Abstract
This chapter explores Wittgenstein’s use of metaphors throughout his work, but especially in his later work. I argue that metaphors serve an essential function in language , and that Wittgenstein relies on metaphors to explain some of his most basic ideas. Many of these metaphors refer to tools, and this indicates a growing pragmatism in his view of language . Finally, these metaphorical accounts highlight the central role of learning in his later work.
This chapter is a revised and expanded version of “Wittgenstein’s Pedagogical Metaphors ,” in the Encyclopedia of Educational Philosophy and Theory, Michael A. Peters, Ed. (Springer Publishing, 2016). Like all my writings on Wittgenstein, it has grown out of countless conversations and co-authored papers over the years with Jim Marshall , Michael Peters, Paul Smeyers , and Jeff Stickney . This version benefited from direct comments from Jeff Stickney and Joyce Tolliver.
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Notes
- 1.
Following convention, titles for Wittgenstein’s works are abbreviated (TLP = Tractatus Logico-Philosophicus, OC = On Certainty, CV = Culture and Value, PI = Philosophical Investigations), with section (§) or page number (p.), with full citation and initials (e.g., RFM) in the References.
- 2.
Given W.V.O. Quine’s famous “gavagai” example , even the most literal use of language imaginable—ostensive reference—still involves guesswork (see Quine 2013).
- 3.
- 4.
A far more comprehensive treatment is offered by Gill (1996).
- 5.
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Burbules, N.C. (2017). Wittgenstein’s Metaphors and His Pedagogical Philosophy. In: Peters, M., Stickney, J. (eds) A Companion to Wittgenstein on Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3136-6_8
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