Showing and Doing
Wittgenstein as a Pedagogical Philosopher
Published on 17. November 2015
244 pages
978-1-317-25214-6 (ISBN)
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.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Product notice
Reflowable
File size
1,04 MB
ISBN-13
978-1-317-25214-6 (9781317252146)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Michael A. Peters | Nicholas C. Burbules | Paul Smeyers
Showing and Doing
Wittgenstein as a Pedagogical Philosopher
Book
04/2010
1st Edition
Routledge
€87.80
Shipment within 3-4 weeks
Michael A. Peters | Nicholas C. Burbules | Paul Smeyers
Showing and Doing
Wittgenstein as a Pedagogical Philosopher
Book
03/2008
1st Edition
Routledge
€252.10
Shipment within 3-4 weeks
Persons
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 IllinoisaEUR"Urbana-Champaign.
Paul Smeyers is Professor at the Katholieke Universiteit Leuven in Belgium.
Nicholas Burbules is a Professor of Education at the University of IllinoisaEUR"Urbana-Champaign.
Paul Smeyers is Professor at the Katholieke Universiteit Leuven in Belgium.
Content
Introduction Showing and Doing: An Introduction, Nicholas C. Burbules, Michael A. Peters, Paul Smeyers; Chapter 1 Wittgenstein as Exile: A Philosophical Topography, Michael A. Peters; Chapter 2 "Perspicuous Representation," Genealogy, and Interpretation, Paul Smeyers, Michael A. Peters; Chapter 3 Tractarian Pedagogies, Nicholas C. Burbules, Michael A. Peters; Chapter 4 Images and Pictures, Seeing and Imagining, Paul Smeyers; Chapter 5 Philosophy, Therapy, and Unlearning, Michael A. Peters; Chapter 6 Writing the Self: Wittgenstein, Confession, and Pedagogy, Michael A. Peters; Chapter 7 Wittgensteinian Pedagogies: Cavell on the Figure of the Child in the Investigations, Michael A. Peters; Chapter 8 The Practice of Ethics and Moral Education, Nicholas C. Burbules, Paul Smeyers; Chapter 9 Education as Initiation into Practices, Paul Smeyers, Nicholas C. Burbules; Chapter 10 Tacit Teaching, Nicholas C. Burbules; Chapter pos Postscript: The End of Philosophy?, Paul Smeyers, Nicholas C. Burbules;
