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MARK WILSON’S ANALYTICAL PHILOSOPHY VS THE AXIOMATIZATION OF SCIENCE (USING THE EXAMPLE OF TIME’S WANDERING SIGNIFICANCE)

Theory of Knowledge , UDC: 101.3; 101.8; 165.0 DOI: 10.24412/2078-9238-2026-258-34-54

Authors

  • Korchazhkina Olga M. Candidate of Technical Sciences Russian Federation Moscow

Annotation

The article provides an analysis of the physical phenomenon time, which has the property of being distorted that means changing the nature of its course in person’s memories or in anticipation of future events. Time is one of the most vivid, mysterious and indefinite tools for cognition of nature and society, and also a category of philosophy of language and psychology of consciousness. The versatility of the properties and faces of time is explained by its wandering significance that is based on the philosophical approach proposed by Mark Lowell Wilson, a modern representative of the Anglo-American analytical philosophical tradition. The wandering significance of things, palpable through the subtleties of their behaviour and verbal descriptions, appear as a form of adaptation of concepts declaring by these descriptions to the external environment that creates a changing context. It helps the researcher to comprehend philosophical problems of perception, display and ordering of the surrounding world in a person’s mind. If we consider the category of time with the help of detailing wandering significance, it allows us to take into account the “fine tuning” of the meanings embedded in it during different science development periods. Plus, the metaphor of time as an image of the compaction, or press, of time reveals the potential of possible linguistic interpretations and psychological representations of the concept.
Tags:
compaction of time , metaphor of time , perception of time , philosophical concepts , press of time , Time , wandering significance

How to link insert

Korchazhkina, O. M. (2026). MARK WILSON’S ANALYTICAL PHILOSOPHY VS THE AXIOMATIZATION OF SCIENCE (USING THE EXAMPLE OF TIME’S WANDERING SIGNIFICANCE) Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 2 (58), 34. https://doi.org/10.24412/2078-9238-2026-258-34-54
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