Wittgenstein's Cognitive Theory Of Categorisation

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Wittgenstein’s analysis. Their work lead up to cognitive model approach to categorisation that sees linguistic categories as kinds of cognitive categories. Number of cognitive sciences studied conceptual categories, some of them being psychology and linguistics. Results of these studies show that categories and human reason in general are very different from the objectivist view. 1.4 Cognitive theory of categorisation In light of that new approach to categories I will now present an interpretation of modern cognitive linguists known as cognitive theory of categorisation. “Most of the discussion of categorisation within the philosophical, psychological, and anthropological literature is focused on concrete objects—plants, animals, artefacts,…show more content…
It is a very important element of this chapter as a clear view on what is considered science will allow me to understand what criteria need to be met in order for a text to be considered scientific and, finally, where the fine line between scientific and unscientific texts lies. The ‘scientific revolution’, which started in the 16th century with Copernicus and ended with Isaac Newton in the 19th century, led to changes in a wide range of areas: thought, belief, social and institutional organisation. As a result there unfolded a new, revolutionary view on science. From this point of view, it is important to consider that the shift in the way of thinking caused by the ‘scientific revolution’ transformed the outlook not only on nature but also on other fields of knowledge. “Nowadays’ it is a commonplace to refer to the period between Copernicus and Newton as the ‘scientific revolution’. Although this phrase was only invented in the mid-twentieth century, it has already become an unquestioned part of the language”. (Hannman 2009: 342) There is a clear distinction between category of ‘science’ and ‘non science”. For example in Oxford English Dictionary term ‘humanities‘ falls into ‘non science’ category .Humanities are the branches of learning that investigate human constructs and concerns as opposed to natural processes and social relations. Is relatively young category. “In June 1833, the British Association for the Advancement of Science met in Cambridge. Among the matters discussed was the fact that there was no overarching name for men (not many women in those days) who studied the workings of nature. Science was coming on in leaps and bounds but its practitioners had no official title”. (Hannman 2009: 337) William Whewell suggested a ‘scientists’ but it wasn’t commonly used until this term was used in one of his books. “The word ‘scientists’ was not coined until 1833 because only then did
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