Metaphor and Metaphilosophy: Wittgenstein, <scp>MacDonald</scp>, and Conceptual Metaphor Theory
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Bibliographic record
Abstract
Abstract The discipline of philosophy has been critiqued from both within and outside itself. One brand of external critique is associated with Conceptual Metaphor Theory (CMT), the view that human cognition is partially structured by pervasive and automatic mappings between conceptual domains. Most notably, Lakoff and Johnson (1999) claimed that many central philosophical concepts and arguments rely on an unacknowledged metaphorical substructure, and that this structure has sometimes led philosophy astray. The purpose of this paper is to argue that Lakoff and Johnson's critique is anticipated by the work of post‐Tractarian Wittgenstein and his student, Margaret MacDonald. In the Blue Book , Wittgenstein outlines a method for identifying and resolving philosophical puzzles generated by misused grammatical analogies, although his discussion lacks a precise characterization of exactly how and why such analogies lead to trouble. In a 1938 paper, MacDonald offers such a characterization, which I outline and then connect back to Wittgenstein. In addition to this interpretive work, I supplement Wittgenstein and MacDonald's diagnosis using evidence from CMT which suggests that linguistic metaphors and analogies often originate in or are motivated by more fundamental analogical mappings in cognition . The supplemented account carries implications for how philosophical arguments ought to be formulated and critiqued.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it