Showing and Doing: Wittgenstein as a Pedagogical Philosopher

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Overview

Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgenstein’s work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition.

Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning. The book also traces the “pedagogical turn” of his thinking during the period from 1920 to 1926. What is most radical about Wittgenstein’s later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgenstein’s thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.

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Product Details

Meet the Author

Michael A. Peters is Professor of Education at the University of Illinois at Urbana-Champaign and coauthor of Creativity and the Global Knowledge Economy (Peter Lang, 2009).

Nicholas Burbules is a Professor of Education at the University of Illinois–Urbana-Champaign.

Paul Smeyers is Professor at the Katholieke Universiteit Leuven in Belgium.

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Table of Contents

Preface     ix
Showing and Doing: An Introduction   Nicholas C. Burbules   Michael A. Peters   Paul Smeyers     1
Wittgenstein as Exile: A Philosophical Topography   Michael A. Peters     15
"Perspicuous Representation," Genealogy, and Interpretation   Paul Smeyers   Michael A. Peters     35
Tractarian Pedagogies   Nicholas C. Burbules   Michael A. Peters     65
Images and Pictures, Seeing and Imagining   Paul Smeyers     81
Philosophy, Therapy, and Unlearning   Michael A. Peters     101
Writing the Self: Wittgenstein, Confession, and Pedagogy   Michael A. Peters     131
Wittgensteinian Pedagogies: Cavell on the Figure of the Child in the Investigations   Michael A. Peters     151
The Practice of Ethics and Moral Education   Nicholas C. Burbules   Paul Smeyers     169
Education as Initiation into Practices   Paul Smeyers   Nicholas C. Burbules     183
Tacit Teaching   Nicholas C. Burbules     199
References     215
Index     225
About the Authors     233
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