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…mehr
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.
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 IllinoisâEUR"Urbana-Champaign. Paul Smeyers is Professor at the Katholieke Universiteit Leuven in Belgium.
Inhaltsangabe
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;
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;
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