
the author of the
Tract.atus
Log.ico-phil.osophicus
as well.)
| | |
| | | | |
If we don't see that there is a multitude of
language games, we are inclined to ask: “What
is a question?” Is it the statement that I
don't know so and so, or ˇis it the statement
that I wish the other person would tell me …?
Or is it the description [f|o]f my mental state of
uncertainty? – And is the cry
“help!” ˇsuch a
description? of that
sort? Think of what widely
different things we call
“description[”|s]”:
the description of the position of a body by means of its
coordinates: the description of a sensation of pain.
One can [O|o]f course
put instead of one can replace the usual form of
the a question
ˇby that of
statement or
ˇa description: ˇsuch as “I want
to know whether …”, or “I am in
doubt as to [h|w]hether …”
– but one hasn't thereby brought the different
language games any nearer to one another. The
s[u|i]gnificance of such this
possibilit[i|y]es of transforming,
for instance, all assertions declarative
sentences | into sentences that
begin 17 begin with the
“I
think” or “I believe”
(i.e. so to speak into descriptions of my
)
will appear later. | | |
| | | | |
It is sometimes
said: animals don't speak, because
they
the
ˇnecessary intellectual capacities. And this
means: ‘they don't think, therefore they
don't speak’. But the fact is
that they just don't speak.
Or : they don't use
language. (If we
disregard except
the most primitive forms of language.)
, askingˇ questions,
,
prattling, belong to our natural history just as walking,
eating, drinking, playing do. (It makes no difference
here whether the speaking is ˇdone with the
mouth or ˇdone with the hand.)
| | |
| | | | |
This is connected with the view fact that
ˇwe think that the the learning of
the language consists in naming objects;
human beings,
, colours,
, moods,
numbers, etc..– As we
have said, – naming is something like
affixing a nameplate
to
a label to a thing. ˇAnd
this [O|o]ne may might
call this
the a preparation for the use of a
word. But for what is it a
preparation? | | |
| | | | |
“We name things and can now
ˇwe can
talk about them[.|;]
We can refer to them in what we
say.” – As though with the act
of nam[k|i]ng we had ˇall
that happens after it were already at hand
fixed what we go on to do
afterwards. As though there were only one thing
that is called “speaking about
things”. Whereas actually
we do
things of the most widely different kinds
ˇof things with
our sentences. Think only of the
int[r|e]rjections. –
[W|w]ith their
entirely utterly very
different functions.
Water!
Away! // Get
out!
[I|O]uch!
Help! 18 Help!
Beautiful! // Lovely!
No! Are you still inclined to
call these words “giving
“names
[to|of]
objects”? | | |
| | | | | In
t[e|h]e languages ([3|4]) and
([9|11]) there was no such thing as asking
what
someathing is called. This and its correlate, the
ostensive explanation, definition, is, we might say, a separate
language game. That means really: we are
, trained,
to asked “What is
th[at|is]
called?”, – and then the
nam[i|e]ng follows
is given. ˇAnd
[T|t]here is also a language gameof : inventing a name for
something. I.e., to
say That is, of
saying | , “Th[at's|is
is] called …” and then
the new
name. (In this way, ,
children name their dolls and [g|t]hen go on to talk
about them. In this connection consider at
the same time how what a
ˇvery special use ˇwe
make of a personal name: it is
when we use it to call someone.) // … how speci[l|a]l that
use of a personal name is with which we call the person
named.) // Now
you we can give an
ostensiv[e|ly]
defin[i|e]nition a
personal name, a colour word, [a| the] name of a
material, a numeral, the name of a direction
// the name [f|o]f a point of the
compass // , etc.,
etc.. The defin[t|i]tion of
two:
“Th[at|is]
is called ‘two’” –
pointin[t|g] to two nuts – is perfectly exact. – But how can you define
“two” in
th[at|is]
way? The person to whom you are
giv[i|e]ng the definition
know then what ˇit is you
w[ant|ish]
to call “two”; he'll suppose that you
are have
call[in|ed]g this group of nuts
“two”. – He may suppose
this, – but perhaps he won't
suppose it. . He
might also do just the opposite: when I want to assign a name
to this group of nuts he might take this
the name
19 name of a
number. And equally, if I give an ostensive definition
of a personal name, he might take
to be the name of a
colour, the name of a race, even the name of a
direction ˇpoint of the
compass. That is, the ostensive
de[r|f]inition can in every
cases be interpreted in one this
way or and also in others. in that
way. | | |
| | | | | You may
say: “Two” can
be defin[t|e]d ostensively only in thisch
way: “This number is called
‘two’”[,|.]
[f|F]or the word “number”
shows here in what place in
the our language – in the
our grammar – we set ˇput
assign to the
word; but this means that the word “number” must
be explained before that ostensive definition can be
understood. – The word “number” in
the definition does
indicate
this place, – the post to which we
assign ˇto the word. And we can prevent
misunderstandings in this way, by saying,
“This colour is called so and so”,
“This length is called so and
so”, etc.. That
is: misunderstandings are often avoided in this
way. But can the word “colour”,
then, or “length”, be
understood [i|o]nly in this way? –
Well, we'll
ˇshall have to explain them. ˇThat
is[–|,] [E|e]xplain them
by ˇmeans of other words, that
is! And what about the last explanation
in this chain? (Don't say:
“There isn't any ‘last’
explanation”;.
[t|T]h[at|is] is exactly as though you
were to sa[y|id], “There
isn't any last house in this street: you can
always build ˇanother one
further”.) .”)
Whether the word “number”
ˇis necessary in the ostensive definition of
“two” is
necessary depends
on ˇupon whether he
understands this word differently
takes this word in a different sense
from the way I wish him to the one I
wish ˇmisunderstands my definition if I
leave out the word. And
th[at|is]
will depend on the circumstances under which I give it
the definition is given and on the person to whom I give
it. 20 give it.
And how he “understands” the explanation
ˇwill appears in how
the way he makes use of th[w|e] word
explained. | | |
| | | | |
One might say then:
The ostensive definition explains the use – the
meaning – of the word if it is already clear in
general what ˇkind of role the word is to play in
the language. Thus if I know that someone wants to
explain a colour word to me, then the explanation
“Th[at'|is
i]s called ‘sepia’” will
help make me to get an
understanding of the
word. – And you can say this as long as you
remember if you
don't forget | that there are all sorts of
questions connected with now attach
to the
words
“ˇto know”
“be
clear”. You have to know something
already before you can ◇ in order to be able
to |
ask what it ˇsomething is
called. But what do you have to know?
If you show someone the king in a ˇset of chess
game ˇmen and say,
“Th[at|is]
is the king of chess”, you do not thereby explain to him the
use of this piece, – unless he already knows the rules of the
game except for this last point: the
of the
king-piece..
We can imagine that he has learned the rules of the game without
ever having been shown a real chessman. The
of
chessman corresponds
here to the sound or the shape of a word. But we
can also imagine someone's having lea[v|r]ned the game
without ever having learned or
formulated [v|r]ules. He has perhaps first learned very simple games on
boards by watching them and has proceeded to more and more complicated
ones. To him also you might give the
explanation,
“Th[at|is]
is the king”, if, for instance, you are showing him chess
of an unusual
. And
this explanation teaches him the use of the
only because, as we
21 we
might say, we had in the game already prepared the
place in which it was the place in which it was put was already
prepared. |
Or again: We shall say the explanation
teaches him the use, only when the pla[v|c]e
is has already
ˇbeen prepared. And it is so
here ˇprepared in this case not
because the per[os|so]n to whom we are giving the
explanation already knows rules, but because he [a|h]as
ˇin a different sense, already mastered the
a game. in a different
sense. Consider still another
case: I explain the game of chess to someone and begin by
showing him a pieceand ,
saying,
“Th[at|is]
is the king”. –
[He| It] can move in this and this way,
etc. etc.”. –
In this case we shall say: the words
“Th[at|is]
is the king” (or,
“Th[at|is]
is called ‘king’”) explain the use are an
explanation | of
the words ˇ“the
king”, only if the person
already
“knows what a piece in a game
is”: when he has already played other
games, say, or “has watched
the play ‘with
unders[a|t]anding[”|’]
ˇgames played by other people, and . And only
then will he be to ask relevantly, in learning the
game, “What's
th[at|is]
called?” –
, this
piece. We may say: it is
sensible for there is only sense in
someone's to
asking what ˇfor the
name is only if he
knows already what to dow with
it. the name.
For
[W|w]e can imagine also that the person
who is we I have
asked, answers, “decide on
the give it the a name yourself”,
– and then the person whoˇever asked the
question I whshould have to
make himself responsible for everything catch on to
provide everything
himmyself. | | |
| | | | | Anyone who comes
into a foreign
will often
have has frequently | to learn the language [f|o]f the
inhabitants there
ostensive
which
give him; and he
will often
have has frequently | to guess the interpretation of these
explanations, ˇ& will guess it
correctly,
wrong[.|ly.] And now we can
say, I think: 22 And now we can say, I
think: Augustine describes learning of
h[i|u]man of language to
speak as though the child
to a foreign
country and did not without
understanding
language; that is, as though the child already had a
language, only not this one. Or, as though the child
could already think but could not
speak yet. And here “think”
ˇwould
means
something like: speak to
onehimself.
| | |
| | | | |
But what if someone
objected, :
“It
is_n[o|']t true that someone
you must ˇalready have mastered a
language game already in order to understand
an ostensive definition, butch
only he's has
only – obviously – ˇof course, you've
got to know (or
guess) what the person
explaining ˇman who gives the explanation
is pointing to[.|:]
ˇe.g.,
[W|w]hether, for
instance, to the
of
object, or to its
co[,|l]our, or to the number ˇof ˇthe
objects, [t|e]tc.,
etc..” – And what does
“pointing to the
”,
“pointing to the colour” etc.
consist in, then? Point to a piece of
paper. – And now point to its
, –
now to its colour, – now to its number
(that sounds queer). – Well, how did you do
it? – You will say you
“meant” something different each time you
pointed. And if I ask
you how that takes place this is
done ˇyou do this, you will say you
directed concentrated
your attention on the colour, on the
etc.. But
I ask again how
th[at|is]
Suppose someone points to a vase
and says, “Look at
th[at|is]
marvelous
blue! – the shape doesn't matter.”
– Or, “Look at
th[e|is]
shape! – the
colour''
is unimportant.”
– Undoubtedly y[p|o]u will do
ˇsomething different things
in each case if
you do
what he asks you comply with both these requests | . But do you always do the
same ˇthing when you direct your
attention to the colour? Imagine various
cases – e.g.
these: – I will suggest
some: |
“Is this blue the same as that? Do
you see a 23 see a
difference?” – You are mixing
paints on a palette colours |
and you say, “This blue of the
sky is hard to .”
“It[s|']s going to be
fine, you can see the blue sky already
again.” “Look what
different effects these two blues give.”
“Do you see
th[e|at]
blue book over there? Please
it.” “This blue
signal light means …”
“What'[i|s]s this blue called?
– is it “indigo”–?”
Directing the attention to the
colour sometimes means shutting out the outlines of
shape with
hand, or, not ˇlooking
direct[in|ly]g one's
gaze at the contour of the thing; sometimes ˇit
means starring at the thing and trying to
remember where one has seen this colour before. You
direct your attention to the ˇshape of a thing,
sometimes by
it,
sometimes by half closing the
eyes squinting | ˇscrewing up the eyes so as
not to see the colour clearly, etc.,
etc.. I
to sayˇ
that: this and things like it is the
sort of thing that happens
while one you
[“|‘]directs the
one's your attention to .
But th[at|is] is not the only
thing that allows it isn't just this which
makes us to say, ˇ that someone is directing his attention to the
shape, to the colour, etc..
Juts as
“making a move in chess”
does_n[o|']t ˇonly consist in
the fact that pushing a piece is
from pushed accross the board in such
and such a way here to there –
in the
thoughts and feelings that accompany the move in the person
making it – but rather in the circumstances that we call
“ a ”, or
“solving a chess problem”, and
.
| | |
| | | | |
But suppose someone
sa[ys|id], :
“I always do the same thing when I direct my attention to
shape: I
[h|f]ollow the
with my
24 my eyes
and with the
feeling
[ …| …]”. And suppose
this person gives to someone else the ostensive
,
“Th[at|is]
is called ˇa
‘circle’”, by pointing,
with all these experiences, to a circular object
ˇ& having all these experiences[:|.]
–
[c|C]an't the
other person still interpret this explanation
differently, even
although he sees that the person giving
follows
the shape with his eyesand , even
he feels what the
person giving the explanation feels? That
, this
“interp[e|r]etation” consist in the way
in use which he makes now
uses makes of the word,
what he in his
point[s|i]ng to when he is
ˇsuch & such an object when given the
command, :
“Point to a circle”. – For
neither the expression, “meaning the explanation in such and
such a way”, nor the expression, “interpreting
the explanation in such and such a way”, indicates a
process
which
accompan[ies|ying] the giving and
of the
explanation. | | |
| | | | |
There are
what
one can we may ˇmight
be called
“characteristic experiences”
ofor
pointing ˇ(e.g.) to
the a shape , e.g.
(for instance).
For
example instance,
[t|T]racing
the contour outline with one's
fingerˇ, for instance, or with
one's
, in
pointing. – But just as little
as just as thisch
ˇdoesn't happens in all cases in
which I [“|‘]mean the
shape[”|’], –
equally – similarly little is it true that there
isn't any no other
characteristic process ˇeither
occur[[s|ing]|s] in all these
cases. But
if
something of the sort such
process did
[re|oc]cur
in all of them, it would still de[e|p]end
the
circumstances – i.e.
upon what
happened befo[e|r]e and after the pointing –
whether we
L[sh|w]ould
say, :
“He pointed to the shape and n[t|o]t to
the colour”. For the
“pointing to the shape”, “meaning the
shape” etc. are not used
like these as
are like these:–
“pointing to the book”,
“pointing to the letter
‘B’ and not to the letter
‘u’” etc..
– For Just think only
of how differently we learn the use of the
:
“pointing to 25 | | |
| | | | |
to this thing”, “pointing to that
thing”, and on the other hand “pointing to the
colour and not to the shape”, “meaning the
colour”, etc.,
etc.. As I
say ˇAs I have said, in certain
cases, particularly in pointing
[“|‘]to the
shape[”|’], or
[“|‘]to the
number[”|’], there are characteristic
exp[r|e]riences and ways of pointing,
– “characteristic” because they
frequently, (not
[wa|al]ways[,|)]
[re|oc]cur
where shape or number is
“meant”. But do you
also know a characteristic experience for pointing to a
figure piece in a game chessman
as piece in a game a
chessman? – And yet may
say, : “I
mean this chessman piece in the
game | is called
‘king’, not this particular
[f|o]f wood that I'm pointing
to.” And we do
here, what we do in
similar
cases:
we
mention ˇpoint out
some one bodily action
we call
“pointing to the shape”
(as opposed, e.g., to
the colour) we say ˇthat a mental activity
corresponds to these words. Where our language
leads us to expect a body ˇlook for a
physical thing, and there isn't
any
we are inclined to
say, is a mind. put a
spirit. | | |
| | | | |
“What is the relation between
names and ?” [)| –]
Well, what is it? Look at
ˇthe our
lang[au|ua]ge game ([3|4]), or
ˇat some otherˇ language game; you
can that's where you'll see
there what this relation consists
in. This this relation
may, [a|A]mong various
other things, consist also in the fact that
hearing the name calls up an image of the thing
named in our minds,, and it
ˇsometimes consists among other things also in
the fact that the name is written on the thing named, or that
is
it uttered when the thing named is
pointed t[l|o]. But what
does is the word “this”
ˇa name ˇof in ˇthe
language game (9), or 26 or the word
“that” in the ostensive explanation
“th[at|is] is called …”?
Well, if you don't want to
ˇproduce confusion it is best
not to say that these words name anything.
– And, curiously
enough, it was once said of the word
“this” that it is the real name.
Ever[e|y]thing else that we call
“name” is so ˇbeing a
name only in an inexact, appro[c|x]imate
sense. This curious view has its origin in a
tendency to sublimate – as we might call it – the logic
of our language. The proper
answer to it is:
[W|w]e
call widely different things “names”; the
word “name” character[s|i]ses many
different
sort[f|s]s kinds of
uses of a
word[,|s], related to one
another each in many different ways; – but
among these kinds of
uses is
not that of the word “this”.
It is true that we often, in
ˇgiving an ostensi[c|v]e
defi[t|n]i[o|t]ion, point to
thing named
and in doing so pronounce
name. And similarly we pronounce in an
ostensive definition the word “this”
as we in
pointing to
thing. And the word “this” and a name
ˇcan often stand in the same
context have the same
syntax | : we say “Fetch
this”, and also “Fetch
Paul”. – But it is
precisely one of the characteristic features of a name that
is explained by
t[e|h]e demonstrative
“Th[at|is]
is N” (or
“Th[at|is]
is called
‘N’”).
But do we also explain,
“Th[at|is] is called
‘this’”[,|?] or
perhaps even “This is called
‘this’”?
| | |
| | | | |
This is connected with the
of naming
as, so to speak, an occult processˇ, as it
were.
The
[n|N]aming appears as seems
seems to us like ˇto
be a strange
connection of between a word with
the and an object. – 27 a word
object.
– And
strange connection does really take place
is made
namely when the philosopher, in order to what thech
connection is between a name and
thing named,
stares an an object before
him, and at the same time
repeat[s|ing] a name – or it
maye be the word “this” –
over and over again. For thech
philosophical problems arise when language
id[e|l]es. And then
ˇindeed we may its easy to
even imagine well
enough that naming
is some
mental act, as it were a kind of christeningˇ,
as it were, of
the object. And similarly we may
then also say the w[r|o]rd “this”
as it were to the object,
addressˇing
it
a/strange use of
this word, that probably
occurs which, I thinkm is never is
made only when we are outside doing
engaged in
[P|p]hilosoph[[y|i]|y][.
–|sing].
– | | |
| | | | | But what gives people the idea of wanting to make why
should one wish to regard just this word
ˇas a name, when it so obviously isn't a
name? –
For this very
reason Just that | ; for
th[y|e]y we are
inclined to make an raise an
objectionion to
ˇcalling “ˇa name” what is
generally called “name”
so; and
th[e|is]
objection can be expressed by
saying put in this way | : that the name really ought to
something
simple.
And for this one can might
give say the following reasons be defended as
follows:–
A proper name in the ordinary sense , ,
the word
“Noth[i|u]ng ˇEscaliber”.
The sword Nothung
consistsed
of ˇvarious parts put together in a
way.
If they are not put together differently
in a different this way then Nothung
doesn't exist.
Now the sentence “Nothung has a sharp
edge” obviously has
,
whether Nothung is still whole or has been smashed to
bits.
Yet if “Nothung” is the name of an
object, then this object doesn't exist any more when
Nothung has been smashed; and since the name
wouldn't then
ha[v|s]e any no object
corresponding to it then, it wouldn't have
hasn't any
meaning.
But then in the sentence, “Nothung has a
sha[p|r]p edge”, there a word meaning, and
so ˇtherefore “Nothung has a sharp
edge” the
sentence | would be
28
would be nonsense.
But ˇto say th[e|is]
sentence
does have meaning, and so ˇto the words of
which it consists must alwaysch correspond
to something.
in
analysis of the
meaning ˇsense
◇◇◇ the word “Nothung”
must disappear, and instead of it in its
place | must come
words ˇmust appear that name which
stand for ˇdenote
something simpleˇ
objects.
And [t|T]hese words we may reasonably call
the real names. | | |
| | | | | Let us ˇfirst of all discuss one this
point of this the argument first of
all:
namely that the word has no meaning when nothing corresponds to
it. –
It is important to
that the word “meaning” is used ungrammatically
if one when use[s|d]
it to
indicate the thing which
[“|‘]corresponds[”|’]
to the wordˇ ‘stands
for’.
This confusing the
meaning of the name with the bearer of the name.
If Paul then we say the bearer of the name is dead,
but the meaning of the name is dead.
And it would be
nonsensicaleical
to speak that way say such a
thing ˇthis, for if the name
ˇhad ceased to have meaning, then it
wou[,|l]d have no meaning to say,
“Paul ”. | | |
| | | | | In (1[3|9]) we introduced proper names into
ˇour language ([9|11]).
Now suppose the tool with the name (α)
is were had
been bro[p|k]en.
A doesn't know this, and gives B the
sign (α): has this sign ˇa meaning
now, or ?
–
What'sis B supposed to do when he
receives this sign? –
We have made no agreement about this.
You might ask, what will he do?
Well, perhaps he will stand there perplexed, or show A the
pieces.
You might say
here, :
(α) has become meaningl[l|e]ss; and this
expression would indicate that there is now no further use for the sign
(α) in o[r|u]r language game
(unless we (were
to) give it a new one).
(α)
also become meaningless
we, for any
some reason whatever or other,
ˇwe scratched a different
mark sign mark on the tool and
didn't no longer use the sign
(α) in the game any
more. –
But we can also imagine
29 imagine an agreement
accord[n|i]ng to which, when a tool is broken and A
gives ˇshows B the sign of
this tool, B has to shake his head as an answer to
him. –
This gives, we might say,
ˇgives the command (α) a place in the
language game, even
tool no longer
exists.
And we can now ˇwe may say that the sign
(α) has a meaning even when its bearer
has
cease[s|d] to exist. | | |
| | | | | We may
[f|F]or We may –
for a large class of cases in which the word
“meaning” is used– , though not for all
cases of its use, – explain this word
thus:
Tthe
meaning of a word is its use in the language. And we explain
the meaning of a name by pointing to the
it's bearer.
of it. | | |
| | | | | “But, in that game, do
names ˇsigns that
ˇhave meaning also which have never been used
for a tool have meaning as well too?”
Let's suppose that “X” is such a
sign
and A
to B.
– Well, [s|S]uch a
signs – Signs of this sort
might may ˇalso be included
embodied in the our language game, and B
might be supposed, expected
say, to answer it them also by shaking his
head.
One
ˇe.g. imagine this
as ˇto be a way
the two of them had of [i|a]musing
themselves. of making their work more
pleasant. | | |
| | | | | We said that the sentence, “Nothung has a
sharp edge”, has
even
Nothung has
already been broken to pieces.
Now
th[at|is]
is so because in this language game a name is also used
in the absence of its bearer.
Butw we can imagine a language game with names
( [i|w]ith signs
we should
certainly also call
“names”) in which names are
used only in the presence of their bearers.
Suppose, say, [f|t]hat we were watching a surface
on which coloured spots were
are
mov[i|e]ng ˇabout (as on the screen
a cinema).
There are three such spots, which slowly change their shapes
and positions.
Suppose I
ha[d|ve]
named them “P”,
“Q” and “R” by giving
os[e|t]ensive definitions.
Our 30 Our language
describes the changes of these three, and sentences
like, : “Do
you see how P is contracting now and is approaching
R?”. –
Now in this language
names are supposed to be used as synonyms
for the demonstrative pronoun “this”
together with (the
plus pointing to a coloured
spot).
ˇThus
[i|I]f one of the three spots disappears, then I
may can't say “P has
disappeared” – any more than I should say “this
has disappeared” – but we ˇmight say
rather,
“[T|t]he
letter ‘[p|P]’ drops
is out of use”.
In this language
say, a
name loses its meaning its bearer
ceases to exist, and the ˇthere is something
words signs words ˇwhich corresponds to
the words “P”, “Q” and
“R” always have something corresponding to
them as long as they have any meaning
– use in the/language game – at all.
(For in the sentence,
“‘P’ drops is
out⌊”⌋ of use, the sign
““‘P’””
occurs, but not “P”; and I assume that we
do'_n[o|']t speak about past
,
another some mode of expression .)
In this language game, then, a name
canno't
cease to have a bearer; only this isn't any
advantage asset of the language game[,| ;] for
even when it hasn't a bearer a name may
can have a purpose, use, i.e.
meaningˇ without having a bearer.
(ˇAnd
[T|t]hus,
ˇe.g., the name
“Odysseus” has
meaning.) for
instance.) | | |
| | | | | But language game can,
I think, show us a reason why one to make
ˇsay that the demonstrative pronoun
ˇis a name: for the
demonstrative “this” can never be without
a meaning bearer.
One might say, :
“So long as there is a this, then the
word [‘|‘]this’ has meaning, no
matter whether this is simple o[f|r]
complex.” –
But does
not make it a name.
On the contrary, – for we don't
use a name by making isn't used with a
deomnstrative gesture, but only
explained it by it. | | |
| | | | | What is the position with regard to whether names really
Now what about this matter of names
31 really
standing for simple? – Socrates (in the
Theaetetus): 32
These primary elements were are
a[sl|ls]o what
Russell's
“individuals” were, and my
“objects” (Tractatus
Logico-philosophicus). | | |
| | | | | But what are the simple
[f|o]f
which reality is ? –
What are the simple
of a
chair? –
The pieces of wood out [f|o]f which it is put
together?
Or the molecules?
[o|O]r the electrons?
“Simple” means: not
.
And
th[en|us]
it all depends on: in what sense
“”?
It makes no sense is senseless |
to talk about the “simple components of a chair”
without qualification.
Or: Does my visual
the
visual appearance I get of th[ei|is] tree, or
of this chair, consist of parts?
[a|A]nd
what are its simple components?
Being of different colours is kind of
complexity; another is, , the
composition of this broken
out of straight
bits.
A[d|n]d you
call this a say that this curve
a complex
compound of was made up of an
ascending and a descending
. If I say to someone without further
explanation, :
“What I now see before me is complex”,
then he will be quite correct in
rightly asking,
you: “What
do◇ you mean by ‘complex’?
Th[at|is]
mean all sorts of
things.” –
The question, “Is what you see
complex?”, does have meaning if it is already clear what
sort of complexity – i.e., what
particular kind of use [f|o]f this word –
is supposed to be in question we
are referring to is in question.
If it ha[s|d] been
,
, that the
visual
of
a tree be called
complex if you see not only a trunk but also branches, then the
question, “Is the visual appearance of this tree
simple or complex?”, and the
question, “What are its simple
components?”, would have a clear
use ˇsense, a clear use.
And the answer to the second questionˇ is, of course,
is
not,:
“[T|t]he
branches” (this would be an answer to the
grammatical question “What
d[l|o]es one call do you
call here ‘simple components’
here?”) but
rather a description of the individual
branches. | | |
| | | | |
33
But isn'tˇ, say, a chess board, for
instance, obviously and w[k|i]thout qualification
complex? –
I suppose
you're You are probably | thinking of its being of 32 wh[a|i]te and 32
black squares; :
– but mightn't you sayfor
instance also , e.g.,
that it is made up of the colours [b|w]hite, black and the
pattern of net of
squares?
And ˇso, if there are entirely different ways of
looking at it, do you still want to say that the chess board is
[“|‘]complex[”|’]
without qualification?
The mistake of asking, outside ˇof a particular
game, : “Is
this object complex?”, is similar to that which a small
boy once made who had whether the verbs in this
and that such & such sentences
was were used in the
active or ˇin the passive form, and who
then pondered the
question reflected | ˇnow tried to puzzle out whether
for instance the verb “to sleep”ˇ,
for instance, meant something active or something
passive. The word “complex” (and so the word
“simple”ˇ also) is one that
we used ˇby us in innumerable different ways, connected in
various ways with one another
each.
(Is the colour of this square
the chess board simple,
or does it consist of pure white and pure yellow?
And is the white simple, or is it of the colours of the
rain_bow? –
Is this of
2 cm simple, or does it consist of two
parts stretches of 1 cm each?
But why not of a piece ˇof 3 cm,
long and a piece of 1 cm added on in a
negative sense?) | | |
| | | | | To the philosophical
question, :
“Is the visual image of this tree complex, and what are
its components?”, the right answer
is, :
“That depends
what you understand by
[“|‘]complex’”.
(And this, of course, is not answering the question, but rejecting
it.) | | |
| | | | | Let us apply the method of
(3) to the account in the Theaetetus:
[L|l]et
us consider a language game for which this ˇis the correct
account. really
holds.
Let [T|t]he language then
serves to describe
combinations of
34 of coloured
on a
surface.
The are squares
and a complex like a
chess board.
There are red, green, white and black squares.
The words of the language are (correspondingly):
“r”, “g”,
“w”, “b”, and a sentence is
a of these
words.
They describe an arrangement of coloured squares in the order
etc..
The sentence “
r r b g g g r w w”
describes then, for instance, an arrangement of this sort:
Here the sentence is a complex of names, to which a complex of
elements corresponds.
The primary elements are the coloured squares:
– “but are these simple?”
–
I can't think of anything
don't know [t|w]hat it
I [w|c]ould be more
naturally to call ˇthe
“ˇ◇◇◇simpleˇ
elements”, in this language
game.
In other circumstance circumstances, however, I
[sh|w]ould
call a coloured square “complex[2|”],
– composed, say, of two rectangles, or of the elements
colour and shape.
But the concept of
‘complexity’ might
also be extended that the smaller surface is said to be
“composed” of a larger surface and one subtracted from
it.
Compare
[“|‘]composition[”|’]
of f[r|o]rces, the
[“|‘]division[”|’]
of a line by a point outside it; these expressions show that
certain circumstances we
are inclined to the
smaller thing as
re[l|s]ult of
the
[“|‘]composition[”|’]
of combining what is
largerˇ things, and the larger
thing as the result of
division of what
is a smaller[.|t]hing But I don't know whether I should say that the figure which
our sentence describes consists of four elements or
o[r|f] nine.
Well, does
35 does that sentence consist of four
letters of o[r|f] nine? –
And what are its elements: the letter types or the
letters?
And isn't it all the same quite
indifferent |
which we say, if only we avoid
misunderstandings? in the particular
case?? | | |
| | | | | But what d[e|o]es it mean, that we can't explain
(i.e. describe) these elements but only name
them?
Th[at|is]
m[g|i]ght mean, say, that the description of a
complex, if this complex
consist[e|s]d[,| (]in a limiting case[,|)] of only
one element square, is simply the name of
the coloured square. // This might
mean, say, that when a complex consists, in a limiting case, of only one
square, then its description is simply the name of
coloured square.
might say
here – although this easily leads to all sorts of
philosophical supers[i|t]itions – that a sign
[|“]r”, or
“[s|b] b”
etc., may sometimes be a word and sometimes a
sentence.
But whether it [“| ‘]is a word or a
sentence[”| ’] depends on the
situation in which it is uttered or written.
If ˇe.g. A has to describe for
B complexes [f|o]f coloure[s|d] squares and
if he uses here the word “r”
,
then we may say that the word is here a description – a
sentence.
But if ˇe.g. he ˇis
memoris[es|ing], say, the words and their what
they meanings, or if he is teaching
the use of
the words and utters them in connection with ostensive
teaching while giving with the
appropriate gesture, then we shall not say that
they are sentences here.
In this situation the word “r”, for instance, is not
a description; you are
nam[e|ing] an element◇ with
it, : – but
it ˇthat's why it would be
st[a|r]ange to say on that account
here th[t|a]t the element can only be
named.
Naming and describing, in fact, are not on the same
level: naming is a preparation for describing.
When you have With In
[[n|N]|n]am[ed|ing]
something youch we
haven'
n[o|']t haven't
yet made a move in the language game, – an[d|y] more than
you' have made a move in
36 in a chess
game by
setting a putting a pieceˇ on the
board.
We may say: with the naming by
giving
of a thing ˇa name
nothingch
ha' yet been done.
It hasn't even yet a name,
– except in the game.
Th[at|is]
is also what Frege meant
by saying that a word has meaning only in the context of its connection
with | a sentence.
| | |
| | | | | What is meant by saying of the elements that we can
ascribe neither being nor not-being to
them? –
might say
something like this: If everything that we call being or
not-being consists in the fact that connections
holding or do or not
holding between the
elements, then there is no sense in speaking of the being
(not-being) o[r|f] an element; just as, if
everything that we call “destroying” consists in
the separating tearing apart
of elemtns elements
ap, it has no sense to speak of destroying an
element. But we our we
should should like
wish to say:
can't ascribe
atribute predicate being to
of an element, because if it
,
then you it couldn't even
name it be named, and
so you could say therefore [t|n]othing
ˇcould be said of about it. –
dLet' us consider an analogous
case, though, which will make
th[e|is]
clearer[:| .] There is one thing of
which you can't say either that it is 1 m long
or that it isch not 1 m long, and that is the
standard meter in Paris. –
But ˇ, of course, we have
n[o|']t thereby ascribed by
saying this we haven't attributed any peculiar
ˇany curious property to the standard meter, of
course, but have only indicated its peculiar role in the
game process // procedures //
of measuring with the meter-rule. –
dLet' us
samples of
colours pre[v|s]er[s|v]ed in
Paris in a similar the way
to the standard meterˇ is[.|:] Then
And ˇand we explain
ˇe.g. that “sepia” means
the colour of the standard sˇepeia that
is preserved there a
vacuum.
Then it will have no se sense to say of this
sample either that it has this colour or that it
hasn't it.
37 it. This
may be expressed thus We may express this in this way | :
sample is
of the language
with ˇby means of which we make
statements about colours.
ˇIn this game [I|i]t
is, in this game, not something
ˇwhich is described in this
game,, but a means of
descri[bing|ption].
–
And the same thing holds of an element in ˇthe
language game ˇin
№
([4|5]7) when, in naming
it ˇassigning a name to it, we
the word
“R”:
[W|w]e
have thereby given to this
a role in our
language game, it is now a means of
descri[t|p]tion.
And the statement, :
“If it , then it
could have no name”, ˇnow says as
much and as little as, :
“If this thing didn't exist, then we
couldn't use it in our game.” –
What,
must exist, belongs to
the ˇis an instrument of language.
It palyas plays in our game the
role of a paradigmˇ in our game: ;
the role of a standard with which
something's compared. of that with which a comparison is
made. |
And to state this may be toch
makeing an importantch
statement.
But it is nevertheless a statement concerning our language– , our
of
describing. | | |
| | | | | In the description of the language game ˇin
№
([4|57]) I said that the colours of the
squares corresponded words “r”, “g” etc.,
correspond ed
to the colours of the squares.
But what's
does this correspondence consist in how far ˇin
what sense can one say that certain colours of the squares
cor[e|r]e[p|s]pond to these
signs[,|?]
ˇFor
[T|t]he explanation in ([4|5]7) only made a
connection between these signs and certain words in our
ˇordinary language (the names of colours).
–
Well, it was assumed that the use of the signs was taught
in the
ˇactual game by pointing to paradigms.
Quite[,| ;] – but what does it mean to say
that in the practice of the language certain elements
correspond to the signs? –
Does it consist in th[e|is],
fact that
describing
the complex of coloured squares always says “r” where there is a red
38 red square,
“b” where there is a black square,
etc.?
But what if he makes a mistake in his description and wrongly
says “r” where
[r|t]here is a black square;
what's is then the criterion
that shows that here for this was a
ˇbeing a mistake? –
Or does the fact th[t|a]t “r” indicates
“[“|‘]r[”|’]'s
indicating standingch
for ˇstands for” a red
square” consist in the fact,
◇◇◇
mean that
the people who use the language always have a red square before
their minds when they use the sign “r”? In order [t|T]o see more clear[e|l]y we
have should here, as in innumerable
ˇa great number of similar cases,
to keep look at the
details of the processes what really happens
in detail before our eyes; as it were, from close
by. , to observe from
close at hand what happens. | If I am inclined to assume ˇtake the
view that a mouse comes into
existence is produced springs, by spontaneous generation,
grey
and dust, then it
will be well to examine these
carefully to see how a
mouse could have
concealed itself in them, how it could
there
etc..
If, however, I am convinced that a mouse
cannoch'cht
be generated
from just come into being out of | these things, then this examination may be
superfluous.
ˇBut we have yet got to see [W|w]hat
it [k|i]s, however, that hinders,
in ˇdoing philosophy, such an examination
of makes it so difficult to scrutinize
these details,. is
something we have yet to come to understand.
// to see what it is that sets itself against our
scrutinizing these details, when we are doing
philosophy. // | | |
| | | | | Now there are various possibilities for
[a|l]anguage game ˇ◇◇◇ (47),
various cases in which we should say a sign names
ˇindicates in the game
ˇindicates a square
of such and such a colour.
We
[sh|w]ould
say this, , if we
knew that the people who use this language were taught
the how to use of the sign in
such and such a way.
Or if [t|i]t were laid down in writing, say in the form of a
table, that this elements
corres corresponds to this
si[ng|gn], and if this table were used in teaching
39 teaching the language and were
brought in [o|t]o decide certain disputed
points. –
But we
imagine also that ˇsuch a table of this
sort is
instrument in the
use ˇpractice of the
language.
The description of a complex takes place thus
in this way: describing
complex carries
table with him, looks up
in it each element ˇin it of the
complex and passes in the table from the
elem[t|e]nt to [h|t]he sign (and the person to
whom the description is given may also use a table to translate
the words of it ˇthe description
into the sight ˇpictures of
ˇthe coloured squares.)
We might say that
th[e|is]
table ˇhere assumes the role
here
is played in other cases by memory and
association.
(We
[sh|w]ould
not in
generally
carry out
order, “Bring me a red flower”, by looking
up the colour ˇcalled
‘red’ in a and then bringing a flower of
the colour that we f[i|o]und in the table; but if
it is ˇit was a question of we have
to selecting, or
mixing,
a particular shade of red, then it happen that we we
do make use of a sample or a table.) If we call such a table the expression of a rule of the language game,
then can say that
what we call a rule of
lan language game can
very different roles in
the game. | | |
| | | | | Think only of what the ˇsort if cases
are in which we say that a game is played according to a
particular rule. The rule may be an aid to instructi[on|ng]
ˇpeople in the game.
The is
told the rule and is trained to apply it. in its
application. |
–
Or it is an
of the game itself. –
Or:
rule is used neither in
instruction ˇteaching the game
nor in the game itself; nor is it in a book of rules.
You learn the game by watching how others play ◇
it.
But we say it is played according to such and such rules
40
rules,
a person watching ˇthe game
these rules from the
practice of way the gameˇ is
played, like a natural
laws which the actions of the . –
But how does the observer distinguish, in this
case, between
a correct mistake on the part of the a
players
and a correct action in the game?
There are signs characteristic signs
for this in the behaviour of the players.
Thi[s|n]k of the ch[r|a]racteristic behaviour
of someone who has made a slip of the tongue corrects a
slip of the tongue.
It would be possible to recognise know that someone was
doing | this [v|e]ven if we
didn't understand his language. | | |
| | | | | “What the names of
language stand for must be
indestructible, for we must be able to describe the
state of affairs condition |
everything
that can be destroyed at
all destroyable | has been destroyed.
And in this description there willˇ, of course, be
words[;| ,] and what corresponds to them
then be ˇhave been destroyed,
the
wor[s|d]s would have no meaning.”
–
I must_
n[o|']t saw off the
branch on which I'm
sitting[.|on]. Now one might indeed object,
(at
once), that the
description itse itself
must ˇat any rate make an exception for itself escape
destruction. –
But what ˇthat which
corresp[i|o]nds to the words of the description and
so ˇtherefore must not be
destroyed if it ˇthe description
is true, is [w|t]hat
ˇwhich gives the
words their meaning, without which they would have no meaning.
–
But this is surely, in one sense, that which
corresponds to his name.
But he is
destructible, can be destroyed; | and his name does not lose its meaning when
bearer is
destroyed. –
corresponds to the name, and is that without which it would
have no meaning, is a paradigm
is used in the
language game in
with the
name. // That which corresponds to the
name and without which it would have no meaning is
… // | | |
| | | | | But what if no such sample the language, if
for
41 for
instance e.g., we
remember the colour which a word stands for?
“And if we remember it, it comes before our mind's eye when we
utter the word.
The colour ˇin itself must therefore be
indestructible, if it is to be possible for us
at any time to remember it.”
But what do we take then as the criterion
that we for
remembering it correctly? –
If we work with a sample instead of with our memory, then we
say, on
occasion ˇsometimes under certain
circumstances | ,
that the sample has changed its colour, and we judge this by
ˇour memory.
But may[we|n't] not
we,
certain
circumstances, speak also of a darkening of our
memory image?
Aren't we just as much at the mercy of memory as we are of a
sample?
(For someone might
to say, :
“If we had no memory we should be at the mercy of a
sample.”)
Or, say, of a chemical reaction:
–
you had to paint a particular colour, its name is
“”,
and it is the colour which you see when you combine the
substance S ˇcombines with the
substance T under such and such conditions. –
Suppose the co[,|l]our appeared to you one day brighter than
on another,
[sh|w]ouldn't
you then, under certain circumstances,
say, “I must be mistaken, the colour is certainly the
same as yesterday”[,|?]
This shows that we do not always
what memory says as
the verdict of the highest court, highest verdict, |
beyond which there is no appeal. | | |
| | | | | “Something red can be destroyed, but red cannot be destroyed
and so the meaning of the word
[“|‘]red[”|’] is
independent of the existence of a redt thing.”
Certain[y|l]y it has no sense to say that the colour red
(hue, not pigment) has been torn up or
to
.
But don't we say, “the redness
vanishes”?
And don't cling to the
that we can call
before our mind's eye when
nothing 42 nothing red exists
any more.
This is ˇjust as though you were to
sa[y|id]
that then there is still always a chemical
reˇaction which produces a red flame. // This is no different from wanting to say that
… // –
For what if you can't ˇno
longer remember the colour any
longer? –
If we forget wh[at|ich] colour it is
thatch which has
this name, then the namech loses its meaning for us; that
, we can no longer play a
language
game with it.
And the situation is then compar[i|a]ble to that
in which ˇarrives when the
, which was an
of our
language, has been lost. | | |
| | | | | “I want to call only that a
‘name’ which cannot stand in the connection
‘X exists’”. –
And we ˇthus you
canno't
say ‘red exists’, because if there were no red you
could not speak about it.”
More correctl[t|y]: If “X
exists” amounts to is
saying,
“‘X’”
has meaning”, then it is not a sentence about
“X” X but a sentence
about our use of [p|l]anguage usage
of words,
namely viz,
the use of the word “X”. It seems to us as thoughwe were saying ,
said something about the nature of red in,
saying that the words “red exists” ˇdo not make
no sense.
It exists just ˇ– as it were
– [“|‘]in
itself[”|’].
The same idea, – that this is a
metaphysical statement about red, – is
expressed also when we say that red is timeless,
and perhaps still more strongly in the word
“indestructible”. But, as a matter of
fact, actually | we want only to take
regard “red exists”
only as
statement:
[T|t]he
word “red” has meaning.
Or perhaps more correctly: “Red does not
exist” as “‘Red’ has no
meaning”.
Only we do_
n[o|']t want to say that
th[is|e] expression says
th[at|is], but that
ˇthis is what it would have to say
that if it
ha[s|d] a
meaning[.|;]
[B|b]ut that in trying to say
th[at|is]
it contradicts itself – since red exists
[“|‘]in
itself[”|’].
–
Whereas a
43 a contradictioncould
only be said to lies , if
anywhere, might be said to lie in the fact that the sentence
looks as though it were speaking
the
colour,
whe[r|n]eas whileˇ really , in fact, it is supposed to say
something about the use of the word “red”.
–
In
reality ˇIn As a matter
of fact, however, we say that such & such a a
particular | colour
exists; // In reality, however, it is quite a
natural thing to say that a particular colour
exists; // and this means
simply
that ˇthere is something
exists that has this
colour.
And the first expression is
not less exact
than the second; especially not in the case where
[“|‘]that which has the
colour[”|’] is not a physical object.
| | |
| | | | | “Names stand
only for
what is an
elements of
relaˇlity. “A
Name only stands for what is an element of
reality. For
[W|w]hat cannot be destroye[s|d],
– what remains the same throughout all
change.”
But what is
th[at|is]? –
While we were
the sentence already it came into
already was before our
minds.
We expressed
definite idea.
A particular
to use.
For experience does not show us these elements.
We see
of
something complex things made up of
parts (a chair, for instance).
We say the back is a part of
chair, but
isch itself made up of various pieces of
wood[;| ,] whereas a foot is a simple
.
We see also a whole which changes (which is destroyed)
while its
remain
unchanged.
These are the materials out of which we
that picture of
reality. | | |
| | | | | ˇNow Suppose If I
say now:
“
broom is standing in the corner”, is this really a statement
about the broom and
the brush?
At any rate, one
surely
substitute for
th[e|is]
statement it one which
describe[d|s]
the position of the broom
and the position of
the brush.
And ˇsurely this statement is surely a
now further more fully
analysed. form of the first
one. –
But why do I call it “further analysed”?
– 44 analysed”?
–
Well, if the broom is ˇover there, then
surely that means that the
and the brush
must be there and ˇthat they must be in a
definite ˇparticular relative positions
with reference to one another;
and this was ˇbefore , as it
were, concealed in the [e|m]eaning of the
sentence, before and in the analysed
it is
.
Then does So the person who says the
broom is standing in the corner means
really that the
and the brush
are ˇare standing there and
ˇthat the
is sticking in
the brush?
If we were to asked someone whether he meant
th[at|is],
he would probably say that he just hadn't thought about the
in particular
or about the brush in particular.
And
th[at|is]
would be the right answer,
he
ˇdidn't wanted to speak
neither about the broomstick
handle nor about the brush in particular.
Supposeyou were to say to someone, instead of
“Bring me the broom”, ˇyou said to
someone “Bring me the
broom handlestick and the brush
is attached to
it”.
Isn't the answer to
this, : “Do you want the
broom? And why do you express
put it in th[at|is] in
such an absurd queer
way?” // And
whay take such an absurd way of saying
so? // ” –
ˇSo [W|w]ill he understand
the more fully analysed sentence
better, then ˇin it's analysed
form? –
This sentence –
might say – accomplishes the same as the ordinary
, but by a more
route. –
[i|I]magine a language game in which someone
given orders to
bring ˇfetch ˇor to move about certain
things objects made up of several
ˇwhich are composed of various
parts[,|.] or to move them about, or
something of the sort
etc..
And two methods of playing it: in the one a) the complex
things (brooms, chairs, tables etc.) have names, as
in (1[3|9]); in the other b) only the parts
have names and the whole is described by
of them. –
In what
way To what extent | is an order [of| in] the second game
an analysed form of an order in the firstˇ
analysed?
Is the formerch second
embedded contained in the latterch
first and is it
extracted
45
by
analysis? –
Certainly, you take ˇthe structure of the
b[o|r]oom to pieces is
reveald
if ˇwhen you separate the
the brush; but does
ˇit follow that the command to bring the brush
consists therefore of corresponding parts?
| | |
| | | | | “But surely you won't deny that a particular command in
(a) says the same as one in (b).
And what would
you are you going to | call the second, then, if not an
analys[ed|is]
from of the first?” –
Certainly, I should also say that a command in (a) has the
same meaning as a command in (b); or, as I expressed it
, they
accomplish the same.
And that means:
[I|i]f
someone ˇI were to
show[s|n] me a command in
(a) and
ask[s|ed], “Which command in (b) has
the same meaning as this?”, or,
again,ch say: ,
“Which command in (b) does
contradict has the
opposite meaning?”, then I
answer the question in
s[y|u]ch and such a way. should give such
& such an answer.
But this is does not to
say mean that we have an agreement come to an
understanding | about the use of
the expression
“hav[e|ing]
the same meaning” or
“accomplishing
the same” in general. // But
this is not to say that we now have agreed as to the use of,
in general, of the expressions
… // … that we have come to a general understanding about the
use of the expression … // |
For one ask:
In what case do we say,
“th[o|e]se
are only two different f[ro|or]ms of the same
game”? | | |
| | | | | Suppose that the person to whom the commands ˇin
(a) and ˇin (b) are given
has to look up
in ˇis has to refer
to a table ˇin which that
correlates names with ˇcorrespond are
correlated to pictures before he brings
the object what is demanded | :
[D|d]oes
he then do the [d|s]ame thing when
he carr[ies|ying] out a command in
(a) a[n|s]d
and when he
carr[ies|ying] out
the corresponding command in (b)? –
Yes and no.
You may say, :
“[T|t]he
point of the two commands is the same.”
I shou[d|l]d,ˇ, in this
case,, say the same here.
But it is_
n[o|']t always clear
what's one is to
ˇbe called the “point” of
command.
(In the same way one can say of certain things that their purpose is
.
What is essential is [h|t]hat
th[at|is]
is a lamp, that
46 that
it's is used for lighting,
– that it decorates the room, fills an empty space,
etc., is not essential.
But essential and unessent unessential
are_
n[o|']t always clearly separated.)
| | |
| | | | | But the expression, “ˇthat
saying that “a sentence in
(b) is an analys[ed|is]
form of one ˇa sentence in (a)”
ˇin an analysed form, ˇcan easily
misleads us into thinking that th[e|is]
first form is
the/more fundamentalˇ
one; ˇthat it reve[la|al]s for the first time
what is meant by the other[,| ;]
etc..
We thinkrather: that anyone
the man who
possesses has knows
only the unanalysed form
ˇsentence, is in
want ˇshort of
analysis.
–
But may can't I
not
say that the latter person
an aspect of the
matter, just a much asch the former
does? Let's us suppose
alter the game ˇin ([4|5]7)
altered so in such a way
so that the [g|n]ames in it
[r|d]on[o|']t stand for squares of a single colour
but for rectangles consisting of two such squares.
One of these rectangles of the form
⬓, half red,
half green, called
“u”; one, half green, half white,
“v”; and one, half white,
half black, “w”.
Might Couldn't we
not imagine people who had names for such
colour-combinations but not for the individual colours?
Think of the cases in which we
say, :
“This
of colours
(e.g. the
tricolourˇ for instance)
has a
character”. of
it's own”. To what extent are Should we say
that With what right can it be said that the signs
of this language game in still need of
to be analys[is|ed]
analysis?
In fact, to what extent can ˇthis game
([4|5]7) be substituted
replaced for this one by the game one
in (57)? –
It is in fact a different language game;
it is related to ˇthe game
([4|5]7). | | |
| | | | | And
[H|h]ere we come up against the big question
behind all
these considerrations ˇthe enquiries we have
been making:
[F|f]or
one might to me:
“You're
tak[e|ing] it easy!
You talk all sorts
of language games, but you have
47 have never said what it is
that's is essential
an language
game, and th[at|us]
means to
language[.|;]
[W|w]hat's it
is that is in common to all these
makes
ˇus call them
languages,
or parts of
language.
You treat yourself to
precisely ˇThat means you
now don't bother
now about that part of the enquiry,
therefore, which at one time gave you the greatest
,
namely that concerning the general form of the
proposition.” and of
language.” And
th[at|is]
is true. –
Instead of
something which is in common to all that we call language, I
say there is
in common ˇto these phenomena
on account in virtue of which
we ˇthat makes us use the same
name ˇword for all of
them, – they are
to one each
another
in many different ways.
And of
this kinship relationship, or these
relationships, | we call them all
“languages”.
I try to
explain this. | | |
| | | | | Let us
[C|c]onsiderfor a moment ,
e.g., the processes that
which we call
“games”,. for
instance.
I mean board-games games played on a board | , card games, ball games,
ˇathletic contests in the ring prize
fighting,
etc..
What is ˇin common to all these?
–
Don't say, :
“there must be something ˇin common
to themˇ all,
they
would_
n[o|'] be called
‘games’”; – but look and see whether
something is in common to all
of them. –
if you look at
them, though you see
something ˇanything
that's common to all of them, but you will
see similatities, connections, – a
of
them.
As I
sa[y|id]:
don't think, but look. –
Look at
the ˇboard games played on a
board, with and
their various connections ˇsimilarities
between them.
Now pass to card games; here you ˇwill find many
points of analogy
similarity correspondence | to ˇbetween this group and
the first class[,| ;] but many
features
disappear, and new ones
appear.
If you now pass to ball games, much that
common
remains, but a
is lost.
–
Are they all
[“|‘]amusing[”|’] ‘entertaining’?
Compare chess with Noughts &
Crosses.
Or is there such a thing as winning and losing
or
48
or between the players?
Think of the games of
patience[.|s].
In ball games there is wi[ll|nn]ing and losing, but
a child ˇis
throw[s|i]ng bouncing
the a ball against the a wall and
catch[es|ing] it, again
there is no
winning and losing this feature has disappeared | .
See what Look at the part
ˇwhich skill and luck play.
And what a difference there is between skill
(inch a game
of) chess and skill in
(a game of)
tennis.
ˇNow [T|t]ink now
of round ˇsinging &
dancing games: here the element of
, but how
many othe of theo other characteristic
features have disappeared!
And soch ˇin this
way we may go through the many, many other
groups of games[.| –] Watching
seeing similarities and disappear.
And now the result of these
observations considerations |
is:
[W|w]e
see a complicated
netˇwork
o[d|f] similarities which
overlapping and crossing
one each another.
Similarities in ˇthe large respects and in
ˇthe small. | | |
| | | | | I
can[no|']t
characterize these similarities better than by
the
“ find a more
appropriate a better | for these
similarities than “family
”; for
th[at|is]
is how the the way the different | similarities overlap and cross
one another which hold between the members of a
family: build, features facial
characteristics | , ˇthe colour
of the eyes, ,
temperament, etc. etc..–
And I shall say the
[“|‘]games[”|’]
constitute a family. And in the same way the kinds of numbers
constitute a family.
Why do we call something a “number”?
Well, perha[s|p]s because it has a –
(direct) – kinship things which,
ˇup to the present, we have ˇbeen called
numbers in the past; and
thereby, we may say, it receives an ˇgets
related indirectly connection with
to other [w|t]hings which we
call by the same name.
And we extend our concept of number, as we
twist fibre on fibre in spining spinning a
thread.
And the strength of the thread does not lie in the fact that one fibre
runs through the
49 through the whole length of it,
but in the fact that many fibres overlap. But if someone wished were to
sa[y,|id]: “Then there is something
ˇin common to all these
the disjunction of all these common
”,
then I should answer: Here
you're
are
playing with a
w[r|o]rd.
just as
well say: something runs through the
thread the uninterrupted overlapping of
these fibres. | | |
| | | | | “All
[r|R]ight; then for you the concept of number is
as the
logical sum of
these these
single,
related ˇinterrelated
concepts
cardinal number, rational number, real number,
etc. and in the same way the concept game as the
logical sum of such
& such the corresponding |
partsub-concepts.”
That needn't
not
beˇ so.
For give the concept “number”
fixed boundaries in this waych, i.e.
use the word “number” only to stand
as a name for a firmly delimited
concept,ˇ with fixed
boundaries, but also use it in such a way that the
its extension of the
concept is not
by a
boundary.
And
th[at|is]
is we in
fact use the word “game”.
is
the concept of a ‘game’
?
What is still a game and what is no longer
one? ˇWhen does
begin to be a game, and
when does it cease to be one?
Can you state the boundaries? ˇsay
where the boundary-lines are?
No.
You can draw
some ;
for there aren't any drawn ˇas
yet.
(But
th[at|is]
has never bothered you, when you have
used the word “game”.) “But then surely there are no
rules for the use of the wordˇ is not
regulated, the
‘game’ which we play with it
is not
regulated has no rules | .” –
It is not
at every point by rules; but there
is aren't any
also no rulesˇ, say, for how h[g|i]gh you
may throw
ball in tennis, , or how hard,
yet tennis is surely a game and it does have ru[e|l]es.
| | |
| | | | | How would you explain to
somebodyone
what a game is?
I imagine you would describe games to him, and you
might conclude your
50 your description with,
“all
th[at|is] these
and the like we call games”.
And do you know anych more yourself?
Is it that you
can't
the other
exactly what a game is?
But th[at|is] is_
n[o|']t This,
however, is n[o|']t
ignoranceˇ, however.
You don't know the boundaries because none are
drawnch.
As I
sa[y,|id,]
you may– , for some
purpose or other– , draw a
boundary.
But is this necessary
to in order to make it into a useful
concept? Do you thereby make it possible for the first time to use
the concept? |
Not in the least , – unless it be ˇyou
mean, useful for
th[at|is]
particular purpose.
Just as little as the unit of length “1
pace” was ˇnot useless ˇgiven a proper use for |
the first time when
someone by the person who | gave the
definition, : “1
pace = 75 cm”.
And if you say, :
“but before that surely it wasn't an exact unit
of length”, ,
then I answer: all right, then it was an
[u|i]nexact one.
– –
Although you haven't yet given me
definition of
exactness. | | |
| | | | | “But if the concept ‘game’ is, in this way,
unbounded unlimited in this way | , then you don't really know what you mean
by ‘game’.” –
If I give the descriptio
description, :
“The ground was covered with
”, will you say
that that I don't know
what I am talking about long
as I can't give a definition of a plant? Socrates (in
): “You know it and can
speak , so
ˇsurely you must surely be able to say it.”
–
No.
To [“|‘]know
it[”|’] does not mean
here to be able to say it.
Th[at|is]ch
is_
n[o|']tˇ, here, our
criterion of knowing here. An explanation of what I would
be, say, a painted picture and the
words, :
“[T|t]h[at|is]
is roughly what the ground looked like”.
But I may say
also, : perhaps
I say:
“Th[at|is]
is exactly what it looked like”. –
Then were exactly these ˇblades of
grasses
and leaves in these positions there?
No,
th[at|is]
isn't what it means.
And I
[w|sh]ould should
not recognise any picture as
51 a[s|n] exact
ˇone
in this sense. | | |
| | | | | We say the concept
“game” is a concept with
edges. –
“But is a
concept a concept at all?” –
Is an indistinct
blurred
photograph
a picture of a at
all? –
In fact, can one always is it always
ˇdesirable to replace an indistinct
photograph picture by a distinct
sharp one to advantage?
Isn't what is an the
indistinct ˇone often just
we want?
Frege compares the concept
a district, and
says: a district without clear boundaries you could
cannot call a
district at all.
Th[at|is]
means, , we couldn't do anything with it.
But is it meaningless to say,
“
there”?
Imagine I were was standing stood
yourself standing ˇ in a street with another
person in a place someone ◇◇◇ and
sa[id|ying] this. In doing so
saying it I shall you will not draw any
even draw any boundary, but rather just
make say a pointing movement with my hand,
gesture – just exactly as
though I you were pointing
a particu[,|l]ar
.
And this is how in just this way | we
may explain ˇto someone, say, what a game
is. We give ˇhim examples and want them in a certain sense
to be understoodˇ in a certain way. –
But with b[h|y] this
expression when I say this I do
not mean: that he is
to see what is
ˇin comm[l|o]n in ˇto
all these examples,
– ˇ, the common factor being one
which, for some reason or other, I
could
not ˇ unable
to ˇ – but ˇI mean that he is now
to use these examples in a particular
way.
Giving examples is ˇhere not
◇◇◇ an indirect
of explaining,
– in ˇused for
want of a better one. –
For any
general explanation can be misunderstood too ˇ as
well. , ˇjust as examples
can. –
That's just
is how we play
the gameˇ is played. (I mean the language game with
the word “game”.). | | |
| | | | |
Seeing what is ˇin common: Suppose I
show someone various a coloured
pictures comic and say,:
“The colour which you see in all of
them these pictures is called
‘ochre’.” –
Th[at|is]
is an expllanation explanation
which the other person is
underst[an|oo]ds when he looks and
sees by finding what
ˇit is ˇthat's
in common to
th[o|e]se
pictures.
He can then at
what is this commonˇ
element, or point to it.
52 to it.
Compare with
th[at|is]:
– I show him
of various
shapes, all painted with in the same co[k|l]our,
and say, :
“What th[i|e]se have in common with one another
is called ‘ochre’”. –
And compare with
th[at|is]:
– I show him samples of various shades of blue and
say, : “The
colour which is common to ˇthem all I call
‘blue’”. | | |
| | | | |
If someone explains to me the names of the colours by
pointing to samples and
saying, :
“This colour is called ‘blue’,
th[ei|is]
‘green’,”
etc.”, then this case can be compared is
comparable | , in many
repsects, to the case where with that in
which | he gives me a table in
which the words under the samples of
colours, –
although
this comparison may be misleading
us in
various ways. –
One is Now we are inclined
now to extend
th[e|is]
comparison:
[T|t]o
have understood the explanation means to have in mind
possess a concept,ˇ, in your
mind,, of what ˇthat which has
been explainedˇ in your mind, and that is[:|(]ˇto possess a sample or a
picture image[.|)]
– ˇso [I|i]f someone
shows me various leaves and
says, :
“Th[at|is]
is what's we
called a
‘leaf’[”| ”],
then I
get ˇobtain a concept of
‘the
of a leaf’, an image
picture of
it, in my mind. –
But what does of a leaf look like which has
no ˇdoesn't have any particular
shap[w|e] ˇof leaf but rather
[“| ‘]that which is
ˇin common to all shapes of
leaves[”| ’]?
What ˇis the colour has the ˇof my
mental sample in my mind of the colour green, –
i.e., of that which is common to all shades
of green?
“But
there be such a ‘universal’
sample[?|s?]
Say a diagram of a leaf, or a sample of pure
green.” –
Certain[,|l]y. –
But the fact that this diagram is understood as a
diagram and not as the shape of a particular leaf, and that
coloured square of pure
green is understood as a sample of everything that is greenish and not as
a sample pure green:
that lies again in the way in which these samples are
used. applied.
53 used.
⋎ | | |
| | | | |
Connected
with this is This is also where we find | the idea that the person who
if someone sees this leaf drawing
as a sample for of the shape of a leaf in general,
he sees it
differently from who sees it as a sample
this particular
shap[w|e].
that
might in fact be so; although
but (though, in fact, it
isn't) –,
it would mean only that
experience shows that who sees the
in a particular way
then it in such
and such a way, or according to such and such rules.
There is of course such a thing as seeing ˇsomething in one way
and in anotherˇ way, and there are also cases
in which person who sees
particular
sample will use it in
this ˇsuch &
such a way, and whoever ˇa person
who sees it differently, in a different way.
Anyone who If someone sees the drawing
as a plane figure consisting
of a square and two rhomb[s|i],
ˇhe will
carry out the
command, :
“Bring me something ”, differently
from the person who sees the picture
spatially in as
having three dimensions. | | |
| | | | |
What does it mean◇, to kn[w|o]w what a
game is?
What does it mean, to know it and not be ab[e|l]e
to say it?
Is this knowledge some equivalent of a definition
is not
uttered unuttered?
that,
if it were uttered, I might recognise it as the expression of
my knowledge?
Is_
n[o|']t my knowledge, my
concept, of a
‘game’, expressed
entirely in the explanations
give? namely in
the fact that I desc describe
In describing examples of various kinds of games,
ˇin showing how you can construct all
sorts of other games in analogy with these ˇanalogous to
these in all sorts of ways, in
saying that I
should hardly call so and so a game any
more[,| ;] such & such,
games; and so forth. | | |
| | | | |
If someone were to had
drawn
a sharp boundary, then I couldn't
not
acknowledge it recognise this | as
the one I
ˇtoo had also always wanted to draw, or
had ˇas the one I had drawn in my
mind.
For I didn't never
wanted to d[ar|ra]w any
one ˇat all.
We say
54 say his concept is not the
same as mine, but it.
And the connection ˇrelationship between
them is that of two pictures of which
one consists
of coloured without
sharp boundaries, the other out of coloured
similarly shaped
and distributed, but
sharp boundaries.
The
as undeniable as the difference. | | |
| | | | |
And, if we take to extend this
comparison, still a bit further, then it is clear that the degree to which the sharp
can picture can be similar to resemble the indistinct one, depends on the degree of indistinctness
the latter.
For suppose you had an indistinct picture and had to
a
[“| ‘]corresponding[”| ’]
sharp picture.
In the is
an indistinct
blurred red
rectangle; you replace it by a sharp one.
Of course – various such sha[p|r]p rectangles
might be drawn which to
co corresponded to the
one.
–
But if in the original the colours
into one another without
trace of a
boundary, then will won't it
not
isn't it
then a hopeless task, to draw a sharp picture
corresponding to the
one?
Won't you then have to
say, :
“Here I might just as well draw a circle as a
rectangle, or a heart shape; all the colours run into one
another just anyhow.;
[E|e]verything, and's
correct, and nothing[,|'s]
– is correct.” –
And this is the position in wh[c|i]ch anyone
you finds himself, for
instance, yourself, if, e.g.,
who searches for definitions in
in aesthetics or in ethics which correspond to our
concepts.
Always ask yourself, in this difficulty:
“How did we learn the meaning◇ of this
word –
‘g[ut|ood]’,
for instance?
By what examples; in which language games?
◇ You will then see m[r|o]re easily that
the word must have a family of mean[k|i]ngs.
| | |
| | | | | Compare: knowing and saying
55
Compare
knowing and saying how many
hight
Mont-Blanc is; –
how the word “game” is
used; – what a
clarinett sounds like.
The person
[Anyone|Anyone] who is amazed
that anyone you can ˇwonders how it is possible
to
know something and not be able to say it may be thinking thinks
perhaps | ˇis thinking
possibly of a case like the first.
Certainly not of one ˇa case
like the third. | | |
| | | | | Consider this example: If someone
says, :
“Moses exist”, then
that can mean this can have different sorts of
things meanings.
It may mean: the
[i|I]srealites
did_
n[o|']t have one leader when they
Egypt – or: their leader was not called
Moses –
or; : there
ˇnever was nbody nobody that
anyone who did all the
Bible records of
Moses – etc.,
etc.. –
According to In
Russell's
ˇterminology we may say: the name
“Moses” can be defined by
various descriptions.
, as
“the man who as a child was taken from the Nile by the
daughter of Pharoah
Pharao”,
etc..
And according as we take the one or the other definition the
“Moses existed” gets a
different , and
similarly with every
which treats of
Moses. –
And if someone
us, :
“N did_
n[o|']t exist”, do we
askˇ questions
like, :
“What do you mean? Do you wish to say that
… , or that … , etc.
etc.?” But if I make a statement about Moses, am I
always prepared to substitute any one of these descriptions for
“Moses”?
I shall say, perhaps,:
that – by
“Moses” I
the man who did
what the 56 the
Bible records of
Moses, or at any rate of it.
But how much?
Have I come to any deci[sion|ded]
as to how much ˇof it must to be false in order that I
should my
as
falsech?
So Has ˇis my use of the name
“Moses” for me them a
fixed and clearly unambiguously determined use in
for all possible cases? –
Isn't it like this, that I have, , a whole
of props in
readiness, and am prepared to lean on one if another
shou[d|l]d be withdrawn ˇtaken from
under me, and vice versa?
–
Consider still yet another
case: If I say, “N has died”,
then the position with as
regards to the meaning of the name
“N” may be this: I believe that a
person lived whom I (1) in such and such a
place[,|s,] who (2) looked like this and
this (pictures), (3) did such and such ˇthings,
and (4) in the social world had the name bears this
name |
“N”.
ˇIf
[A|a]sked what I
by
“N” I should enumerate all
th[at|is] these things, or
some of itˇ them, and different things
ones on different occasions.
My definition of “N” would
ˇthus be, then say: “the man of whom all
th[at|is]
is true”. –
But suppose something in
of it
should turns
turned out to be
false, – –
should shall will I be
prepared to declare the
“N has died” false, – even
if ˇonly ˇthough something
which that ˇthat to me
seeme[d|s] to
me quite
inessential incidental |
turn[e|s]d had
turned out to be false?
But where is the limit of what's
is
? –
If I had Had I, in such a case, given an
explanation of the name in such a case, then I
now be prepared to
it. And we may express this by saying:
ˇcan be expressed thus: I use the name
“N” without a
ˇrigid
meaning.
(But
th[at|is]
no more impairs its use tha[t|n] it impairs
impairs the use of a table that it
stand[s|ing] on four legs instead of
on three and so on occasion ˇthough
occasionally such a table
wobbles.) Ought to say that I use a
word whose the meaning ˇof
which
I don't know and so talk
nonsense ˇthus what I say has no sense? –
Say what you like, so long as this
doesn't
not
prevent you from see[k|i]ng what the situation is.
(And if you
57 you see
th[at|is],
then there are things you won't
say.) | | |
| | | | | I say: “There's
is a chair over there”;
what if I walk over to ˇfetch it and want to
it and want to take it and it suddenly vanishes from my
? –
“Then it wasn't a chair, but some illusion or
other.” –
But in a few seconds we see it again and can it,
[t|e]tc..–
“ the
chair was there after all and its
was
some sort of illusion.” –
But suppose that after a time it
disappear[s|ed] again, – or
seem[s|ed] to disappear.
–
What ought we to say now?
Have you ˇgot rules ready for such cases, which say whether
one may ˇstill call such a thing ˇis still to
be called a
“ch[ir|ai]r”?
But are they lost to us in our do we miss them when
we use of the word
“chair”; and ought we to say that we rea[,|l]ly
ˇdon't attach no ˇany
a meaning to this word,
we are not provided with
rules for all ˇthe possibilities of its application?
| | |
| | | | | Ramsey
once insisted, in a discussion with
me, ˇstressed the point that logic is a
[“| ‘]normative
science[”| ’].
ˇI can't say,
[E|e]xactly, what idea he had in mind,
I don't kn[w|o]w; but it was undoubtedly closely
related to that connected with one |
which dawned on me I only laterˇ got hold
of: – namely that in philosophy
we often compare the use of words with games, ˇor
with calculi fixed rules, but ˇthat we
can[no|']t
say that whoeverch uses language must play such a
game. –
But if ˇIf, however, you
say that our expression of languages only
approximates to
such a calculi, then you stand the edge of a
misunderstanding.
For this ˇthus it may make
it seem as
though in [L|l]ogic we spoke about an
ideal/language.
As though our logic were ˇwas, so to speak, a
logic, as it were, for empty space a
vacuum ˇnot taking into account friction &
air-resistance.
Whereas actually logic does_
n[o|']t treat of language
– (or ˇof
thought) – in the sense
on in which a natural science treats of a
natural phenomenon, and one
can ˇmight say
would be ˇis that we
construct ideal languages.
But here ˇto use the word
“ideal”
58 “ideal”
ˇhere would be misleading; since it would then
◇pe◇ seem it suggests for this would make it appear as though
thes_ e languages
better,
more perfect, than our everyday language; ˇand as though
a logician were needed to show
what a
correct
[,|l]ooks like. But that ˇall this can only
appear in the correct light when we have
clarity
concerning the ideas of understanding,
and
thinking.
For then it will also become get
clear
what may mislead one– , and did
has mislead me
(Tract.atus
Log.ico-Phil.sophicus),
– into thinking that whoever utters a sentence and
means, or understands, it
is thereby working doing ˇis
using a claculus according to definite
rules. | | |
| | | | | What do I call the
“rules
according to which he proceeds”?
[t|T]he
hypothesis which describes satisfactorily his use of the words as we
observe it[?|,] or the
rules which he
looks [j|u]p using the signs, or ˇthe
rule whichh he gives as an answer when we ask him
what his rules are is?
But what if ˇour observation does_
n[o|']t show ˇus clearly any
rules, and the
question doesn[n|']t elicit one bring any to
light | ? –
For although he did
g[i|a]ve me an explanation when I asked
ˇin answer to my question, what he
understood meant by “N”,
he ˇbut he was prepared to
this explanation
and alter it. –
shall I
determine what the reel[s|e]
are
according to wh[c|i]ch he plays?
[h|H]e
doesn't know them himself. –
Or more correctly:
[W|w]hat
is ˇuse is there in this case for left
for the expression, “rule
accordi[g|n]g to which he plays”, supposed to
mean here? | | |
| | | | | Doesn't the analogy of language with a game throw
light here?
For we can easily imagine that people
might
[i|a]mus[e|ing] themselves in a
field ˇon a lawn common by playing with a ball in this
ˇsuch a way: ˇthat they
beginning various them existing
games existing games
(with their rules) | , not finishing some of them leaving a number of them unfinished
unfinished | ,
in between ˇwhiles throwing the ball ˇup at
random in the air,
59 chasing ˇand hitting
one each another in fun with the ball,
throwing it at one another etc..–
And now someone ˇcomes along and saysch
if someone said: that during the whole
: all the time
th[e|ese]
people are playing a ball game and conf[i|o]rm to a
definit[i|e]w rule with every
throw. therefore at every point act
according to definite rules. And isn't there also the case in which we play and
“make up the rules as we go
along”?
And also that in which we alter them “as we go
along”. | | |
| | | | | In ([6|7]5) I said of the
of the word
“game” that it is not
at every point by
rules; but
what does a game look like
is bounded at every
point b[h|y] rules?
Whose The rules ˇof which
don't let no in any doubt
penetrate;, stop ˇup all the holes for
it? –
Can't we a rule which regulates the
application of
rules? ;
and a doubt which that rule removes, – and so
forth? But
th[at|is]
doesn't
mean is not to say | that we ˇare in doubt because we can
imagine a doubt.
I can well imagine that someone is always in doubt
before he opens the door of his house ˇas to whether a chasm may
not have opened on the other side of it; and that he makes certain
before he steps
through the door (and ˇone day it may
sometime prove that he was right); but I am not,
therefore, ˇmyself in doubt in a similar
case. myself. | | |
| | | | | A rule there, like a
sign post.
Does leave no doubt
[;|p]ath I
have to take?
Does it show in what direction I
[o|t]o go when
I have passed it? ;
whether the
road, or the field along the
footpath, or over hedge & ditch accross
country | ?
But where does it say in what sense I
to follow it; whether
in the direction of the hand or, e.g., in the
opposite one ˇdirection?
–
And in insetad suppose
instead of one sign post there
w[er|as]e
a closed chain of sign posts, or chalk marks
along
60 along the
ground; : is there only
one ˇway of
interpret[ati|ing]on
for them? –
Then ˇTherefore I
say the
signs- post surely doesn't leave
any doubt.
Or more correctly rather:
[I|i]t
sometimes leaves a doubt, ˇand sometimes
not ˇdoesn't.
And this is_
n[o|']t ˇany longer a
philosophical proposition; any more
longer, but an it's an
experiential proposition. | | |
| | | | | Let Imagine a language game like
ˇthat in (5)
([3|4]) be played with the help of a
table.
The signs which A gives ˇto B are
no[t|w] written characters[:| .]
B has a table: in the first column are the
w[t|r]itten characters
are used in the
game, in the second ˇcolumn pictures of ˇthe different
types of buildings
.
A shows B such a written sign (writes itˇ,
e.g., on a board tablet,
slate say);
B in
the table, glances ˇlooks across
at the p[c|i]cture that
lies lying opposite,
[,|e]tc..
The table ˇtherefore is thus a rule which he in carrying out the commands.
–
The [l|L]ooking up
of the a
pictures in
th[e|is]
table is somethingch one's
learns by train[in|ed]gˇ
in, and a part of this training
ˇmay consists
perhaps
in the pupi[,|l]'s learning to
his finger ˇacross the
table from left to right in the
table,,
i.e., in his learning,
so as to speak it were
you might ˇput it, to draw a row of
horizontal lines. Suppose now that various ways of reading a table were
int[or|ro]duced; namely once at
on[t|e]
time sometimes first,
as above, according to
th[e|is]
diagram:
according to this
diagram: or this:
61
A diagram of this sort is
to the table
as ˇand is a rule showing how
it ˇthe table is to be
used. But
[C|c]an't we now imagine further rules to explain
this ?
On the other hand, was the first tab[e|l]e incomplete
without the diagram ?
And so, are the other (abnormal)
tables incomplete without their diagrams? And are the others without
theirs? |
| | |
| | | | | Suppose I explain: “By
‘Moses’ I
the man, if
such a existed, who
led the Isrealites out of
Egypt[,| ;] whatever he may
have been called then his name and whatever else
he may have done or not not have
done”.
But ˇregarding the same sort of
doubts is are possible
regarding the words of this explanation as ˇare
possible there is about the name
“Moses” (what do you
call “Egypt”, whom do you call “the
Isrealites”,
etc.).
In fact, these questions don't
wouldn't even come to an end ˇeven
when if we have
had
reached words like “red”, “dark”,
“”.
–
“But how
an
explanation help me to an
understanding,
then, , if
it's isn't
never the
one?
ˇThat means
[T|t]he the explanation is never finished,
then ˇcompleted; I still don't
understa[d|n]d, and never will, what he means.”
As though an explanation would
h[a|u]ng,
as it were, in the air unless there were another to
support it another ˇone supported
it.
Whereas although [a|A]n
One explanation may rest on another that one
has ˇexplanation which has been given, none
ˇbut no explanation
is in needs of another, –
unless we need it in order to avoid a misunderstanding.
We say: an
explanation serves to remove a misunderstanding or to prevent
one, – –
one, that is, ˇone which would arise without that if there
were not the |
explanation[,| ;] but not,
one
that I
imagine. It easily appear as
though every doubt
showed ˇ
a symptom of
gap in the
foundations,
so that a
understanding is only
62 only possible if we first doubt
everything that can be doubted, and then remove all these
doubts. | | |
| | | | | The sign post is in order, – if,
normal
circumstanc[s|e]s, it fulfils its purpose.
If I say to someone, as in
([6|7]8), :
“Stand roughly there Wait approximately
here | ”,
– ˇdoesn't
this explanation
serve [function| work]
perfectly?
(And
every other ˇexplanation break down too?)
| | |
| | | | | “But i[t|s]n't the ˇit
an inexact explanation inexact surely after
all?” –
Yes, [w|W]hy
shouldn't we
not call it “inexact”?
let'[u|s]s understan[x|d] what
“ine[ax|xa]ct” means.
For, in the first place, it
does_
n[o|']t mean “useless”,
otherwise we should
say: it would mean, | “inexact for
this ˇsuch & such
a purpose”; in the second
pla[v|c]e: –
let'[u|s]s consider what as opposed to
this inexact explanation we we should call an
“exact” ˇexplanation one.
Perhaps that of drawing a chalk
on the place,
of marking off a
[“|‘]district[”|’]. –
But then it ˇat once occurs to us at
once that the ˇchalk line has a breadth;
a colour boundary
would be more exact.
But does has this
exactitudeness ˇhere
still have any function here
here, doesn't it run idle?
And we haven't even determined yet what
we're to
call is to pass as | “crossing the
◇◇◇ this sharp boundary”;
how, with what instruments,
is to be established,
etc..
We understand what i[s|t]
mean[t|s] by to,
settingch a watch to the◇
exact time exactly
to the minuit | , or – regulating it so that it
runs accurately.
But what if someone should
asked:
is this exactness an ideal exactness, or how far does it approximate to
it? –
We , of
course, talk
about of
time measurements of
time which there is a different
exactness, and, as we should say,
ˇa greater exactness one than there is connection
with that of a time
measurements by a
watch.
Where the words “setting it ˇthe
clock exactly to the
minuit ˇexact
time” have a different,
although
ˇa related, meaning, and the
63 and where reading the
clock is a different process, etc..–
If now I say to/someone, :
“You ought to come ˇto lunch more
puctu punctually to luncheon; you
know that exactly at one o'clock”,
– is it really not really
exactness that is being spoken of here, – because someone
may say, could you say,
there'sis no question of exactness here at
all: “think of how the time is
in a
laboratory, or in an observatory, there you see what
‘exactness’ means◇”?
[I|“]Inexact”,
– that's is
really an expression of suggests blame, and
“exact” and expression of
suggests praise.
And that's means surely:
to say:
what's is inexact
does_
n[o|']t achieve its aim as completely as
what's is more exact.
So that it ˇall depends
what we call
“the
“aim”.
inexact if we don't tell the joiner the breadth of the table to
1000th 100 of an
millimeter inch?
Aand
if we don't give the
distance of the sun to the meter ˇthe nearest
foot?
So
[T|t]hink therefore of the elastic ways
how we strech the use of
using the words
“exact”, and “ine[a|x]act”.
–
ˇThere isn't One ideal
of exactness is not provided; we don't know
what we ought to understand by such a
thing'sˇ to be like – unless you yourself stipulate what is to
be called so ˇ“the ideal of
exactness”.
But it you will be ˇfind it
difficult for you to such a
stipulation[;| ,] one
satisfies you.
| | |
| | | | | With these considerations we are at the place where the
find ourselves facing the problem isˇ
stands: To what extent
is logic, in some way,
something/sublime? For it seemed as though a special depth – ˇa universal
significan significance – belonged to
logic.
As though lay, so
to speak, at the foundation of all sciences. –
For ˇthe logical meditations
investigation searches into
ˇinvestigates the essence of a[,|l]l
things.
ˇIt
wants to get at the root of things, and ought not to
about whether
the things actually
happening is this waych or
thatˇ way. –
It This ˇThe logical
ˇinvestigation does not arises
not an interest in the facts of
natur[a|e]l
events, nor [r|f]rom the
causal connections.
64 connections.
It springs rather But from the
an effort desire our
trying to understand the
basis ˇfoundation, or essence, of
empirical ˇexperiential.
as though we were to hunt out new facts
to this end ˇin order to do this we should search for new
facts: ont the contrary, it is essential to
our enquiry that we don't
to learn
anything new
it. it to teach us new facts.
We want to understand something which ˇalready lies
ˇthere openly to the
before our view eyes[.|;]
[F|f]or that it's this
is [w|t]hat we seem, in
some sense, not ˇwe don't
seem to understand.
Augustine
(Conf.
XI/14): “quid est e[gr|rg]o
tempus? si nemo ex me quaerat scio; si quaerenti explicare velim,
nescio.” –
Dies könnte man nich
You could not say this of a question in natural science
(e.g.: how great is the specific
of hydrogen).
we know
when
[s|n]omeone noone
asks us, but know when we have to explain it, is something
which we have to
recollect. call to our
mind. about which we have to remind
ourselves
(And, obviously, something which, for some
reason or other, it is difficult to
recollect .) | | |
| | | | | It is as though we ha d to
through the
phenomena: our enquiry , on the
other hand, , however, | is
is/n['|o]t
isn't directed not upon ˇis not one into the
phenomen a, but rather,
– as we might say , –
upon into the
[“| ‘]possibilities[”| ’]
of phenomena.
We recollect
[t|T]hat 's isˇ to
say, we call to our mind, the
kind o[s|f] statements that we make about
the phenomena.
Thus Augustine calls to mind
the various statements which one
ma [k|d]e s about the duration of events, about
their events past ˇevents, present or future.
(These ˇ statements, of course, are not
philosophical statements about time, past, present and
fu [r|t]u [t|r]e.) Our ˇinvestigation is
th [us|ere]fore
a grammatical one.
And thisch investigation it brings l ight into our problem by
clearing away misunderstandings.
Misunderstandings , namely, which
concern ing the use of the words of our
lang uag e, and which are brought
about by analogies (which
hold﹖) between
our ˇdifferent
forms of expression. –
And one can remove these misunderstandings ˇcan be
removed by replacing a
certain form s of expression by
65
by others.
This may be
called We may call this |
“analysing” our forms of expression,
the procedure
sometimes bears a
resembl [an|es]ce to taking
something to pieces. that of an
analysis.
seem , however, as though there
something
like an ultimate analysis of our fo rms of
speech, linguistic
forms, expression,
| ˇ & therefore one
compl [t|e]tely analysed state of these expressions form of the
expression |
.
That is: ˇit may seem as though our usual forms of
expression were, essentially, still unanalysed; as though something were hidden
in them which has to be brought to light :
// which has to be brought out into the
light. //
//
this done,
language would
be the expression is |
comp letely
and our
problem is solved.
This
can be put as follows: We may put it also in this way: | [We| we] remove
misunderstandings by making our expression more ◇
exact:
[B|b]ut ˇthus
it may seem as though we were trying to reach
particular state,
that of perfect exactness; ˇand as though
th[at|is]ch
were the real aim of our
| | |
| | | | | This is ˇwhat's expressed in the question as to the
of language, of
proposition, of
thinking. –
For if we try although in our
inquiries also [investigations we try are
trying|investigations we are
trying] to understand the
of language
– (its function, its
construction structure),
– still it
isn't that which
th[at|e]
question has in view.
For it ˇthis question does not
sees the essence, not in
as something that is
[which lies|which] already
lies open to
view [before us| before
us], and which by [by a process
of|a process of ordering] being put in
order becomes
visible at a glance. ˇtransparent
– I mean capable of being all seen at a glance:
[B|b]ut rather
ˇas something which lies
beneath [under| under]
the surface[.|,]
Something which lies within[;| ,]
we see when we
the
thing, and which an analysis has to dig out. | | |
| | | | | “The
is hidden
”: The essence is
what's hidden:
th[at|is]
is the form which our problem takes
now.
We ask, :
“What is language?”,
“What is
proposition?”.
And the answer to these questions is [ˇto
be| ˇto be] given once and
67 and for all, and independent of
all future experience. | | |
| | | | | One person might say, :
“a prop[l|o]sition,
[h|t]hat's
is the most
everyday thing in the world”; and another
person, :
“a proposition'[–|s] that's
is
something very
extraordinary ˇqueer – very
extraordinary[”|!]”
–
And this latter person can't
look
at ˇand find out how propositions
, because the forms of our
modes the forms of
expressions ˇwe use concerning
propositions and thinking
in his way.
| | |
| | | | | Why we say
proposition is something
?
On the one hand because of the immense
of that falls attaches to it
ˇpropositions have.
(And
th[at|is]
is so far it's correct.)
On the other hand this
misunderstandings of ˇconcerning
the logic of ˇour language,
mislead us into thinking the ˇthat
ˇa propositions
must perform something a very
extraordinaryˇ feat, in fact ˇsomething
a uniqueˇ feat. –
Because of Through
[a|A] a
misunderstanding makes it
seems it appears
proposition
d[oe|id]s does
something strange. | | |
| | | | | [“| ‘]The proposition,
remarkable an extraordinary | a strange
thing![”| ’]:
here [this idea|this
idea] already we have
contains ˇin germ the sublimation of the whole
presentation point of
view [treatment| treatment]ˇ
of .
The tendency to assume a pure
intermediate (immaterial)
entity ˇmediating between the
propositional
and the
facts[.|;]
[O|o]r
even ˇthe tendency to
[want| try] to purify, sublimate, the
propositional sign itself. –
For that it is a question involving all
happens it's all done by most ordinary
things means is something we are ˇin
various ways prevented from seeing in various
ways For we are ˇin
various ways prevented from seeing that no
extra
trivial things are involved by our forms of expression, which
send us chasing after
ch[a|i]ma[re|er]as. For
that none but trivial & well known things are involved our forms of
expression prevent us from seeing, by sending us off ◇◇ chasing
…
| | |
| | | | | Or: “Thinking must be something
unique.”
If we say[,| (]meanch[,|)] that such and such is the
case, then ˇwith what we mean we don't stop
in what we mean // our
meaning // anywhere short of the
fact; but ˇwe mean that this and that
is so and so. –
But we may also express this paradox (which has the
form actually of a self-evident statement
truism) ˇcan be stated in this way: You
can ˇit is possible to think
68 think what is not the
case. | | |
| | | | | The particular delusion ˇwe here
referred to is joined by others from various sides.
Thinking, language, now seems to us◇ the unique correlate,
picture, of the world.
The concepts: proposition, language,
, world,
stand one after another in a row,
each all equivalent to the
each others.
(But wh[at|ere] are
ˇ's the use of these words to be used
for now?
The No language game to be played
with them is wanting 's provided in which
they[a|']re to be
used.) | | |
| | | | | is surrounded
a
halo n[y|i]mbus. –
Its , – logic, –
an order,
– the order a priori of the world,
i.e. the order of the possibilities which
must be ˇin common to the
wor[d|l]d and to thinking thoughtˇ must
have in common.
But it seems as if ˇthat this
order must be extremely simple.
It prior to all
experience, ˇand must run through experi[ne|en]ce, no
empirical or
uncertainty to it. [‒ ‒| –]
Rather it must be of thep purest crystal.
This crystal, however,
does_n[o|']t appear as an abstraction,
bust but as something concrete, in fact as the most
concrete, as it were the hardest,
there is.
| | |
| | | | | We are under the delusion that what ˇthat
which is
special ˇdistinctive,
profound, what is essential to us in our
lies in the
fact that it ˇour
investigation tries to grasp the incomparable nature matchless
essence | of language.
That [s|i]s, the order which holds between the
concepts: proposition, word, inference, truth, experience,
et[.|c]..
This order is a super-order
-order
–
–
super-concepts.
(Whereas ˇin fact the words “language”,
“experience”, “world”, if they have an
application must have one just as humble as the words
“table”, “lamp” and
“door”.) | | |
| | | | | On the one hand it is clear that every proposition of our language
“is in order just as it is”.
That is, that we don't
69 aren't trying to
reach don't strive
after | an ideal.
As though our ordinary, vague propositions didn't
ˇyet have any meaning
yet and we had
to show what a
correct proposition looks like.
On the other hand it seems clear that where there is meaning there must
be perfect order.
perfect order must be even in the vaguest proposition. “The meaning of
proposition – we to say – can certainly leave this or that open,
but the proposition must surely have one definite
meaning.”
Or: “An [“|‘]indefinite
meaning’, that would really be no
meaning.”
Th[at|is]
is like saying, :
“A boundary
is_
n[o|']t sharp, that
is really no
boundary at all”.
Thech line of thought here is
this:
[I|i]f I
say, “I've locked up in
in the room
– only one door open”, then in fact I haven't locked
him at
all; he only gives the there was only an
a illusion pretence of ˇhis being
locked
.
ˇhere in such a case be inclined to say
here, :
“so you didn't do
anything nothing's
has been
done at all”.
And yet he did do somethingˇ was had
been done.
(A boundary has
a –
likech to say – is as good as none at all.
But is
th[at|is]
really true?) Consider also this proposition: “The
ru[el|le]s of a game can certainly
a certain freedom, but
they must be
quite definite rules.”
That's
is as though you , :
“By means of four walls you cann indeed leave
a person a certain freedom of movement, but the walls must be perfectly
ridgid” – and
th[at|is]
is_
n[o|']t true.
If, however ˇon the other hand,
you say, : “the
walls may, , be elastic, but then they have
definite
elasticity” – what does
th[at|is]
say
further? ?
It seems to say that you be able to state this elasticity; but
th[at|is]
again is not true.
“The thing always has one definite length –
whether I know or
not”: th[at|is] is really
by this we really
70 really the avowal of
ˇa declar[a|e]ation that we
attach ourselves to a particular expression.
That
namely Th[at|e]
form of expression which makes
uses of makes use of the form
of an ‘ideal of
exactness’. –
[S|s]o to speak as a parameter of the description.
| | |
| | | | | The avowal of a form ˇSuch an adoption of a
declaration in favour of | a particular
form of expression, if it's
is expressed in
the guise of a
that treats of about
thech objects ˇconcerned
(rather t[a|h]an of
about si[n|g]ns) must be “a
priori”.
For its opposite becomes really unthinkable,
insofar as there corresponds to it ˇas a
form of thought, a form of
expression, which we have excluded.
| | |
| | | | | “It surely isn't a game if there is a
vagueness in the rules.” –
But itns isn't it then
a game? –
“, perhaps
you [wi|']ll call it a game, but anyway it
isn't a perfect game.”
That is ˇ's to
say, it' has then
s is then impure has then lost
its purity adulterated
ˇimpurities, and I am interested in
the pure article that whichch has lost its
purity | .
But I want ˇBut what I wish to say
ˇis:
you're
misunderstanding the
rôle
which the ideal plays in your
language mode of expression | .
That is ˇThat is, to
say [Y|y]ou ˇtoo would call it a
game; too, that is to say, only
you're
by the ideal and so ˇtherefore
you don't see clearly the real application of the word
“game”.
(It would be similar if you were to
say // [i|I]t is as though you
,
“The area
of
this wheel is really
dπ”;
– it's has been made
so that exactly”.) | | |
| | | | | ˇThere can't be [A|a]
vagueness in logic – we want wish to
say. – is something that can't
be.
We live now in the idea: the ideal
“must” be there found
lie in reality in reality the real
world. –
While we don't yet see how it // how it has
a place there // , and don't understand
the nature of this “must”.
We believe it
must in the real world, for
we believe
to we see it there already think we already see it there | .
In our thoughts [t|T]he
ideal, , sits firm
and immovable.
You can't step it.
You always have 've
got to go back again.
There is no outside; outside
you can't
breathe there's no air | . –
Whence ˇall this? ˇHow does this
queer situation arrise?
The idea,, rests sits as
71 as it were, on our nose
ˇsits as ˇlike a pair of
spectacles,
and whatever we look at we see through
.
It never enters our head to take them off. How can I understand the
now, the
analysis is supposed to be able to show whatch
ˇit is I really understand? –
Here the idea of understanding as a
mental process
enters in. The strict, andch clear rules of the logical
construction of
proposition appear to us as something in the back
ground, –
hidden
in the medium of understanding.
I seem them now already (even
thou[h|g]h through a medium) I see them even now
(although through a medium), since I understand
the sign, mean something it.
The ideally
construction appears to me as something concrete: – I had
used a simile; becaus but because of the
grammatical illusion, that to the there
corresponds one thing, is in common to all
objects falling under
it, it did not seem to be a simile. | | |
| | | | | We now have a theory (a
[“| ‘]dynamical[”| ’]
theory of the proposition, etc.) but it does not
like a theory.
ˇFor
[I|i]t is a characteristi[s|c] of theory that it
a
, clearly
visible
case and says, :
“Th[at|is]
shows the way it always is; this case is the prototype of all
cases.” –
“Of course[;| ,] that's how it must be it must be like
that | ”,
we say, and are satisfied.
We have hit come
upon found a form of description
th[t|a]t presentation which
attract[ed|s],
satisfies us is evident to us | .
But it is as though we had no[t|w]
seen saw something which lies beneath the
surface. // which lies under the
surface. // Now
[T|t]his tendency to generali[z|s]e the clear case seems
in logic to have its be strictly
justifi[ca|ed]tion; :
here ˇfor once we seem to be fully justified in
conclu[s|d]ing: “If one
proposition is a picture, then every proposition must be a
picture, for they must all be of the same
have the same in nature essence
nature.”
For we are under the delusion that what is
72 what is sublime, what
is essential in about our inquiry
enquiry, investigation it's
essential features consists in
th[e|is]
fact lies in this that it grasps one all
comprehending
.
| | |
| | | | | But we believe
ˇthat we must find that order, the ideal, in the
actual language we easily speaking of a
[“| ‘]real[”| ’]
sign, of
searching for the real sign, –
behind [w|t]hat
ˇwhich is
ordinarily called ⌊“⌋the sign⌊”⌋. // behind that, namely, which is
ordinar ordinarily called “the
sign”. // ‒ ‒
For we now
for something ˇmore
purer.
The
(the ) of our
ˇhere requires here something purer asks for
purer objects,
of which the strict rules treat are
about.
The totality of these rules – we imagine –
is to constitutes the
complete grammar of the .
The proposition, the word, of which logic treats must be something
pure and sharp-cut.
We now rack our brains about the essence of the
. –
In fact, [M|m]ustn't
Isn't it be the
of the word;
the idea at the present moment? | | |
| | | | | Here it's
is difficult
to keep
the head above the
water one s head up | , – to see that we must
to the
of
ˇour every day thinking, and not to get on the wrong
track, where it seems as though we had to describe the
last illusive
details ultimate refinements | , which again, it seems, on the other
hand | we can't
describe at all with our means.
It is as though we had to restore a ruined spire
spider web with our fingers. | | |
| | | | | (In these reflections also what is problematic doesn't
come from the fact that we haven't yet got to the bottom of reached the reason
of | the appearances; but rather from the
fact that we don't know our way about in the grammar of our
mode of expression, the signs, with reference to physical
o[v|b]jects.) But the more accurately we observe actual language, the sharper
becomes the
between it and our demand. (The | | |