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A Companion to Wittgenstein on Education“This Is Simply What I Do.” on the Relevance of Wittgenstein’s Alleged Conservatism and the Debate About Cavell’s Legacy for Children and Grown-Ups

A Companion to Wittgenstein on Education: “This Is Simply What I Do.” on the Relevance of... [Given the unity of languageLanguage-and-world and of what-we-say-and-do at the level of the language-gameLanguage-game(s), it is easy to see how Wittgenstein’sWittgenstein “It [Philosophy] leaves everything as it is” gave occasion to the reproach of conservatism. The chapter discusses this criticism and argues that given Wittgenstein’s profoundly anti-foundational stance this is not what his position embraces. That “Doubt comes after belief” refers to the embeddedness of our acting in a matrix of certaintyCertainty/Certainties; therefore, the child is initiated in the form of life. I then focus my attention on the reception of Cavell’sCavell, Stanley position in philosophyPhilosophy of educationEducation debates. Questioning some of the turns this debate has taken (by stressing for exampleExamples departure from, practicing freedom differently), it is argued that some authors model every relationship between a grown-up and a child along the lines of the way the grown-up is always in a process of attaining a further next self. Ignoring the distinction between the latter process and initiationInitiation results in confusions which do neither justice to CavellCavell, Stanley or WittgensteinWittgenstein; moreover, they obfuscate relevant distinctions of the natureNature of educationEducation and child-rearing.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Wittgenstein on Education“This Is Simply What I Do.” on the Relevance of Wittgenstein’s Alleged Conservatism and the Debate About Cavell’s Legacy for Children and Grown-Ups

Editors: Peters, Michael A.; Stickney, Jeff
Smeyers, Paul
A Companion to Wittgenstein on Education — May 4, 2017
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18 pages

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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-3134-2
Pages
241 –259
DOI
10.1007/978-981-10-3136-6_16
Publisher site
See Chapter on Publisher Site

Abstract

[Given the unity of languageLanguage-and-world and of what-we-say-and-do at the level of the language-gameLanguage-game(s), it is easy to see how Wittgenstein’sWittgenstein “It [Philosophy] leaves everything as it is” gave occasion to the reproach of conservatism. The chapter discusses this criticism and argues that given Wittgenstein’s profoundly anti-foundational stance this is not what his position embraces. That “Doubt comes after belief” refers to the embeddedness of our acting in a matrix of certaintyCertainty/Certainties; therefore, the child is initiated in the form of life. I then focus my attention on the reception of Cavell’sCavell, Stanley position in philosophyPhilosophy of educationEducation debates. Questioning some of the turns this debate has taken (by stressing for exampleExamples departure from, practicing freedom differently), it is argued that some authors model every relationship between a grown-up and a child along the lines of the way the grown-up is always in a process of attaining a further next self. Ignoring the distinction between the latter process and initiationInitiation results in confusions which do neither justice to CavellCavell, Stanley or WittgensteinWittgenstein; moreover, they obfuscate relevant distinctions of the natureNature of educationEducation and child-rearing.]

Published: May 4, 2017

Keywords: Conservatism; Practice; Training; Initiation; Cavell; Wittgenstein

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