Abstract
The authors frame their essay with the claim that, understanding of “opaque philosophical concepts” is limited by language. They draw on work by Ludwig Wittgenstein, Michel Foucault, and Jurgen Habermas who “point at” the limits of language in expressing such concepts as “meaning,” “truth,” and “experience.” To address the limitations, Holland and Phelps argue for the cultivation of the philosophical imagination, which involves “connecting the enactment of the concept” while “simultaneously learning” it. The authors argue further that Participatory Simulations, supplemented by a curriculum of philosophical imagination, can provide “unique experiential encounters” and clarify opaque perspectives for students.
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