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Volume 55 Issue 1
May 2023
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Citation: Yajun CHEN. How the Myth of the Given is Collapsed by Pittsburgh School[J]. Academic Monthly, 2023, 55(1): 20-30. shu

How the Myth of the Given is Collapsed by Pittsburgh School

  • Pittsburgh School’s deconstruction of the myth of the given is composed of the three successive steps: Sellars starts the work by demarcation of the natural and rational spaces, but he finally dosen’t give up the given completely, due to his standpoint of scientifical realism. McDowell goes forward in Sellars direction by replacing nonconceptual sense-multifold with the conceptual experience, which forms the final court of knowledge. But he has always been keeping an empathy to the appeal of the given. Comparing with them, Brandom is more radical in destroying the myth of the given. He completely abandons the thinking way of empiricism, not looking forward the constraint of the knowledge from the world, but from the language peers instead. He calls himself a rational pragmatist, however, since his practice is only in the sense of the discursive one, not the interaction between lives and their environments, which makes him unable to account for the source of the norms.
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        How the Myth of the Given is Collapsed by Pittsburgh School

        Abstract: Pittsburgh School’s deconstruction of the myth of the given is composed of the three successive steps: Sellars starts the work by demarcation of the natural and rational spaces, but he finally dosen’t give up the given completely, due to his standpoint of scientifical realism. McDowell goes forward in Sellars direction by replacing nonconceptual sense-multifold with the conceptual experience, which forms the final court of knowledge. But he has always been keeping an empathy to the appeal of the given. Comparing with them, Brandom is more radical in destroying the myth of the given. He completely abandons the thinking way of empiricism, not looking forward the constraint of the knowledge from the world, but from the language peers instead. He calls himself a rational pragmatist, however, since his practice is only in the sense of the discursive one, not the interaction between lives and their environments, which makes him unable to account for the source of the norms.

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