Introduction
Stanley Cavell is an American philosopher who, following Wittgenstein, teaches us how to read Wittgenstein and practice philosophy in post-analytic philosophy (Mulhall 1994). He speaks directly to philosophers of education through his treatment of the figure of the child and “the scene of instruction” in Wittgenstein’s (1972) Philosophical Investigations, addressing “the education of grown ups” (Saito and Standish 2012) and in works like Themes Out of School (Cavell 1988).
Stanley Cavell is an American philosopher, who with others like Richard Rorty – though in very different ways – has deliberately attempted to heal the epistemological rupture in the tradition of American public thought caused by a Viennese analytic strain of philosophy. Cavell has done so by returning to the origins of American philosophy represented in Emerson’s transcendentalism and Thoreau’s “Walden” (see Cavell 1981a, 1981b, 1989, 1990, 1994). On this reading the American intellectual tradition was...
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References
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Peters, M.A. (2015). Cavell and Philosophy of Education. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_297-1
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