This article is an appreciative exegesis of Steven Burns's article “If a Lion Could Talk.” In his essay, Burns clarifies Ludwig Wittgenstein's enigmatic remark “If a lion could talk, we wouldn't be able to understand him” by locating it within the broader context of Wittgenstein's work in the philosophy of psychology. We read Burns's interpretation of the remark as opening core Wittgensteinian issues of meaning and (mis)understanding, and we situate it within the context of the work of Burns's teacher, Peter Winch. Our discussion is a close exegesis of the immediate content of the lion remark and it highlights connections to Wittgenstein's remarks on James George Frazer's The Golden Bough. We show how Burns and Winch employ Wittgenstein's methods of dissolving philosophical puzzles by drawing attention to intermediate familiar cases. We conclude with some impressionistic remarks about Socrates in a short discussion of the difficulty of the philosophical technique and activity Burns demonstrates and recommends.

Roderick Chisholm (1916–1999) was among the most creative and influential figures in twentieth-century American philosophy. This essay considers how Chisholm’s cartooning contributed to his philosophical charisma.

Philosophers often claim that doing philosophy makes people better thinkers. But what evidence is there for this empirical claim? This paper reviews extant evidence and presents some novel findings. We discuss standardized testing scores, review research on Philosophy for Children and critical thinking skills among college students, and present new empirical findings. On average, philosophers are better at logical reasoning, more reflective, and more open-minded than non-philosophers. However, there is an absence of evidence for the claim that studying philosophy led to these differences. We present some preliminary and suggestive evidence that although some of these differences may be attributable to philosophical training, others appear to be selection effects. The key takeaway is that more data are needed. We conclude by urging philosophers and interdisciplinary collaborators to gather more data to test the claim that studying philosophy makes people better thinkers.