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A Companion to Wittgenstein on Education

Pedagogical Investigations

  • Michael A. Peters
  • Jeff Stickney

Table of contents

  1. Front Matter
    Pages i-xxxix
  2. Introduction

    1. Front Matter
      Pages 1-1
  3. Biographical and Stylistic Investigations

  4. Wittgenstein in Dialogue with Other Thinkers

  5. Training, Learning and Education

    1. Front Matter
      Pages 417-417
    2. Michael Luntley
      Pages 437-451
    3. David Simpson
      Pages 453-465
    4. Casey Doyle
      Pages 467-479
    5. Sharon Rider
      Pages 503-516
    6. Danièle Moyal-Sharrock
      Pages 573-599
    7. Sébastien Chaliès, Stefano Bertone
      Pages 659-673

About this book

Introduction

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.


Keywords

Austrian counter-enlightenment Cambridge University Ethics of teaching Nietzsche Pedagogy Philosophical dialogue Socratic form Spengler Viennese modernism Wittgenstein conventions in pedagogy historico-cultural approach perspective of reason philosophy as pedagogy philosophy of culture

Editors and affiliations

  • Michael A. Peters
    • 1
  • Jeff Stickney
    • 2
  1. 1.University of WaikatoHamilton, WaikatoNew Zealand
  2. 2.Ontario Institute for Studies in EducationUniversity of TorontoTorontoCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-3136-6
  • Copyright Information Springer Nature Singapore Pte Ltd. 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-3134-2
  • Online ISBN 978-981-10-3136-6
  • Buy this book on publisher's site