Read e-book online Arguments and Metaphors in Philosophy PDF

By Daniel Cohen

During this ebook, Daniel Cohen explores the connections among arguments and metaphors so much stated in philosophy, simply because philosophical discourse is either completely metaphorical and replete with argumentation. The metaphors we use for arguments, in addition to the methods we use metaphors as arguments and in arguments, presents the root for a tripartite theoretical framework for realizing and comparing arguments. There are logical, rhetorical, and dialectical dimensions to arguments, every one delivering norms for behavior, vocabulary for evaluate, and standards for fulfillment. In flip, the pointed out roles for arguments normally discourse will be utilized to metaphors, supporting to give an explanation for what they suggest and the way they paintings. Cohen covers the character of arguments, their modes and buildings, and the rules in their evaluate. He additionally addresses the character of metaphors, their position in language and suggestion, and their connections to arguments, making a choice on and reconciling arguments' and metaphors' respective roles in philosophy.

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There is still a victory to be won. "Wouldn't it be better," asks Robert Nozick, fancifully but both provocatively and insightfully, if philosophical arguments left the person no possible answer at all, reducing him to impotent silence? Even then, he might 3it ,there silently, smiling, Buddhalike. Perhaps philosophers need arguments so powerful they set up reverberations in the brain: if the person refuses to accept the conclusion, he dies. 4 We need to take a reflective step back and ask, along with Nozick, "Why are philosophers intent on forcing others to believe things?

See also Wisdom 1936. CHAPTER 3 Argument is War ... , that argumentation is central to philosophy. The strong counter-thesis here is that there is no place for argumentation in either philosophy or education, and, accordingly, it is especially true that there is no place for argumentation in philosophical education. Since this is both a philosophical and pedagogical issue, there would be something paradoxical, and self-defeating, about any possible argument that I could offer, so I will not even try, although I am sure some pretty interesting arguments for it could be constructed.

And War is Hell 43 embellished expression. They are vehicles for making the unfamiliar familiar, which is what makes them particularly important for education. There is, however, something funny about characterizing metaphors as linguistic devices for articulating unfamiliar thoughts by transplanting them into a more familiar context: it buys into the questionable dichotomy of thought and language. The inlplied model is that we think things, and then we somehow translate them into written or spoken words.

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