This might be my last post for a day or so as it's ANZAC day tomorrow and I'll be out gambl... celebrating the war effort all of tomorrow, and I need to sleep now.
How is that any different to simply stating that it's false that houses turn into flowers? — Michael
Because it is
not even false that houses can turn into flowers at this point in time. A word about truth and falsity: both of these are subject to, conditioned by
sense. Consider that when something is false, we know how to react to this, as it were - we know the significance of a false statement. "It is false that the cat is on the mat" -> "then I shan't go looking for the cat on the mat" [verbal response]; Or, *I don't look for the cat on the mat* [action]; (statement -> significance). To understand the 'game' of truth and falsity - and,
a fortiori for something to
be true or false - is to 'know one's way about' (in Wittgenstein's words) a true or false statement.
But what kind of significance does saying 'it is false that houses turn into flowers' have? How, even in principle, does one go about rendering any sense of significance to this? Think again of the child who affirms the truth of this statement ("mumma! houses turn into flowers!): one's immediate (adult?) response is something like: 'this child doesn't know what truth is'; or, 'this child doesn't quite understand how houses, or flowers, or change works', or "how adorable". This child doesn't understand
concepts and how they relate to other concepts - at least, not like we do. Her language is in error (according to our standards).
That's the immediate adult response, not: 'No darling, houses do not turn into flowers' (at least, it's not the response parent who isn't tired and just wants to get through lunchtime with bub; or, the adult
could say this, but she's being somewhat pedagogically irresponsible).
To 'flatten' possibility in the way you're doing - to say that anything is possible, anything can turn into anything - is to loosen all communicative constraint to the point of non-sense. It's fine if we're talking about a localized case of houses turning into flowers - but take that logic all the way: anything can turn into anything else: language would lose its grip on the world, no one would 'know their way about'; this though, is just the condition of the child, who has yet to master language, who has yet to grasp the
grammatical (not physical, not imaginative) constraints that allow sense to be made. One last, more abstract way to put this:
distinctions with significance require asymmetry of response: if anything is possible, then anything follows, and one cannot say anything significant about anything at all.
Constraints need to be placed on our grammar such that one responds
this way to a truth and
this way to a falsehood: this asymmetry is the condition for language to function at all. But no such asymmetry exists in the case of 'it is false that houses turn into flowers'. One can only blink in bemusement: "he hasn't mastered a language yet";
Also, I was going to quote the exact passage of Cavell's that Fool just posted, but with a bit more: "In denying that we have conclusive verification for this last statement , I am not to be understood as asserting that we do
not have (conclusive) verification for it. I am asserting, rather, that we do not yet know what verification for or against it would he. Nor am I saying that such a statements can have no use: only, we have got to be told what its use is. (And when we are told, it is not likely to be a use which requires anything like verification at all- it might, e.g.. be an accusation or an insinuation)" (Cavell,
The Claim of Reason).
Packed alot into this, but like I said, last post for about a day or so. Hopefully there's alot to chew on.