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Author: Michael A. Peters
Publisher: Springer
ISBN: 9811031363
Category : Education
Languages : en
Pages : 786
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Book Description
This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein’s biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein’s thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein’s philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein’s philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive.
Author: Michael A. Peters
Publisher: Springer
ISBN: 9811031363
Category : Education
Languages : en
Pages : 786
Get Book Here
Book Description
This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein’s biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein’s thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein’s philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein’s philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive.
Author: Hans-Johann Glock
Publisher: John Wiley & Sons
ISBN: 1118641167
Category : Philosophy
Languages : en
Pages : 805
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Book Description
A COMPANION TO WITTGENSTEIN The most comprehensive survey of Wittgenstein’s thought yet compiled, this volume of fifty newly commissioned essays by leading interpreters of his philosophy is a keynote addition to the Blackwell Companions to Philosophy series. Full of penetrating insights into the life and work of the most important philosopher of the twentieth century, the collection explores the full range of Wittgenstein’s contribution to philosophy. It includes essays on his intellectual development, his work in logic and mathematics, philosophy of language, philosophy of mind and action, epistemology, ethics, philosophy of religion, and much else. As well as examining Wittgenstein’s contribution to human understanding in detail, the Companion features vital contextual analysis that traces the relationship between his ideas and those of other philosophers and schools of thought, including the Aristotelian and continental philosophical traditions. Authors also address prominent themes that remain current in today’s philosophical debates, explaining Wittgenstein’s continuing legacy alongside his historical significance. Essential reading for scholars of philosophy at all levels, A Companion to Wittgenstein combines engaging commentary with unrivaled academic authority.
Author: Randall Curren
Publisher: John Wiley & Sons
ISBN: 0470997230
Category : Philosophy
Languages : en
Pages : 656
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Book Description
A Companion to the Philosophy of Education is a comprehensive guide to philosophical thinking about education. Offers a state-of-the-art account of current and controversial issues in education, including issues pertaining to multiculturalism, special education, sex education, and academic freedom. Written by an international team of leading experts, who are directly engaged with these profound and complex educational problems. Serves as an indispensable guide to the field of philosophy of education.
Author: Michael A. Peters
Publisher: Routledge
ISBN: 1317252152
Category : Social Science
Languages : en
Pages : 265
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Book Description
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.
Author: Hans Sluga
Publisher: Cambridge University Press
ISBN: 110712025X
Category : Philosophy
Languages : en
Pages : 533
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Book Description
Updated edition of this important book, charting the development of Wittgenstein's philosophy of the mind, language, logic, and mathematics.
Author: Adrian Skilbeck
Publisher: John Wiley & Sons
ISBN: 1119912288
Category : Philosophy
Languages : en
Pages : 357
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Book Description
WITTGENSTEIN AND EDUCATION Wittgenstein’s later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum ‘delivery’. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein’s importance for education.
Author: Michael A. Peters
Publisher: Springer
ISBN: 9811084114
Category : Education
Languages : en
Pages : 126
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Book Description
Dedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein’s later philosophy and his own training and practice as an educator. Arguing for the centrality of education to Wittgenstein’s life and works, the authors resist any reduction of Wittgenstein’s philosophy to remarks on pedagogy while addressing the current controversy surrounding the role of training in the enculturation process. Significant events in his education and life are examined as the background for successful interpretation, without lending biographical details explanatory force. The book discusses the importance of Wittgenstein’s training and dismissal as an elementary teacher (1920-26) in light of his later, frequent use (1930s-40s) of many ‘scenes of instruction’ in his Cambridge lectures and notebooks. These depictions culminated in his now famous Philosophical Investigations -- a counter to his earlier philosophy in the Tractatus. Wittgenstein came to distinguish between empirical inquiries into how education, language or mathematics might ideally work, from grammatical studies of how we learn on the rough ground to normatively go-on as others do – often without explicit rules and with considerable degrees of ambiguity, for instance, in implementing new guidelines during a curriculum reform or in evaluating teachers. The book argues that Wittgenstein’s reflections on education -- spanning from mathematics training to the acquisition of language and cultivation of aesthetic appreciation -- are of central significance to both the man and his pedagogical style of philosophy.
Author: Alan D. Reid
Publisher: Springer Science & Business Media
ISBN: 9400768095
Category : Education
Languages : en
Pages : 593
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Book Description
This volume offers a unique commentary on the diverse ways that educational inquiry is conceived, designed and critiqued. An international team of scholars examines cross-cutting themes of how research in education is conceptualised, characterised, contextualised, legitimated and represented. Contributions include specially commissioned essays, critical commentaries, vignettes, dialogues and cases. Each section discusses the significance of a complex terrain of ideas and critiques that can inform thinking and practice in educational research. The result is a thorough and accessible volume that offers fresh insights into the perspectives and challenges that shape diverse genres of research in education.
Author: Marc James Deegan
Publisher: Springer Nature
ISBN: 3031573307
Category :
Languages : en
Pages : 373
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Book Description
Author: Michael A. Peters
Publisher: Springer Nature
ISBN: 9811380279
Category : Education
Languages : en
Pages : 276
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Book Description
Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.
