CiNii 図書 - Showing and doing : Wittgenstein as a pedagogical philosopher

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.

Introduction Showing and Doing: An Introduction, Nicholas C. Burbules, Michael A. Peters, Paul Smeyers
Chapter 1 Wittgenstein as Exile: A Philosophical Topography, Michael A. Peters
Chapter 2 "Perspicuous Representation," Genealogy, and Interpretation, Paul Smeyers, Michael A. Peters
Chapter 3 Tractarian Pedagogies, Nicholas C. Burbules, Michael A. Peters
Chapter 4 Images and Pictures, Seeing and Imagining, Paul Smeyers
Chapter 5 Philosophy, Therapy, and Unlearning, Michael A. Peters
Chapter 6 Writing the Self: Wittgenstein, Confession, and Pedagogy, Michael A. Peters
Chapter 7 Wittgensteinian Pedagogies: Cavell on the Figure of the Child in the Investigations, Michael A. Peters
Chapter 8 The Practice of Ethics and Moral Education, Nicholas C. Burbules, Paul Smeyers
Chapter 9 Education as Initiation into Practices, Paul Smeyers, Nicholas C. Burbules
Chapter 10 Tacit Teaching, Nicholas C. Burbules
Chapter pos Postscript: The End of Philosophy?, Paul Smeyers, Nicholas C. Burbules

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Showing and doing : Wittgenstein as a pedagogical philosopher

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