ウィトゲンシュタイン規則論の学習論的意義

• 平田 仁胤

  広島大学・院

書誌事項

タイトル別名

• The Significance of Wittgenstein's Rule-Following Considerations as a Theory of Learning
• Reexamining “Wittgenstein's Paradox”
• 「ウィトゲンシュタインのパラドックス」の検討を通じて

抄録

In recent years, “representation learning, ” which assumes that knowledge presupposes representation, has been criticized. In this criticism “Wittgenstein'sparadox” has been used to point out the logical impossibility of “representation learning” : as long as the notion of “representation” is assumed, the paradox would happen inevitably and spoil “representation learning.” However, the paradox HERE is considered to be merely a theoretical fiction for it does not happens in normal cases, and hence, does not spoil learning. In view of the criticism, this paper attempts to show, by analyzing elaborately Wittgenstein's rule-following considerations, that “Wittgenstein's paradox” can not be seen simply as a fiction. In Wittgenstein's rulefollowing considerations, the notion of “inner-binding” and that of “outer-binding” are crutial. The former is a disposition that is built through “training”. This disposition enables one to judge the “sameness” and to be convinced of the necessity of that sameness. The latter is “institution” that is established through the repetition of “peaceful accordance”. The two bindings sometimes do not conflict with each other.This is exactly the case in which rule-following operates.<BR>“Inner-binding” has not been formed yet in an earlier stage of “rule” learning.Therefore “outer-binding” conflicting with the inner does not appear. But the two can come to differentiate themselves from each other as learning progresses and as the inner has been formed. The conflict between the inner> and the outer is equivalent to the case which “Wittgenstein's paradox” describes. Accordingly the possibility of differentiation exists latently and the paradox is not a theoretical fiction.<BR>The latent possibility of “Wittgenstein's paradox” indicates that learners are not in a position to distinguish the two. This suggests that learning is uncertain and learning theories are not transparent to learners.

収録刊行物

• 教育哲学研究

  教育哲学研究 2007 (95), 71-88, 2007-05-10

  教育哲学会

詳細情報

• CRID: 1390282680299258624
• NII論文ID: 130003660152
• DOI: 10.11399/kyouikutetsugaku1959.2007.71
• ISSN: 18841783
• ISSN: 03873153
• データソース種別:
  • JaLC
  • CiNii Articles
• 抄録ライセンスフラグ: 使用不可