8/13/2019 Vasso Kindi - Concept as Vessel and Concept as Use http://slidepdf.com/reader/full/vasso-kindi-concept-as-vessel-and-concept-as-use 1/24 Concept as Vessel and Concept as Use Vasso Kindi “‘Concept’ is a vague concept,” Wittgenstein says (RFM, 433). Vague- ness is usually taken to be a defect compared to an abstract and absolute ideal of exactness which has been held in high esteem and dogmatically adhered to in philosophy. There is no such absolute ideal, Wittgenstein has said (PI, 88), and vague concepts can very well serve our purposes despite the fact that we may not be able to apply them unequivocally in every possible case, especially in cases we call borderline. So, even if ‘concept’ is a vague concept, i.e., even if we cannot sharply deter- mine it by an analytical definition, it does not follow that it is useless. The problem with the concept of ‘concept’, however, is not so much that it may be vague as that there have been different ways of under- standing it. It is the contention of the present paper that a particular way of understanding concepts, i. e., understanding concepts as entities in the form of vessels, which has dominated contemporary philosophy, has significantly contributed to the development of certain philosophical problems, such as the problem of incommensurability, which dissolve once we adopt a different understanding of concepts, namely, under- standing concepts as uses of words in their sites. The aim of the paper is to defend this latter approach which suggests a corresponding histor- ical study of concepts. I will begin by a short overview of the entity idea of concepts; I will present the concept as use approach and show how certain philosophical problems dissolve once this approach is adopted. I will consider a number of difficulties associated with understanding con- cepts as uses of words and close with a discussion of the implications this way of thinking about concepts has for their historical study. I argue that historians and philosophers who study concepts should not aim at iden- tifying a recurrent common core (the content of the vessel) but rather concentrate on the particular uses of concept-words in a semantic field which also involves other concepts. Authenticated | [email protected] author s copy Download Date | 12/5/12 11:46 PM
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8/13/2019 Vasso Kindi - Concept as Vessel and Concept as Use
In the history of philosophy the term ‘conceptum’ was used in connec-
tion to, and sometimes interchangeably with ‘idea’ and ‘notion’. Leib-niz, for instance, writes: “By ‘term’ I understand not a name, but a con-
cept (conceptum), i. e. that which is signified by a name; you could also
call it a notion, an idea” (cited in Hacking 1982, 186)1. ‘Concept’ was
the product of conception which, in the seventeenth century, consisted
in abstracting ideas and notions from sensible experience (Caygill 1995,
119).
In contemporary philosophy, concepts are typically taken to be ei-
ther mental entities (mental representations) or abstract objects like the
Fregean senses2. The former view, the one about mental representa-tions, has not been very popular in the early, at least, philosophy of sci-
ence of the 20th century, because of its possible psychologistic and sub-
jectivist implications. The latter, the one about abstract objects, has been
more persistent. In this latter case, concepts are considered to be defini-
tion-like, descriptions of properties which help us identify the objects
that fall under them3. Concepts, in that sense, are “ring-fenced” in Wil-
1 According to Hacking (1982, 186) translators commonly render Leibniz’s notioas concept. Caygill (1995, 118 f), in his Kantian dictionary, says that the term asa substantive, “does not appear in the philosophical vocabulary before the lateseventeenth century; prior to this it meant a ‘provisional sketch’ of a legal docu-ment or agreement, or even a poetic conceit. It was first used in a logical andepistemological context by Leibniz.” In fact, the term conceptum appears muchearlier, for instance, in the works of Ockham, Suarez and Descartes.
2 Of course, sense and concept are distinct terms for Frege. Frege uses concepts topick out the referents of predicates. C. I. Lewis advances the view that despitehistorical evolution and change, concepts are similar to Platonic ideas (Frege
1956, 269). For an overview and presentation of what concepts are taken tobe in psychology and philosophy see Machery 2009.
3 This is the so-called “classical theory of concepts” (Machery 2009, 77– 83).Against this theory, there developed, mostly in psychology, other theories of concepts, namely, (1) the prototype theory, according to which a concept rep-resents typical properties of a category which are embodied in a prototype, (2)the exemplar theory of concepts, according to which concepts are sets of exem-plars each one of which is a body of knowledge about an individual member of a class and (3) the theory of concepts according to which concepts are theories(or parts of theories) which can explain the properties of the category members(ibid., 83–108). I am not going to discuss these theories of concepts since theydeal with cognitive processes involving concepts and do not bear on whatplayed out in the history of philosophy of science and is at stake in this
language of concepts lends itself to the metaphysics of idealism (Carnap
1969, 10). The logical positivists’ concern in general was to cleanse con-
cepts from the “metaphysical and theological debris of millennia” (Hahn
et al. 1996, 334; 339) which had clung to them from ancient time. Car-nap’s concepts are mere knots in a system of structural relations and have
only formal, structural properties. This means that they belong to an
empirically uninterpreted calculus and acquire content by means of
bridge principles which connect them to experience and the world
(cf. Feigl 1970, 6).
The requirement of sharp boundaries in both Frege and the positi-
vists (a qualification should be made here about Neurath who eventually
came to realize that the empirical basis of science cannot involve con-
cepts sharply delineated) makes concepts sharply discrete and turnsthem into some kind of vessel or receptacle (an expression found in
Wittgenstein; RFM, 295)5, which awaits to be filled with content
from the soil of experience. They resemble empty shells. Actually, the
term concept itself derives from the Latin verb concipere which means to
take in, to receive, to contain, to hold, to grasp6. An apposite description
5 Even the term ‘Porosität’ (porosity), used by Waismann in relation to empiricalconcepts, invokes the picture of a porous vessel. According to Hacker (1996,
164), the Oxford logician W. C. Kneale, translated Waismann’s Porositt der Be- griffe as open texture.
6 According to Caygill (1995, 118) “The German word for concept – Begriff – translates the past participle of the Latin verb concipere: to take to oneself, totake and hold.” Gadamer (1992, 20) also discusses Begriff in the sense of grasping(cf. Wrathall 2004, 456 f, for a similar discussion by Heidegger). The Italianphilosopher Mario Periola (1995, 122 f) juxtaposes concept and Begriff: “Twen-tieth-century philosophy is accustomed to regarding the term ‘concept’ as thetranslation of the German word Begriff , which gained broad currency in philo-sophical thinking precisely because of the speculative complexity with which
German philosophers, from Kant onwards, enriched it. So it may be that wesay ‘concept’, but think Begriff: what tends to escape us is the fact that the for-mer word, of Latin origin, has a semantic orientation that is the precise oppositeof that of the German word. Begriff links the act of intention etymologically tothe verb greifen, meaning to take, in the sense of reaching out and seizing. In theLatin term conceptus, the act of intention is etymologically derived from con-capio, meaning to take, in the sense of gathering in, receiving. To conceivetherefore does not mean to appropriate anything, but rather to make roomfor it: it is not the act of a subject that takes an object, but the disposition toreceive something from the outside that comes, occurs, arrives.” Mauro Car-bone (2004, 47), who cites Periola, says: “[C]onceptus differs from Begriff inthe following way: while the etymon of the latter, via the verb greifen, refersto grasping (the exact English equivalent of greifen), the etymon of the former
“molded by history,” as “historical entities whose form and force has
been determined by their past” (Hacking 1990, 358).9
Concepts are words in their sites … If one took seriously the project of
philosophical analysis, one would require a history of the words in their sites, in order to comprehend what the concept was. (Hacking 1990, 359)
Although Hacking speaks of entities whose shape has evolved over time,
he clearly de-reifies concepts by explicitly equating them to the use of
words in their sites (Hacking 1990, 359). From his perspective, studying
concepts implies going over a large collection of detailed historical facts
involving the use of the relevant words. It is what he calls the “Lockean
imperative” (Hacking 1990, 354), a mandate which directs us “to take a
look” at history. One may assume that resort to history (the historicalfacts of the words’ uses) may take the form of a genealogical account
or of some kind of biography which traces the vicissitudes of a word’s
life. A biographical approach may imply a hypostatization of con-
cepts—as if concepts are entities which have a life that evolves—,
while a genealogical investigation into the origins of things may be
taken as an attempt to vindicate current concepts by illustrating their
pedigree (cf. Geuss 2009) or destroy them by “exposing the contingent
and ‘shameful’ origins of cherished ideas and entrenched practices”
(Bevir 2008, 264). Hacking does not go down this road. He is much
more influenced in his retrospective accounts of concepts by a Foucaul-
dian understanding of genealogy which highlights difference, contin-
gency and discontinuity in order to serve the purpose of criticism.
Hacking says that he is interested in displaying the possibilities and
the accidents in the course of the concepts’ history in view of discour-
aging grand unifying accounts (Hacking 1990, 345).
One crucial question is whether, by resorting to the history of con-
cepts, one is doing history rather than philosophy. Hacking denies it:“To use history for the understanding of philosophical problems is not
9 Cf. Kierkegaard in The Concept of Irony: “Concepts, like individuals have their histories, and are just as incapable of withstanding the ravages of time as are in-dividuals. But in and through all this they retain a kind of homesickness for thescenes of their childhood” (Kierkegaard 1966, 47). One may also consider theview noted by the philosopher Morton White that only concrete substanceshave histories; abstract entities have natures (White 1945, 322). If conceptsare not taken to be abstract entities, then, under this view, they can surelyhave histories. Versions of this view can be found in Vico, Augustine and Or-tega y Gasset (Kelley 2005, 234).
that reduction and explanation cannot be carried out as conceived by
the positivists since concepts differ irreducibly (i.e., reducing one to
the other will leave a remainder) while Kuhn criticized the view that
concepts (or a core in concepts) survive(s) unaltered the deep changesin the history of science. Both philosophers maintained that if theoret-
ical concepts cannot be reduced to neutral or shared observation state-
ments (the common core and common measure), then, historically dis-
tant concepts, or concepts from different theories, cannot be mapped
onto each other without remainder. They are incommensurable.
Now, one can make such a claim, that is, speak of remainder and
lack of common measure in relation to concepts and theories, only if
concepts are taken to be well-defined and ring-fenced. Nancy Nerses-
sian makes the same point: “[The classical view of concepts] is partly re-sponsible for the famous problem of incommensurability of meaning
between scientific theories” (Nersessian 1985, 180). Concepts need to
be understood as determinate and sharply bound entities if they are
going to be rigorously compared. David Hull concurs:
In order for two theories actually to contradict each other, they must bepresented in complete, totally precise, possibly axiomatized form with allmeanings sharpened to a fine point by sufficient conceptual analysis.Only then can the two theories be shown to be incommensurable. (Hull
1992, 470)10
If, on the other hand, concepts are seen as variably used words in time,
as being open, flexible and fluid, incommensurability would not have
the bite it now has. It wouldn’t make sense in the first place to make
the analogy with mathematical incommensurability which requires as-
sessment and exact comparison by a common measure. One could
still note deep differences between concepts (that is, between particular
uses), but these would not imply the problems that incommensurability
was taken to give rise to. Let’s take, for instance, the issue of rationality.According to the critics of incommensurability, if one acknowledges ir-
reconcilable differences between concepts of different conceptual net-
works, then one cannot judge whether the transition from one network
to another is rational. This conclusion follows and makes sense only if
rationality is understood as resembling a logical inference, that is, as a
methodical procedure involving sharply defined stable concepts and co-
gent arguments built around them. If the transition from one network
10 Of course, here Hull confuses contradictory theories with incommensurabletheories.
did not believe that empty moulds, the concepts, are filled with expe-
rience. Rather he insisted that learning to use words in particular con-
texts offers us simultaneously knowledge of the world:
When the exhibit of examples is part of the process of learning terms like‘motion’, ‘cell’, or ‘energy element’, what is acquired is knowledge of lan-guage and of the world together. (…) In much of language learning thesetwo sorts of knowledge—knowledge of words and knowledge of nature— are acquired together, not really two sorts of knowledge at all, but two facesof the single coinage that a language provides. (Kuhn 2000a, 31; cf. Kuhn1977, 253)
In acquiring and learning a language, we do not have access to a tem-
plate—the concept—which allows us to connect words and things.
Rather, we acquire concepts practically by employing words in partic-ular circumstances and, thus, learn words and things together. As Cavell
put it: “In ‘learning language’ you learn not merely what the names of
things are, but what a name is; not merely what the form of expression
is for expressing a wish, but what expressing a wish is; not merely what
the word for ‘father’ is but what a father is” (Cavell 1979, 177). So, if
one follows Kuhn and Cavell in upholding that language and the
world are learned together, and that concepts are not empty vessels to
be filled with formless content from the world, then, the scheme-con-
tent distinction cannot really be drawn and the subsequent problems
Davidson noted do not arise. Davidson showed that the very idea of a
conceptual scheme is incoherent given the third dogma of empiricism,
i. e., the scheme-content distinction. But if this distinction is challenged
by rejecting the understanding of concepts as receptacles, the problem of
making sense of conceptual schemes dissolves.
Another issue which would be dealt with differently if concepts
were seen as flexible and tied to practice is the hidden entities issue.
Hidden entities seem problematic because, being hidden, they do notallow us to secure, across time, reference and meaning, in the entity
sense of the term. But if we see concepts as formed in the use we
make of the relevant concept-words, that is in their employment in par-
ticular research situations and activities, what can be called their episte-
mic functions, then, hidden entities concepts do not present any special
difficulties in comparison to other concepts. We do not form concepts
by reading off what is already there, but we form concepts by develop-
ing language for certain purposes. “Having a concept never means being
able to recognize some feature we have found in direct experience; themind makes concepts,” says Peter Geach (2001, 40) who has persistently
3. Sometimes we may be inclined to say that two different concepts are
attached to the same sign (for instance, ‘bank’) but in other cases we
would rather say that different uses make up a single concept. Witt-
genstein, for instance, says that understanding poetry and understand-ing empirical sentences make up a single concept of understanding. In
the case of ‘is’, however, Wittgenstein makes a different pronounce-
ment. He says that he prefers to say that the term ‘is’ has two different
meanings rather than two different kinds of use and so, the term can
be considered to name two different concepts (‘is’ as copula and ‘is’ a
sign for identity). How do we make these pronouncements? Are
there “essential and non-essential differences among the uses? This
distinction,” Wittgenstein says, “does not appear until we begin to
talk about the purpose of a word” (LWPP II, 2).Wittgenstein, in addressing these issues, laid emphasis on the decisions
we are led to make: “I reserve the right to decide in every new case
whether I will count something as a game or not” (PG, 117). He main-
tained that the concepts we have and use are not dictated by the world.
Do not believe that you have the concept of colour within you because you look at a coloured object—however you look. (Any more that youpossess the concept of a negative number by having debts.) (Z, 332)
Would it be correct to say our concepts reflect our life? They stand in themiddle of it. (LWPP II, 72)
Then is there something arbitrary about this system? Yes and no. It is akinboth to what is arbitrary and to what is non-arbitrary. (Z 358)
[P]erhaps one thinks that it can make no great difference which concepts weemploy. As after all it is possible to do physics in feet and inches as well as inmetres and centimetres; the difference is merely one of convenience. Buteven this is not true if, for instance, calculations in some system of measure-ment demand more time and trouble than it is possible for us to give them.
(PI, 569)Wittgenstein’s point is that we do not make arbitrary whimsical deci-
sions as regards the concepts we use; rather, we take huge responsibility
in the moves we make which are constrained and influenced by our in-
teraction with the world, by our education and training, by our purpos-
es and interests11. “We are playing with elastic, indeed even flexible con-
11 Brigandt (this volume) and Steinle (this volume) unpack, with concrete exam-ples, the significance of goals associated with the use of concepts. Brigandt saysthat specific investigative and explanatory aims underlie the use of concepts andshows, concentrating on concepts from biology, how epistemic goals result in
cepts. But this does not mean that they can be deformed at will and
without offering resistance, and are therefore unusable ” (italics in origi-
nal, LWPP II, 24).
So, if concepts are understood as elastic, as being “dragged away”(Wilson 2006, 330) from their initial implementation to new territories
and different directions because of our diverse interests and aspirations,
then their historical investigation should track the complicated paths of
their development and should not aim to anachronistically discover (or
construct) some pristine fixed crux which invariably appears through
time. Concepts may better be seen as “the delicate filigree of patchwork
arrangement” (ibid., 368) which unfolds, driven by contingent applica-
tion, on the rough ground of practice.
5. Studying Concepts Historically
How we understand concepts affects the way we study them historical-
ly. If concepts are understood as vessel-like entities which contain a core
(the necessary and sufficient conditions of proper application) that sur-
vives intact in the course of time, what we are after when we study
them historically is to identify this core in every occurrence of the con-cept-words under study. This is how we are supposed to ensure that we
are talking of the same concept. If, however, we understand concepts as
uses, no such core is to be found. Every use is different, even if slightly,
from others and the unity of the concept is secured not by some com-
mon element but by the practice in which the concept lives. The lan-
guage users treat certain uses of the concept-words as belonging togeth-
er. The effort of the historian, under this understanding of concepts, is
to understand, learn and describe the uses of words in their sites. The
result of such effort is less emphasis on recurrent identity and more at-
tention to difference.
Some scholars, having recognized that no common core is to be
found intact in the various uses of concepts, have resorted to Wittgen-
stein’s notion of family resemblance in their effort to salvage some ele-
semantic variation and semantic change. Steinle explicitly calls concepts toolswhich enable specific tasks. He presents the story of the concept of magneticpole and maintains that if one is interested in the role of concepts in scientificpractice, one should take into account the goals that shape them and the goalsthey serve.
it is assumed that certain features, either the overlapping similarities
which are not common to all the individuals under a concept or the
ones that comprise the necessary and sufficient conditions that are pres-
ent in all the instances to which the concept applies, are there in theworld awaiting to be recognized and picked up. It is believed that ob-
jective common features are what set limits to the application of our
concepts15. But similarities cannot be recognized irrespective of our in-
terests and purposes. “What resemblances we are going to count as fam-
ily resemblances, cannot be determined simply by looking at the objects
themselves. (…) there is nothing about chess, cricket and patience that
makes us call them games; any more than there is something about real
and imaginary numbers which makes us call them numbers” (Tessin
1996, 65). “People call certain things games for certain purposes andnot for others (Beardsmore 1992, 142). Similarities are recognized and
established by following rules. “The use of the word ‘rule’ and the
use of the word ‘same’ are interwoven” (PI, 225). Following rules is
not an independent condition for recognizing similarities nor is recog-
nizing similarities a condition for following rules. The two go together:
We recognize similarities to continue to apply a rule and we need to be
led by a rule to recognize similarities.
The notion of family resemblance should not be taken as a sugges-tion to do empirical work and find out whether a particular concept is a
family resemblance concept or not. We should not, that is, look for cer-
tain characteristics which, resembling each other across instances, mark
off the family resemblance concepts. Wittgenstein used the notion of
family resemblance to combat an essentialist understanding of concepts,
i.e., to show that the unity of concepts is not secured by identifying
some necessary and sufficient characteristics. But, in my view, he was
equally opposed to the idea that the unity of concepts is secured instead
by identifying distributed similarities, overlapping and criss-crossing. Itis not the world which fixes our concepts. They are not formed by ab-
15 M. Forster, for instance, seems to be saying that a family resemblance term is“warranted in its applications not by any single common feature but insteadby various features which are related in a criss-crossing or overlapping manner,and which moreover fail to be expressible in any statement of non-trivial essen-tial necessary and sufficient conditions for the term’s applications” (Forster 2010, 76). As I will explain later, in my view, the application of a generalterm is not warranted by objective similar features in the individuals towhich it applies, by the following of rules which establish the proper use of the relevant terms.
for a common or varied use based on the circumstances and texts they
examine. The unity, development and change of concepts are the re-
sponsibility of those who employ them and those who try to understand
them.It should be noted that Wittgenstein’s considerations concerning
rule-following and family resemblance apply to both ‘closed’ and
‘open’ concepts. It is usually maintained that closed concepts are defined
by necessary and sufficient conditions while open ones are rather ex-
plained by offering examples of application16. Definitions and examples,
however, can equally be variously interpreted, which means that closed
concepts are not better off compared to the open ones in terms of how
they are applied17. For Wittgenstein, all concepts are open in a certain
sense, namely, in the sense that any new application can extend a con-cept to new territories without jeopardizing its unity and proper appli-
cation18. Cavell captures this idea of extension or projection to a new
16 Dirk Schlimm (this volume), talking about mathematical concepts, distinguishesbetween a Fregean and a Lakatosian account of concepts. Fregean concepts arefixed and sharply determinate and, so, adequate to enter proofs and logical in-ferences while Lakatosian concepts are open and flexible, in the sense that theycan evolve, be transformed, stretched or contracted. The former are introduced
by a descriptive characterization while the latter via a paradigm. In my view,Lakatos’ understanding of open concepts differs from the one I attribute toWittgenstein. In Lakatos’ case, concepts are open when, as they evolve, be-come, for instance, more inclusive. This means that their defining characteris-tics and their definitions change. In Wittgenstein’s case, concepts are open notbecause their definitions are enriched but because the way they are applied isnot determined by a definition even if a definition is available.
17 For an analysis of this issue see Huff (1981).18 This understanding of openness should be distinguished from Waismann’s ‘open
texture’. According to Waismann, all empirical concepts are open textured be-
cause their definitions cannot be exhaustive, that is they cannot cover all pos-sibilities. “[W]e can never exclude altogether the possibility of some unforeseensituation arising in which we shall have to modify our definition. Try as wemay, no concept is limited in such a way that there is no room for anydoubt” (Waismann 1978, 120). Waismann speaks of open concepts becausethe world may surprise us in unexpected ways. Wittgenstein’s understandingof concepts as open does not depend on how the world behaves. Wittgensteintakes concepts to be open because their application can be extended in waysthat cannot be specified in advance. Yet, this does not imply that their applica-tion is doubtful. For the differences between Wittgenstein’s conception andWaismann’s ‘open texture’ see Baker and Hacker (1983, 170 f). ThomasKuhn, discussing Waismann’s open texture, says that in case we have the bizarrepossibilities that Waismann imagines, we would be forced to change the con-
application when he says that “[a]ll language is metaphorical” (Cavell
1979, 190). What he means is that every new application of a term is
literally a transfer into a new area. The different applications shape the
trajectory of the concept. We can draw strict boundaries if we needthem (PG, 117), but even in these cases our concepts are elastic and
flexible (cf. LWPP I, §§ 246 f; 340).
6. Conclusion
Given an understanding of concepts as open and flexible, the historians,
in tracing the transposition and transformation of concepts, instead of
trying to find either an invariable core that persists in all instances or the overlapping similarities that connect every instance, they should
see concepts as occurring in a field surrounded by others (Wittgenstein
1988, 247)19, as centers of variation20. And when they are interested in
conceptual change, they may adopt, in the same spirit, the perspective of
some kind of intellectual ecology suggested by Toulmin (1970). Toul-
min talks of ‘conceptual populations’ and not of isolated, individual
cept instead of speaking of open texture (Archive, Box 8). Thomas Kuhns Pa-pers, MC 240 box 8. Massachusetts Institute of Technology, Institute Archivesand Special Collections, Cambridge, Massachusetts.
19 Begriffsgeschichte , the history of concepts as it developed in Germany, associatedmost prominently with the work of R. Koselleck, also places concepts in a se-mantic field studying them in relation to social settings and developments. Yet,as critics such as Bevir (2000, 278) have pointed out, Begriffsgeschichte remainscommitted to extracting individual concepts from a synchronic linguistic con-text for diachronic treatment. Citing Pim den Boer, Bevir claims that Koselleckascribes to concepts a “life span” and “vital properties” so that concepts seem to
become “entities that lead a life of their own” (ibid., 279). He also thinks thatKoselleck’s Begriffsgeschichte encourages a form of reductionism by assimilatingindividuals “all too readily to a monolithic langue or mentalité identifiedwith a given social formation” (ibid., 281). In his view, Begriffsgeschichte “isprone to detach concepts from their settings in a way that encourages a neglectof the constitutive role of ideas and beliefs throughout our social life: social for-mations are in some way separated from languages and meanings” (ibid., 282).
20 This is what Wittgenstein says in his manuscripts: “If we were asked … aboutthe essence of punishment, essence of revolution, of knowledge, of cultural de-cline or refined sense of music – we should not try to give something common toall cases, not what they all really are, that is an ideal which is contained in themall; but instead of this examples, as it were centres of variation” (cited in Kuu-sela 2008, 173).
concepts. These populations develop by processes of conceptual varia-
tion and selective perpetuation (ibid., 564). A given repertory of estab-
lished concepts is surrounded by a pool of conceptual variants, or pos-
sibilities, from which scientists select the ones they will adopt based onvarious, and perhaps conflicting criteria, which may vary from science
to science and from epoch to epoch (ibid., 562). Toulmin’s ecology
connects with Hacking’s, who saw the project of philosophical analysis
as the study of words in their sites. This study is not the study of abstract
entities floating in abstract space in isolation, or in logical relations with
other similarly understood concepts. It is the study of what we do with
words, the study of word uses in concrete practices. The task of histor-
ians and philosophers, then, fulfills the requirement of hard work rec-
ommended by Ian Hacking (1990, 362). Embracing a complex method-ology, they display the networks of possibilities and constraints which
condition the emergence, formulation and change of our concepts
(ibid., 360).
Acknowledgements
I would like to thank Theodore Arabatzis, Michael Forster, the contrib-
utors and the editors of this volume for their comments and criticismwhich helped me to improve the paper considerably.
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