Wittgenstein and education : on not sparing others the trouble of thinking

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Wittgenstein and education : on not sparing others the trouble of thinking

edited by Adrian Skilbeck, Paul Standish

（Journal of philosophy of education book series）

Wiley, 2023

  • : pbk

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Includes bibliographical references (p. [320]-334) and index

内容説明・目次

内容説明

WITTGENSTEIN AND EDUCATION Wittgenstein’s later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum ‘delivery’. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein’s importance for education.

目次

Notes on Contributors Introduction 1 Adrian Skilbeck and Paul Standish Section 1 Language, Science and the World 7 1 Wittgenstein, Educational Research and the Capture of Science 9 Richard Smith 2 Teaching and Learning with Wittgenstein and Turing: Sailing the Seas of Social Media 23 Juliet Floyd 3 ‘A Psychological Regularity to Which No Physiological Regularity Corresponds?’: Some Remarks on Understanding and Learning 44 Leon Culbertson 4 Science Education on the Tightrope Between Scientism and Relativism: A Wittgensteinian Balancing Act 56 Renia Gasparatou Copyrighted Material 5 Wittgenstein’s Language- Games of Education: Reading Higher and Lower Registers of ‘Learning’ in On Certainty 67 Jeff Stickney Section 2 Teaching, Learning and Pedagogy 93 6 The Fragility of Learning 95 Michael Luntley 7 On ‘Directing the Child’s Attention’: Wittgensteinian Considerations Concerning Joint Attentional Learning 111 Christopher Joseph An 8 Pedagogical Influence in Wittgenstein’s Philosophical Investigations: The ‘Following a Teacher’ Argument 125 Nimrod Matan 9 A Pedagogic Reading of Wittgenstein’s Life and Later Works 137 Désirée Weber 10 Wittgenstein, Problem- based Learning and Higher Education 151 Patrik Kjærsdam Telléus Section 3 Aesthetics, Ethics and the Spirit 163 11 Affectation in Dance Practice and the Picture of the Inner and the Outer: Awareness of Dance Instruction and the Use of the Mirror 165 Carla Carmona 12 Possessions and Losses: Joyce, Wittgenstein and Pedagogical Foundations 178 Edward Guetti 13 Stories Well Told: Ethics Education Following Wittgenstein 191 Ruth Heilbronn 14 Rush Rhees on Education 204 D. Ieuan Lloyd 15 Wittgenstein: Spiritual Practices 219 Gordon C.F. Bearn 16 Wittgenstein and Learning as Self- Education 236 Patrick Quinn Section 4 Concepts, Games and Forms of Life 249 17 Dredging and Sedimentation: Wittgenstein, Naturalism and Conceptual Change 251 Stephen Burwood 18 Remarks on a Wittgensteinian Education to Ineducation 261 Matteo Rivetti 19 Language Games in the Ivory Tower: Comparing the Philosophical Investigations with Hermann Hesse’s The Glass Bead Game 271 Georgina Edwards 20 ‘Education as Initiation into Practices’ Reconsidered 294 Kenny Siu Sing Huen 21 Teaching a Form of Life 306 Rebeca Pérez León References 320 Index 335

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