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A Companion to Wittgenstein on EducationThis Is Simply What I Do Too: A Response to Paul Smeyers

A Companion to Wittgenstein on Education: This Is Simply What I Do Too: A Response to Paul Smeyers [This essay offers a response to Chap. 16 by SmeyersSmeyers, Paul (2017), entitled: “This is simply what I do.” On the relevance of Wittgenstein’s allegedconservatismConservatismand the debateabout Cavell’sCavell, Stanleylegacy forchildrenChildrenand grown-ups. It answers to Smeyers’ critique of what he identifies as a trend in the reception of Stanley Cavell’sCavell, Stanley work in the philosophyPhilosophy of educationEducation, especially in terms of the bearing this has on the understandingUnderstanding of WittgensteinWittgenstein. Through their preoccupation with the themes of practising freedom differently and departure, and through unrealistic characterisations of the relationship between adults and childrenChildren, SmeyersSmeyers, Paul claims, authors such as Naomi Hodgson, Stefan Ramaekers, Naoko Saito, and Paul StandishStandish, Paul have generated confusions that do justice neither to WittgensteinWittgenstein nor to CavellCavell, Stanley. In particular, they have failed to understand the natureNature and importance of cultural initiationInitiation. The present response takes issue with these claims. It agrees with Smeyers about the importance of cultural initiation but—revisiting questions of authorityAuthority, trainingTraining, childhoodChildhood, and community—argues for a reading of WittgensteinWittgenstein, in part informed by CavellCavell, Stanley, that more accurately accounts for the relationships involved. It also indicates ways in which Cavell moves beyond WittgensteinWittgenstein and thereby revisits the question of what it is to be a grown-up.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Companion to Wittgenstein on EducationThis Is Simply What I Do Too: A Response to Paul Smeyers

Editors: Peters, Michael A.; Stickney, Jeff
Standish, Paul
A Companion to Wittgenstein on Education — May 4, 2017
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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2017
ISBN
978-981-10-3134-2
Pages
261 –274
DOI
10.1007/978-981-10-3136-6_17
Publisher site
See Chapter on Publisher Site

Abstract

[This essay offers a response to Chap. 16 by SmeyersSmeyers, Paul (2017), entitled: “This is simply what I do.” On the relevance of Wittgenstein’s allegedconservatismConservatismand the debateabout Cavell’sCavell, Stanleylegacy forchildrenChildrenand grown-ups. It answers to Smeyers’ critique of what he identifies as a trend in the reception of Stanley Cavell’sCavell, Stanley work in the philosophyPhilosophy of educationEducation, especially in terms of the bearing this has on the understandingUnderstanding of WittgensteinWittgenstein. Through their preoccupation with the themes of practising freedom differently and departure, and through unrealistic characterisations of the relationship between adults and childrenChildren, SmeyersSmeyers, Paul claims, authors such as Naomi Hodgson, Stefan Ramaekers, Naoko Saito, and Paul StandishStandish, Paul have generated confusions that do justice neither to WittgensteinWittgenstein nor to CavellCavell, Stanley. In particular, they have failed to understand the natureNature and importance of cultural initiationInitiation. The present response takes issue with these claims. It agrees with Smeyers about the importance of cultural initiation but—revisiting questions of authorityAuthority, trainingTraining, childhoodChildhood, and community—argues for a reading of WittgensteinWittgenstein, in part informed by CavellCavell, Stanley, that more accurately accounts for the relationships involved. It also indicates ways in which Cavell moves beyond WittgensteinWittgenstein and thereby revisits the question of what it is to be a grown-up.]

Published: May 4, 2017

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

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