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This book, bringing together contributions by forty-five authors
from fourteen countries, represents mostly new material from both
emerging and seasoned scholars in the field of philosophy of
education. Topics range widely both within and across the four
parts of the book: Wittgenstein's biography and style as an
educator and philosopher, illustrating the pedagogical dimensions
of his early and late philosophy; Wittgenstein's thought and
methods in relation to other philosophers such as Cavell, Dewey,
Foucault, Hegel and the Buddha; contrasting investigations of
training in relation to initiation into forms of life, emotions,
mathematics and the arts (dance, poetry, film, and drama),
including questions from theory of mind (nativism vs. initiation
into social practices), neuroscience, primate studies,
constructivism and relativity; and the role of Wittgenstein's
philosophy in religious studies and moral philosophy, as well as
their profound impact on his own life. This collection explores
Wittgenstein not so much as a philosopher who provides a method for
teaching or analyzing educational concepts but rather as one who
approaches philosophical questions from a pedagogical point of
view. Wittgenstein's philosophy is essentially pedagogical: he
provides pictures, drawings, analogies, similes, jokes, equations,
dialogues with himself, questions and wrong answers, experiments
and so on, as a means of shifting our thinking, or of helping us
escape the pictures that hold us captive.
This book, bringing together contributions by forty-five authors
from fourteen countries, represents mostly new material from both
emerging and seasoned scholars in the field of philosophy of
education. Topics range widely both within and across the four
parts of the book: Wittgenstein's biography and style as an
educator and philosopher, illustrating the pedagogical dimensions
of his early and late philosophy; Wittgenstein's thought and
methods in relation to other philosophers such as Cavell, Dewey,
Foucault, Hegel and the Buddha; contrasting investigations of
training in relation to initiation into forms of life, emotions,
mathematics and the arts (dance, poetry, film, and drama),
including questions from theory of mind (nativism vs. initiation
into social practices), neuroscience, primate studies,
constructivism and relativity; and the role of Wittgenstein's
philosophy in religious studies and moral philosophy, as well as
their profound impact on his own life. This collection explores
Wittgenstein not so much as a philosopher who provides a method for
teaching or analyzing educational concepts but rather as one who
approaches philosophical questions from a pedagogical point of
view. Wittgenstein's philosophy is essentially pedagogical: he
provides pictures, drawings, analogies, similes, jokes, equations,
dialogues with himself, questions and wrong answers, experiments
and so on, as a means of shifting our thinking, or of helping us
escape the pictures that hold us captive.
Dedicated to educators who are not philosophy specialists, this
book offers an overview of the connections between Wittgenstein's
later philosophy and his own training and practice as an educator.
Arguing for the centrality of education to Wittgenstein's life and
works, the authors resist any reduction of Wittgenstein's
philosophy to remarks on pedagogy while addressing the current
controversy surrounding the role of training in the enculturation
process. Significant events in his education and life are examined
as the background for successful interpretation, without lending
biographical details explanatory force. The book discusses the
importance of Wittgenstein's training and dismissal as an
elementary teacher (1920-26) in light of his later, frequent use
(1930s-40s) of many 'scenes of instruction' in his Cambridge
lectures and notebooks. These depictions culminated in his now
famous Philosophical Investigations -- a counter to his earlier
philosophy in the Tractatus. Wittgenstein came to distinguish
between empirical inquiries into how education, language or
mathematics might ideally work, from grammatical studies of how we
learn on the rough ground to normatively go-on as others do - often
without explicit rules and with considerable degrees of ambiguity,
for instance, in implementing new guidelines during a curriculum
reform or in evaluating teachers. The book argues that
Wittgenstein's reflections on education -- spanning from
mathematics training to the acquisition of language and cultivation
of aesthetic appreciation -- are of central significance to both
the man and his pedagogical style of philosophy.
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