PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION
DOI:
https://doi.org/10.15503/jecs2020.2.39.51Keywords:
philosophy of education, Wittgenstein’s pedagogical method, pragmatismAbstract
Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint.
Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education).
Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process.
Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.
Downloads
References
Burbules, N. C. (2017). Wittgenstein’s Metaphors and His Pedagogical Philosophy. In: M. A. Peters, & J. Stickney (Eds.), A Companion to Wittgenstein on Education: Pedagogical Investigations (pp. 123-133). Singapore: Springer.
Burbules, N. C., & Peters, M. A. (2001). Ludwig Wittgenstein, 1889–1951. In: J. A. Palmer, D. E. Cooper, L. Bresler (Eds.), Fifty Modern Thinkers on Education: From Piaget to the Present (pp. 15-22). New York: Routledge.
Campbell, J. (2012). Wittgenstein on the Role of Experience in Understanding Language. In: J. Ellis, & D. Guevara (Eds.), Wittgenstein and the Philosophy of Mind (pp. 61-72). New York: Oxford University Press.
Cooke, E. F. (2006). Peirce’s Pragmatic Theory of Inquiry: Fallibilism and Indeterminacy. London: Continuum.
Crocker, T. P. (1998). Wittgenstein’s Practices and Peirce’s Habits: Agreement in Human Activity. History of Philosophy Quarterly, 15(4), 475-493.
Dewey, J. (1916). Democracy and Education. New York: The Macmillan Company.
Dewey, J. (1938). Logic: The Theory of Inquiry. New York: Henry Holt & Company.
Dewey, J. (2015). Experience and Education. New York: Free Press.
Fann, K. T. (1969). Wittgenstein’s conception of philosophy. Oxford: Basil Blackwell.
Gasking, D. A. T., & Jackson, A. C. (1967). Wittgenstein as a Teacher. In: K. T. Fann (Ed.), Ludwig Wittgenstein: The Man and His Philosophy (pp. 49-55). New York: Dell Publishing Co.
Gill, J. H. (1996). Wittgenstein and Metaphor. New Jersey: Humanities Press.
James, W. (1911). Some Problems of Philosophy: A Beginning of an Introduction to Philosophy. London: Longmans, Green and Co.
Macmillan, C. J. B. (1984). Love and Logic in 1984. In: E. Robertson (Ed.), Philosophy of Education 1984 (pp. 3-16). Normal, IL: Philosophy of Education Society, 1984.
Maruyama, Y. (2001). Wittgenstein and Teaching. In: R. Haller, K. Puhl (Eds.), Papers of the 24th IWS (pp. 51-56). Kirchberg am Wechsel: ALWS.
McClure, E. (2017). Do Your Exercises: Reader Participation in Wittgenstein’s Investigations. In: M. A. Peters, & J. Stickney (Eds.), A Companion to Wittgenstein on Education: Pedagogical Investigations (pp. 147-159). Singapore: Springer.
McGuinness, B. F. von (Hrsg.). (2001). Ludwig Wittgenstein und der Wiener Kreis. Gespräche, aufgezeichnet von Friedrich Waismann. Frankfurt am Main: Suhrkamp.
Peirce, C. S. (1931–1958). Collected Papers of C. S. Peirce, 8 vols. C. Hartshorne & P. Weiss (Vol. 1–6) (eds), A. Burks (Vol 7–8) (ed.). Cambridge, Mass.: Harvard University Press, 1931–1958.
Peters, M. A. (2017). Subjectivity After Descartes: Wittgenstein as a Pedagogical Philosopher. In: M. A. Peters, & J. Stickney (Eds.), A Companion to Wittgenstein on Education: Pedagogical Investigations (pp. 29-42). Springer, Singapore.
Peters, M. A., & Marshall, J. (1999). Wittgenstein: Philosophy, postmodernism, pedagogy. London: Bergin & Garvey.
Peters, M. A., & Stickney, J. (2018). Wittgenstein as a School Teacher. In: M. A. Peters, J. Stickney. Wittgenstein’s Education: “A Picture Held Us Captive” (pp. 59-85). Springer: Singapore.
Savickey, B. (2017). Wittgenstein’s Philosophy: Viva Voce. In: M. A. Peters, & J. Stickney (Eds.), A Companion to Wittgenstein on Education: Pedagogical Investigations (pp. 63-78). Springer, Singapore.
Scott, M. (1996). Wittgenstein’s Philosophy of Action. The Philosophical Quarterly, 46(184), 347–363.
Smeyers, P., & Marshall, J. D. (1995). The Wittgensteinian frame of reference and philosophy of education at the end of the twentieth century. Studies in Philosophy and Education. 1995, 14(2-3), 127-159. https://doi.org/10.1007/BF01074118.
Stickney, J. (2017). Wittgenstein as Educator. In: M. A. Peters, & J. Stickney (Eds.), A Companion to Wittgenstein on Education: Pedagogical Investigations (pp. 43-61). Springer, Singapore.
Synytsia, A. (2020). Education as a Means of Affirming Democracy Values in John Dewey’s Pragmatism: Modern Perspective. Journal of Education Culture and Society, 11(1),
Watt, J. (1989). Analytic Philosophy of Education. In: Watt, J. Individualism and Educational Theory (pp. 121-136). Springer, Dordrecht.
Wittgenstein, L. (1922). Tractatus Logico-Philosophicus. Transl. by C. K. Ogden. London: Kegan Paul, Trench, Trubner & Co.
Wittgenstein, L. (1968). Philosophical Investigations. Transl. by G. E. M. Anscombe. Oxford: Blackwell.
Wittgenstein, L. (1969). On Certainty. Transl. by D. Paul, & G. E. M. Anscombe. Oxford: Blackwell.
Wittgenstein, L. (1993). Remarks on Frazer’s Golden Bough. In: J. C. Klagge, A. Nordmann (Eds.), Ludwig Wittgenstein. Philosophical Occasions, 1912–1951 (pp. 118-155). Indianapolis: Hackett Pub Co Inc.
Wittgenstein, L. (2006). Culture and Value. Transl. by P. Winch. Chicago: Chicago University Press.
Downloads
Published
How to Cite
Issue
Section
License
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
