Showing and Doing
Wittgenstein as a Pedagogical Philosopher
Nonfiction, Social & Cultural Studies, Social Science, Sociology
| Author: | Michael A. Peters, Nicholas C. Burbules, Paul Smeyers | ISBN: | 9781317252146 |
| Publisher: | Taylor and Francis | Publication: | November 17, 2015 |
| Imprint: | Routledge | Language: | English |
| Author: | Michael A. Peters, Nicholas C. Burbules, Paul Smeyers |
| ISBN: | 9781317252146 |
| Publisher: | Taylor and Francis |
| Publication: | November 17, 2015 |
| Imprint: | Routledge |
| Language: | English |
Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein's work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein's later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein's thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.
Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein's work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein's later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein's thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.
