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008 180214s2018 si | s |||| 0|eng d
020 _a9789811084119
_9978-981-10-8411-9
024 7 _a10.1007/978-981-10-8411-9
_2doi
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aPeters, Michael A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aWittgenstein’s Education: 'A Picture Held Us Captive’
_h[electronic resource] /
_cby Michael A. Peters, Jeff Stickney.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2018.
300 _aXI, 117 p. 1 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs on Key Thinkers in Education,
_x2211-937X
520 _aDedicated to educators who are not philosophy specialists, this book offers an overview of the connections between Wittgenstein’s later philosophy and his own training and practice as an educator. Arguing for the centrality of education to Wittgenstein’s life and works, the authors resist any reduction of Wittgenstein’s philosophy to remarks on pedagogy while addressing the current controversy surrounding the role of training in the enculturation process.  Significant events in his education and life are examined as the background for successful interpretation, without lending biographical details explanatory force. The book discusses the importance of Wittgenstein’s training and dismissal as an elementary teacher (1920-26) in light of his later, frequent use (1930s-40s) of many ‘scenes of instruction’ in his Cambridge lectures and notebooks.  These depictions culminated in his now famous Philosophical Investigations -- a counter to his earlier philosophy in the Tractatus. Wittgenstein came to distinguish between empirical inquiries into how education, language or mathematics might ideally work, from grammatical studies of how we learn on the rough ground to normatively go-on as others do – often without explicit rules and with considerable degrees of ambiguity, for instance, in implementing new guidelines during a curriculum reform or in evaluating teachers.  The book argues that Wittgenstein’s reflections on education -- spanning from mathematics training to the acquisition of language and cultivation of aesthetic appreciation -- are of central significance to both the man and his pedagogical style of philosophy. .
650 0 _aEducation
_xPhilosophy.
650 0 _aPhilosophy (General).
650 1 4 _aEducational Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/O38000
650 2 4 _aPhilosophy of Education.
_0http://scigraph.springernature.com/things/product-market-codes/E25000
650 2 4 _aHistory of Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/E15000
700 1 _aStickney, Jeff.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789811084102
776 0 8 _iPrinted edition:
_z9789811084126
830 0 _aSpringerBriefs on Key Thinkers in Education,
_x2211-937X
856 4 0 _uhttps://doi.org/10.1007/978-981-10-8411-9
912 _aZDB-2-EDA
999 _c98307
_d98307