A Companion to Wittgenstein on Education

Pedagogical Investigations

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Philosophy & Social Aspects
Cover of the book A Companion to Wittgenstein on Education by , Springer Singapore
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Author: ISBN: 9789811031366
Publisher: Springer Singapore Publication: May 3, 2017
Imprint: Springer Language: English
Author:
ISBN: 9789811031366
Publisher: Springer Singapore
Publication: May 3, 2017
Imprint: Springer
Language: English

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.

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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.

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