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Details of Showing and Doing: Wittgenstein as a Pedagogical Philosopher

Showing and Doing: Wittgenstein as a Pedagogical Philosopher
Exact title of book
Showing and Doing: Wittgenstein as a Pedagogical Philosopher
Book author
Michael A. Peters
ISBN
9781594514494
Published
Apr 28, 2010
Language
English
Format
PDF, FB2, EPUB, MOBI
Pages
244
File size (in PDF)
2196 kB

Some brief overview of book

Three prominent Wittgenstein scholars introduce the broad educational significance of Ludwig Wittgensteins work to a wider audience of educational researchers and practitioners through provocative, innovative, and playful readings of his work. They vividly demonstrate the influence of his thinking and its centrality to understanding our contemporary condition. Wittgenstein fundamentally shaped contemporary theories of language, representation, cognition, and learning.

The book also traces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgensteins later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgensteins thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.

About book author

A. Peters is Professor of Education at the University of Illinois at Urbana-Champaign and coauthor of Creativity and the Global Knowledge Economy (Peter Lang, 2009). Nicholas Burbules is a Professor of Education at the University of IllinoisUrbana-Champaign.

Paul Smeyers is Professor at the Katholieke Universiteit Leuven in Belgium. ces the "pedagogical turn" of his thinking during the period from 1920 to 1926. What is most radical about Wittgensteins later work is that it suggests learning and initiation into practices are fundamental to understanding his philosophy. The book not only provides a new and fresh interpretation of Wittgensteins thought but also explores a new way of thinking about education as a way of revealing the educational dimension of philosophical problems.

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