3. If e.g. someone says "I don't know if there's a hand here" he might be told "Look closer". - This
possibility of satisfying oneself is part of the language-game. Is one of its essential features.
10. ... "2x2=4" is a true proposition of arithmetic - not "on particular occasions" nor "always" ... And "I know that there's a sick man lying here", used in an unsuitable situation, seems not to be nonsense but rather seems matterof-course, only because one can fairly easily imagine a situation to fit it, and one thinks that the words "I know that..." are always in place where there is no doubt, and hence even where the expression of doubt would unintelligible.
11. We just do not see how very specialized the use of "I know" is.
30. When someone has made sure of something, he says: "Yes, the calculation is right", but he did
not infer that from his condition of certainty. One does not infer how things are from one's own
certainty.
Certainty is as it were a tone of voice in which one declares how things are, but one does not infer
from the tone of voice that one is justified.
36. "A is a physical object" is a piece of instruction which we give only to someone who doesn't yet
understand either what "A" means, or what "physical object" means. Thus it is instruction about the use of words, and "physical object" is a logical concept. (Like colour, quantity,...) And that is why no such proposition as: "There are physical objects" can be formulated.
Yet we encounter such unsuccessful shots at every turn.
41. "I know where I am feeling pain", "I know that I feel it here" is as wrong as "I know that I am in pain". But "I know where you touched my arm" is right.
92. However, we can ask: May someone have telling grounds for believing that the earth has only
existed for a short time, say since his own birth? - Suppose he had always been told that, - would he have any good reason to doubt it? Men have believed that they could make the rain; why should not a king be brought up in the belief that the world began with him? And if Moore and this king were to meet and discuss, could Moore really prove his belief to be the right one? I do not say that Moore could not convert the king to his view, but it would be a conversion of a special kind; the king would be brought to look at the world in a different way.
Remember that one is sometimes convinced of the correctness of a view by its simplicity or
symmetry, i.e., these are what induce one to go over to this point of view. One then simply says
something like: "That's how it must be."
93. The propositions presenting what Moore 'knows' are all of such a kind that it is difficult to
imagine why anyone should believe the contrary. E.g. the proposition that Moore has spent his
whole life in close proximity to the earth. - Once more I can speak of myself here instead of
speaking of Moore. What could induce me to believe the opposite? Either a memory, or having been
told. - Everything that I have seen or heard gives me the conviction that no man has ever been far
from the earth. Nothing in my picture of the world speaks in favour of the opposite.
94. But I did not get my picture of the world by satisfying myself of its correctness; nor do I have it
because I am satisfied of its correctness. No: it is the inherited background against which I
distinguish between true and false.
108. ... "We don't know how one gets to the moon, but those who get there know at once that they are there; and even you can't explain everything." We should feel ourselves intellectually very distant from someone who said this.
131. No, experience is not the ground for our game of judging. Nor is its outstanding success.
138. We don't, for example, arrive at any of them [Add: The propositions which Moore retails as examples of such known truths] as a result of investigation. There are e.g. historical investigations and investigations into the shape and also the age of the earth, but not into whether the earth has existed during the last hundred years. Of course many of us have information about this period from our parents and grandparents; but maynt' they be wrong? -"Nonsense!" one will say. "How should all these people be wrong?" - But is that an argument? Is it not simply the rejection of an idea? And perhaps the determination of a concept? For if I speak of a possible mistake here, this changes the role of "mistake" and "truth" in our lives.
142. It is not single axioms that strike me as obvious, it is a system in which consequences and premises give one another mutual support.
143. I am told, for example, that someone climbed this mountain many years ago. Do I always enquire into the reliability of the teller of this story, and whether the mountain did exist years ago. A child learns there are reliable and unreliable informants much later than it learns facts which are
told it. It doesn't learn at all that that mountain has existed for a long time: that is, the question
whether it is so doesn't arise at all. It swallows this consequence down, so to speak, together with
what it learns.
144. The child learns to believe a host of things. I.e. it learns to act according to these beliefs. Bit by
bit there forms a system of what is believed, and in that system some things stand unshakeably fast
and some are more or less liable to shift. What stands fast does so, not because it is intrinsically
obvious or convincing; it is rather held fast by what lies around it.
145. One wants to say "All my experiences show that it is so". But how do they do that? For that
proposition to which they point itself belongs to a particular interpretation of them.
"That I regard this proposition as certainly true also characterizes my interpretation of experience."
152. I do not explicitly learn the propositions that stand fast for me. I can discover them
subsequently like the axis around which a body rotates. This axis is not fixed in the sense that anything holds it fast, but the movement around it determines its immobility.
163. ... For whenever we test anything, we are already presupposing something that is not tested. ...
186. "I might suppose that Napoleon never existed and is a fable, but not that the earth did not exist 150 years ago."
188. It strikes me as if someone who doubts the existence of the earth at that time is impugning the
nature of all historical evidence. And I cannot say of this latter that it is definitely correct.
189. At some point one has to pass from explanation to mere description.
191. Well, if everything speaks for an hypothesis and nothing against it - is it then certainly true?
One may designate it as such. - But does it certainly agree with reality, with the facts? - With this
question you are already going round in a circle.
206. If someone asked us "but is that true?" we might say "yes" to him; and if he demanded grounds we might say "I can't give you any grounds, but if you learn more you too will think the same."
If this didn't come about, that would mean that he couldn't for example learn history.
237. If I say "an hour ago this table didn't exist", I probably mean that it was only made later on.
If I say "this mountain didn't exist then", I presumably mean that it was only formed later on -
perhaps by a volcano.
If I say "this mountain didn't exist an hour ago", that is such a strange statement that it is not clear what I mean. Whether for example I mean something untrue but scientific. Perhaps you think that the statement that the mountain didn't exist then is quite clear, however one conceives the context. But suppose someone said "This mountain didn't exist a minute ago, but an exactly similar one did instead." Only the accustomed context allows what is meant to come through clearly.
257. If someone said to me that he doubted whether he had a body I should take him to be a halfwit. But I shouldn't know what it would mean to try to convince him that he had one. And if I had
said something, and that had removed his doubt, I should not know how or why.
258. I do not know how the sentence "I have a body" is to be used.
That doesn't unconditionally apply to the proposition that I have always been on or near the surface
of the earth.
282. I cannot say that I have good grounds for the opinion that cats do not grow on trees or that I
had a father and a mother.
If someone has doubts about it - how is that supposed to have come about? By his never, from the
beginning, having believed that he had parents? But then, is that conceivable, unless he has been
taught it?
283. For how can a child immediately doubt what it is taught? That could mean only that he was
incapable of learning certain language games.
314. Imagine that the schoolboy really did ask "and is there a table there even when I turn around,
and even when no one is there to see it?" Is the teacher to reassure him - and say "of course there
is!"?
Perhaps the teacher will get a bit impatient, but think that the boy will grow out of asking such
questions.
315. That is to say, the teacher will feel that this is not really a legitimate question at all.
And it would be just the same if the pupil cast doubt on the uniformity of nature, that is to say on
the justification of inductive arguments. - The teacher would feel that this was only holding them
up, that this way the pupil would only get stuck and make no progress. - And he would be right. It
would be as if someone were looking for some object in a room; he opens a drawer and doesn't see
it there; then he closes it again, waits, and opens it once more to see if perhaps it isn't there now, and keeps on like that. He has not learned to look for things. And in the same way this pupil has not
learned how to ask questions. He has not learned the game that we are trying to teach him
344. My life consists in my being content to accept many things.
370. But more correctly: The fact that I use the word "hand" and all the other words in my sentence
without a second thought, indeed that I should stand before the abyss if I wanted so much as to try
doubting their meanings - shows that absence of doubt belongs to the essence of the language-game, that the question "How do I know..." drags out the language-game, or else does away with it.
374. We teach a child "that is your hand", not "that is perhaps (or "probably") your hand". That is
how a child learns the innumerable language-games that are concerned with his hand. An
investigation or question, 'whether this is really a hand' never occurs to him. Nor, on the other hand, does he learn that he knows that this is a hand.
375. Here one must realize that complete absence of doubt at some point, even where we would say
that 'legitimate' doubt can exist, need not falsify a language-game. For there is also something like
another arithmetic.
I believe that this admission must underlie any understanding of logic.
383. The argument "I may be dreaming" is senseless for this reason: if I am dreaming, this remark is being dreamed as well - and indeed it is also being dreamed that these words have any meaning.
423. Then why don't I simply say with Moore "I know that I am in England?" Saying this is
meaningful in particular circumstances, which I can imagine. But when I utter the sentence outside
these circumstances, as an example to show that I can know truths of this kind with certainty, then itat once strikes me as fishy. - Ought it to?
499. I might also put it like this: the 'law of induction' can no more be grounded than certain
particular propositions concerning the material of experience.
500. But it would also strike me as nonsense to say "I know that the law of induction is true".
Imagine such a statement made in a court of law! It would be more correct to say "I believe in the
law of..." where 'believe' has nothing to do with surmising.
501. Am I not getting closer and closer to saying that in the end logic cannot be described? You
must look at the practice of language, then you will see it.
524. Is it essential for our language-games ('ordering and obeying' for example) that no doubt
appears at certain points, or is it enough if there is the feeling of being sure, admittedly with a slight breath of doubt?
That is, is it enough if I do not, as I do now, call something 'black', 'green', 'red', straight off, without any doubt at all interposing itself - but do instead say "I am sure that is red", as one may say "I am sure that he will come today" (in other words with the 'feeling of being sure')?
The accompanying feeling is of course a matter of indifference to us, and equally we have no need
to bother about the words "I am sure that" either. - What is important is whether they go with a
difference in the practice of the language.
One might ask whether a person who spoke like this would always say "I am sure" on occasions
where (for example) there is sureness in the reports we make ( in an experiment, for example, we
look through a tube and report the colour we see through it). If he does, our immediate inclination
will be to check what he says. But if he proves to be perfectly reliable, one will say that his way of
talking is merely a bit perverse, and does not affect the issue. One might for example suppose that
he has read sceptical philosophers, become convinced that one can know nothing, and that is why
he has adopted this way of speaking. Once we are used to it, it does not infect practice.
599. For example one could describe the certainty of the proposition that water boils at circa 100C.
That isn't e.g. a proposition I have once heard (like this or that, which I could mention). I made the
experiment myself at school. The proposition is a very elementary one in our text-books, which are
to be trusted in matters like this because... - Now one can offer counter-examples to all this, which
show that human beings have held this and that to be certain which later, according to our opinion,
proved false. But the argument is worthless. [May it not also happen that we believe we recognize a
mistake of earlier times and later come to the conclusion that the first opinion was the right one?
etc.] To say: in the end we can only adduce such grounds as we hold to be grounds, is to say nothing
at all.
I believe that at the bottom of this is a misunderstanding of the nature of our language-games.
617. Certain events would me into a position in which I could not go on with the old language-game
any further. In which I was torn away from the sureness of the game.
Indeed, doesn't it seem obvious that the possibility of a language-game is conditioned by certain
facts?
618. In that case it would seem as if the language-game must 'show' the facts that make it possible.
(But that's not how it is.)
Then can one say that only a certain regularity in occurrences makes induction possible? The
'possible' would of course have to be 'logically possible'.
622. But now it is also correct to use "I know" in the contexts which Moore mentioned, at least in
particular circumstances. (Indeed, I do not know what "I know that I am a human being" means. But even that might be given a sense.)
For each one of these sentences I can imagine circumstances that turn it into a move in one of our
language-games, and by that it loses everything that is philosophically astonishing.
623. What is odd is that in such a case I always feel like saying (although it is wrong): "I know that
- so far as one can know such a thing." That is incorrect, but something right is hidden behind it.
653. If the proposition 12x12=144 is exempt from doubt, then so too must non-mathematical
propositions be.
654. But against this there are plenty of objections. - In the first place there is the fact that "12x12
etc." is a mathematical proposition, and from this one may infer that only mathematical propositions are in this situation. And if this inference is not justified, then there ought to be a proposition that is just as certain, and deals with the process of this calculation, but isn't itself mathematical. I am thinking of such a proposition as: "The multiplication '12x12', when carried out by people who know how to calculate, will in the great majority of cases give the result '144'." Nobody will contest this proposition, and naturally it is not a mathematical one. But has it got the certainty of the mathematical proposition?