The document discusses Wittgenstein's views on language, emphasizing that language is more than just names for objects; it is a tool that functions in various ways through context and practice. Wittgenstein explains that learning language involves ostensive teaching, where words are tied to actions and experiences, and highlights the diverse functions of language akin to tools in a toolbox. Ultimately, he argues that mastering language is integral to participating in life, with language games reflecting a complex web of activities rather than a fixed set of meanings.

1. L U D W I G J O S E F J O H A N N W I T T G E N S T E I N
( 2 6 A P R I L 1 8 8 9 – 2 9 A P R I L 1 9 5 1 )
Wittgenstein’s
PHILOSOPHICAL INVESTIGATIONS
with commentaries of William Brenner

2. Words as Pointing Fingers (Sections 1-5)
 Augustine had “the idea of language more primitive
than ours” : Naming (every word has a meaning, it
stands for a particular object)
Words are more than just names, there are variety of
ways in which we operate with words:
 The Builder’s Language
 The Shopping Language
Language functions as a tool.

3.  Instruction in primitive forms
of language consists in
training, this is the “bedrock”
on which more sophisticated
forms of language can be built
up.
 The shopper and shopkeeper
learned a series of number by
rote, colors by instruction, as
well as a variety of fruits.
“This is simply what I do.”

4. Ostensive Teaching
(Sections 6-7)
 Language would have to be
learned by “ostension”
(pointing).
 Ostensive teaching is
training for the practice of
the use of language.
 “The children are brought
up to perform these actions,
to use these words as they
do so, and to react in this
way to the words of others.”

5. “The Language-Games”
 One calls out the words, the
other acts on them.
 The teacher names the
objects while pointing to it
and the pupil repeats the
words after the teacher
 “…the whole, consisting of
language and the actions
into which it is woven.”

6. Words as Tools (Section 10-17)
 “Think of the tools in a tool-
box: there is a hammer,
pliers, a saw, a screw-driver,
a rule, a glue-pot, glue, nails
and screws.—The functions
of words are as diverse as the
functions of these objects.”
 Nothing would be gained by
saying that all words have
the same function, “to
signify something.”

7. Life in the City of Language (Sections 18-24)
“Our language can be seen as an ancient city: a maze of
little streets and squares, of old and new houses, and
of houses with additions from various periods; and
this surrounded by a multitude of new boroughs with
regular streets and uniform houses.”

8. Learning a language is learning a form of life.
 Language is inseparable from
activities (e.g. commanding,
greeting, recounting, asking,
etc.). As we learn to
participate in these activities,
we learn our native language;
as we learn our native
language, we learn not only
forms of words but forms of
life.
 Mano Po: “pagmamano” “opo”
“matanda” “respeto” “bata”
“mabait” “masaya”
“maipagmamalaki”
“pagmamahal”
“pagpapahalaga”

9. Learning a language is being initiated into
human life.
 The speaking (“the practice
of the use of language”) is
“part of an activity, or of a
form of life”
 There is no fixed, closed list
of language games
 Language is an enormous
fabric of activities that
involve the use of words,
sentences, and other
symbols

10. Talking and Thinking (Sec. 25)
 Language is founded on
thought.
 But there is a primitive
language resulting from
primitive thinking.
 The builder’s assistant
thinks when he obeys a
command, he does not just
do what he was trained to
do. Since, he may or may
not always do what he was
trained to do.