And if L. Wittgenstein Helped Us to Think Differently About Teacher Education?
This article outlines a broad research program (Lakatos 1987) in cultural anthropology that has been conducted over the past fifteen years in the field of teacher education. The core hypotheses of the program and their theoretical foundations, which are b
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ompanion to Wittgenstein on Education Pedagogical Investigations
A Companion to Wittgenstein on Education
Michael A. Peters Jeff Stickney •
Editors
A Companion to Wittgenstein on Education Pedagogical Investigations
123
Editors Michael A. Peters University of Waikato Hamilton, Waikato New Zealand
ISBN 978-981-10-3134-2 DOI 10.1007/978-981-10-3136-6
Jeff Stickney Ontario Institute for Studies in Education University of Toronto Toronto, ON Canada
ISBN 978-981-10-3136-6
(eBook)
Library of Congress Control Number: 2016957487 © Springer Nature Singapore Pte Ltd. 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore
Foreword
Wittgenstein and Education Wittgenstein’s Relevance to Education: A Sceptical Introduction The claim has often been made that the work of the later Wittgenstein is, or ought to be, of paramount importance to the philosophy of education. This might seem puzzling. Philosophical studies of education aspire to elucidate the place of education in the human condition. If we are to characterize the sort of thing that human beings are, and the kind of lives they lead, what significance should we give to the fact that human lives are marked by learning from and teaching others, in myriad contexts, informal and formal? This question is one of more than purely theoretical significance. Most philosophers of education seek to address it in a way that illuminates and advances the practice of education. They want to understand the nature of teaching and learning with a view to determining what can be taught and learnt, what ought to be taught and learnt, and how best to teach and learn. What reason is there to think that Wittgenstein’s thought is particularly relevant to this enterprise? It is tempting to answer that Wittgens
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