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A Companion to Wittgenstein on EducationSlow Learning and the Multiplicity of Meaning

A Companion to Wittgenstein on Education: Slow Learning and the Multiplicity of Meaning [A major theme both in Wittgenstein’s early work, the Tractatus Logico-PhilosophicusTractatus Logico-Philosophicus, or Tractatus, and in his later work, especially the Philosophical InvestigationsPhilosophical Investigations, is the question of how languageLanguage can be meaningful. Although there are major differences in the earlier and later treatments, in both there is an emphasis on the need for intuition, for ‘waiting for the penny to drop’: there is a limit to what can be achieved by the giving of explanations. In both treatments, WittgensteinWittgenstein also asks us to think of philosophyPhilosophy as a kind of therapyTherapy that can release us from conceptual confusion, and in his later work, the humanities, especially art Artand literature, replace the naturalNaturalsciencesScience as his model site of learningLearning. I suggest that these features both imply a necessaryNecessary slowness in fundamental aspects of learning and that this has the potential to be a corrective to our modern world of educationEducation which is obsessed with quick fixes and programmes of accelerated learning.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Wittgenstein on EducationSlow Learning and the Multiplicity of Meaning

Editors: Peters, Michael A.; Stickney, Jeff
Smith, Richard
Springer Journals — May 4, 2017
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12 pages

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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-3134-2
Pages
101 –113
DOI
10.1007/978-981-10-3136-6_6
Publisher site
See Chapter on Publisher Site

Abstract

[A major theme both in Wittgenstein’s early work, the Tractatus Logico-PhilosophicusTractatus Logico-Philosophicus, or Tractatus, and in his later work, especially the Philosophical InvestigationsPhilosophical Investigations, is the question of how languageLanguage can be meaningful. Although there are major differences in the earlier and later treatments, in both there is an emphasis on the need for intuition, for ‘waiting for the penny to drop’: there is a limit to what can be achieved by the giving of explanations. In both treatments, WittgensteinWittgenstein also asks us to think of philosophyPhilosophy as a kind of therapyTherapy that can release us from conceptual confusion, and in his later work, the humanities, especially art Artand literature, replace the naturalNaturalsciencesScience as his model site of learningLearning. I suggest that these features both imply a necessaryNecessary slowness in fundamental aspects of learning and that this has the potential to be a corrective to our modern world of educationEducation which is obsessed with quick fixes and programmes of accelerated learning.]

Published: May 4, 2017

Keywords: Wittgenstein; Meaning; Interpretation; Understanding; Educational assessment

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