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A Companion to Wittgenstein on EducationSubjectivity After Descartes: Wittgenstein as a Pedagogical Philosopher

A Companion to Wittgenstein on Education: Subjectivity After Descartes: Wittgenstein as a... [This brief introduction is designed to introduce the reader to the man and his work through a reading that emphasizes a broadly cultural approach to his intellectual backgroundBackground, contextContext, and life, recording the influence his thought has exerted on the disciplines, including educationEducation and pedagogyPedagogy. The introductory chapter makes the case for reading Wittgenstein as a pedagogical philosopher that points to a non-foundational approach to traditional philosophical problems that does not proceed by trying to discover essences or eternal forms but rather progresses through commanding a clear view of our concepts and by raising interesting questions. It is therefore an approach that deviates from the foundations of modern philosophy in that it does not base itself on the cogito, in the individual thinking; insofar as it avoids this centered CartesianCartesian figure of the subjectSubject and of subjectivitySubjectivity, the approach adopts an anti-foundationalist stance, an anti-epistemological standpoint and entertains a suspicion of transcendental arguments preferring instead to accept a naturalismNatural grounded in cultureCulture and social convention—in what we do and what we say.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Wittgenstein on EducationSubjectivity After Descartes: Wittgenstein as a Pedagogical Philosopher

Editors: Peters, Michael A.; Stickney, Jeff
Peters, Michael A.
Springer Journals — May 4, 2017
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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-3134-2
Pages
29 –42
DOI
10.1007/978-981-10-3136-6_2
Publisher site
See Chapter on Publisher Site

Abstract

[This brief introduction is designed to introduce the reader to the man and his work through a reading that emphasizes a broadly cultural approach to his intellectual backgroundBackground, contextContext, and life, recording the influence his thought has exerted on the disciplines, including educationEducation and pedagogyPedagogy. The introductory chapter makes the case for reading Wittgenstein as a pedagogical philosopher that points to a non-foundational approach to traditional philosophical problems that does not proceed by trying to discover essences or eternal forms but rather progresses through commanding a clear view of our concepts and by raising interesting questions. It is therefore an approach that deviates from the foundations of modern philosophy in that it does not base itself on the cogito, in the individual thinking; insofar as it avoids this centered CartesianCartesian figure of the subjectSubject and of subjectivitySubjectivity, the approach adopts an anti-foundationalist stance, an anti-epistemological standpoint and entertains a suspicion of transcendental arguments preferring instead to accept a naturalismNatural grounded in cultureCulture and social convention—in what we do and what we say.]

Published: May 4, 2017

Keywords: Subjectivity; Descartes; R.S. Peters; Postfoundationalism; Cavell; Pedagogical philosophy

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