07471nam 22005413 450 991101925260332120230728080304.0978111991226211199122619781119912279111991227X97811199122861119912288(CKB)27731723000041(MiAaPQ)EBC7275466(Au-PeEL)EBL7275466(NjHacI)9927731723000041(Perlego)4195929(EXLCZ)992773172300004120230728d2023 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierWittgenstein and Education On Not Sparing Others the Trouble of ThinkingNewark :John Wiley & Sons, Incorporated,2023.©2023.1 online resource (355 pages)Journal of Philosophy of Education Series9781119912255 Cover -- Title Page -- Copyright Page -- Contents -- Notes on Contributors -- Introduction -- Section 1 Language, Science and the World -- Chapter 1 Wittgenstein, Educational Research and the Capture of Science -- Chapter 2 Teaching and Learning with Wittgenstein and Turing: Sailing the Seas of Social Media -- INTRODUCTION -- SEAS OF WORDS: PHILOSOPHICAL INVESTIGATIONS 194 -- SEARCHING -- CONCLUSION -- Chapter 3 'A Psychological Regularity to Which No Physiological Regularity Corresponds?'1: Some Remarks on Understanding and Learning -- INTRODUCTION -- SHARPENING OUR FOCUS -- UNDERSTANDING, UNDERSTANDINGS AND OCCASIONS OF USE -- USE -- 'YOU'RE WELCOME TO THIS -- JUST LOOK ABOUT YOU': LEAVING EDUCATIONAL NEUROSCIENCE OF OUR OWN ACCORD7 -- Chapter 4 Science Education on the Tightrope Between Scientism and Relativism: A Wittgensteinian Balancing Act -- INTRODUCTION -- THE SLIPPERY SLOPE TO SCIENTISM -- THE SLIPPERY SLOPE TO RELATIVISM -- SCIENCE EDUCATION ON THE TIGHTROPE -- THE WITTGENSTEINIAN ACT -- Chapter 5 Wittgenstein's Language-Games of Education: Reading Higher and Lower Registers of 'Learning' in On Certainty -- INTRODUCTION: DEFLATIONARY REMARKS ON WITTGENSTEIN'S RELEVANCE TO EDUCATION -- HIGHER AND LOWER REGISTERS OF 'LEARNING' IN ON CERTAINTY -- CONCLUSION: ASSAYING CLIMATE CHANGE EDUCATION AS SURVIVAL SCHOOL -- Section 2 Teaching, Learning and Pedagogy -- Chapter 6 The Fragility of Learning -- INTRODUCTION -- AN OLD FAMILIAR NOTION OF FRAGILITY -- EDUCATIONAL INTERLUDE -- BEGIN AGAIN… -- THE THINGS WE PASS ON -- Chapter 7 On 'Directing the Child's Attention': Wittgensteinian Considerations Concerning Joint Attentional Learning -- INTRODUCTION -- LUNTLEY'S WITTGENSTEIN ON ATTENTION AND THE POSSIBILITY OF LEARNING -- ON 'WHAT ONE DOES WHILE ONE DIRECTS ONE'SATTENTION' -- ON 'NOTICING AN ASPECT' AND 'MASTERY OF A TECHNIQUE' -- CONCLUSION.Chapter 8 Pedagogical Influence in Wittgenstein's Philosophical Investigations: The 'Following a Teacher' Argument -- FOLLOWING A TEACHER -- A NOTE ON KANT -- 'die folgereichsten der Ideen' -- Chapter 9 A Pedagogic Reading of Wittgenstein's Life and Later Works -- ELEMENTS OF A PEDAGOGIC READING -- ADVANTAGES OF A PEDAGOGIC READING -- Chapter 10 Wittgenstein, Problem-based Learning and Higher Education -- INTRODUCTION -- THE CASE -- MAKING IT REAL -- DEMARCATION REVISITED -- FINAL REMARKS -- Section 3 Aesthetics, Ethics and the Spirit -- Chapter 11 Affectation in Dance Practice and the Picture of the Inner and the Outer: Awareness of Dance Instruction and the Use of the Mirror -- AFFECTATION AND ITS RELATIONSHIP WITH THE PICTURE OF THE INNER AND THE OUTER -- TOWARD AWARENESS IN DANCE INSTRUCTION -- The Benefits of Reformulating Dance Instructions -- What Figurative Dance Instructions Can Teach Us -- THE LOOKING GLASS AND THE INVENTION OF INTERIORITY -- Chapter 12 Possessions and Losses: Joyce, Wittgenstein and Pedagogical Foundations -- Chapter 13 Stories Well Told: Ethics Education Following Wittgenstein -- WITTGENSTEIN'S STYLE -- ETHICS IS A SENSE OF THE WORLD -- IS ETHICS EDUCATION POSSIBLE? -- CONCLUDING OBSERVATION -- Chapter 14 Rush Rhees on Education -- THE CONCEPT OF EDUCATION -- HIRST'S THEORY OF EDUCATION -- AUTONOMY -- MORAL EDUCATION AND AUTONOMY -- THE TEACHER OF MORAL EDUCATION -- EDUCATION AND LIFE IN GENERAL -- GENERAL PRINCIPLES -- Chapter 15 Wittgenstein: Spiritual Practices -- Chapter 16 Wittgenstein and Learning as Self-Education -- INTRODUCTION -- SEEKING THE MEANING OF LIFE -- The Gospel in Brief -- THE MEANING OF LIFE WHEN CONFRONTING FEAR AND SUFFERING -- ST. AUGUSTINE -- WITTGENSTEIN'S SECOND PERIOD AT CAMBRIDGE -- SOME SUGGESTIONS ABOUT WITTGENSTEIN'S POSITION ON RELIGION -- TEACHING RELIGION.Section 4 Concepts, Games and Forms of Life -- Chapter 17 Dredging and Sedimentation: Wittgenstein, Naturalism and Conceptual Change -- Chapter 18 Remarks on a Wittgensteinian Education to Ineducation -- A DIFFERENT VISION -- 'LIVING IS EASY WITH EYES CLOSED' -- CHILDREN AND ARTISTS, OR THE ARTIST AS A CHILD -- Chapter 19 Language Games in the Ivory Tower: Comparing the Philosophical Investigations with Hermann Hesse's The Glass Bead Game -- CONNECTING PLAY AND PEDAGOGY -- CONNECTING LANGUAGE GAMES WITH INSTITUTIONS -- HESSE'S GAME -- DIALOGUE AND DISSENT WITHIN CASTALIA -- HISTORICISING THE INSTITUTION: RETROSPECTIVE NARRATIVES AND LOOKING TO THE FUTURE -- HISTORICISING INSTITUTIONS: HISTORICAL TESTIMONIES -- CONCLUSION -- Chapter 20 'Education as Initiation into Practices' Reconsidered -- PRACTITIONER-PRACTICE RELATIONS -- 'MAKING UP THE RULES AS WE GO ALONG' -- SELF, PRACTICE AND NARRATIVISATION -- CONCLUDING REMARKS -- Chapter 21 Teaching a Form of Life -- I -- II -- III -- IV -- References -- Index -- EULA.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. Journal of Philosophy of Education SeriesEducationPhilosophyEducationPhilosophy.370.1Skilbeck Adrian1841403Standish Paul945408MiAaPQMiAaPQMiAaPQBOOK9911019252603321Wittgenstein and Education4421132UNINA