Although Wolff’s system does not include a discipline comparable to what we call the philosophy of language, several of his works contain extensive philosophical discussions of linguistic, psycholinguistic, semiological, semantic, pragmatic, and hermeneutical subjects. Section 1 reviews his main contributions to this field, spanning from the Disquisitio philosophica de loquela of 1703 to the late treatises on practical philosophy. Section 2 reconstructs Wolff’s theory of meaning, his treatment of proper names, and his concept of a “semantic destination”. Section 3 details Wolff’s interest in syntactic structures and their different degrees of compositionality, with special focus on phrases, idioms, and artificial languages. Adopting the psychological point of view, section 4 explores the semantics of mental associations, the theory of symbolic cognition, and the view of language learning as a precondition for intellectual development. Finally, section 5 considers some problematic consequences of Wolff’s account of truth and falsity along with his commitment to bivalence.
Philosophy of Language
FAVARETTI CAMPOSAMPIERO, Matteo
2018
Abstract
Although Wolff’s system does not include a discipline comparable to what we call the philosophy of language, several of his works contain extensive philosophical discussions of linguistic, psycholinguistic, semiological, semantic, pragmatic, and hermeneutical subjects. Section 1 reviews his main contributions to this field, spanning from the Disquisitio philosophica de loquela of 1703 to the late treatises on practical philosophy. Section 2 reconstructs Wolff’s theory of meaning, his treatment of proper names, and his concept of a “semantic destination”. Section 3 details Wolff’s interest in syntactic structures and their different degrees of compositionality, with special focus on phrases, idioms, and artificial languages. Adopting the psychological point of view, section 4 explores the semantics of mental associations, the theory of symbolic cognition, and the view of language learning as a precondition for intellectual development. Finally, section 5 considers some problematic consequences of Wolff’s account of truth and falsity along with his commitment to bivalence.| File | Dimensione | Formato | |
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