Wittgenstein’s education:

Wittgenstein’s education: "A picture held us captive"

Mentés helye:
Bibliográfiai részletek
Szerző:
Peters, Michael A., szerző
Testületi szerző:
SpringerLink (Online service), közreadó testület
Közreműködő(k):
Stickney, Jeff, szerző
Különgyűjtemény:e-book
Formátum: könyv
Nyelv:angol
Megjelenés: Singapore : Springer Singapore : Imprint: Springer, 2018
Kiadás:1st ed. 2018
Sorozat:SpringerBriefs on key thinkers in education, ISSN 2211-937X
Tárgyszavak:
Education > Philosophy
Philosophy (General)
oktatásfilozófia
filozófia > osztrák > 20. sz.
pedagógia > filozófia
elektronikus könyv
Online elérés:http://doi.org/10.1007/978-981-10-8411-9
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spelling Peters, Michael A. szerző
Wittgenstein’s education: "A picture held us captive" by Michael A. Peters, Jeff Stickney
1st ed. 2018
Singapore Springer Singapore Imprint: Springer 2018
XI, 117 p. ill., színes ; online forrás
szöveg txt rdacontent
számítógépes c rdamedia
távoli hozzáférés cr rdacarrier
szövegfájl PDF rda
SpringerBriefs on key thinkers in education 2211-937X
Dedicated 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.
Nyomtatott kiadás: ISBN 9789811084102
Nyomtatott kiadás: ISBN 9789811084126
Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők.
könyv
e-book
Education Philosophy
Philosophy (General)
oktatásfilozófia
filozófia osztrák 20. sz.
pedagógia filozófia
elektronikus könyv
Stickney, Jeff szerző
SpringerLink (Online service) közreadó testület
SpringerBriefs on key thinkers in education
Online változat http://doi.org/10.1007/978-981-10-8411-9
EUL01
language English
format Book
author Peters, Michael A., szerző
spellingShingle Peters, Michael A., szerző
Wittgenstein’s education: "A picture held us captive"
SpringerBriefs on key thinkers in education, ISSN 2211-937X
Education -- Philosophy
Philosophy (General)
oktatásfilozófia
filozófia -- osztrák -- 20. sz.
pedagógia -- filozófia
elektronikus könyv
author_facet Peters, Michael A., szerző
Stickney, Jeff, szerző
SpringerLink (Online service), közreadó testület
author2 Stickney, Jeff, szerző
author_corporate SpringerLink (Online service), közreadó testület
author_sort Peters, Michael A.
title Wittgenstein’s education: "A picture held us captive"
title_short Wittgenstein’s education: "A picture held us captive"
title_full Wittgenstein’s education: "A picture held us captive" by Michael A. Peters, Jeff Stickney
title_fullStr Wittgenstein’s education: "A picture held us captive" by Michael A. Peters, Jeff Stickney
title_full_unstemmed Wittgenstein’s education: "A picture held us captive" by Michael A. Peters, Jeff Stickney
title_auth Wittgenstein’s education: "A picture held us captive"
title_sort wittgenstein s education a picture held us captive
series SpringerBriefs on key thinkers in education, ISSN 2211-937X
series2 SpringerBriefs on key thinkers in education
publishDate 2018
publishDateSort 2018
physical XI, 117 p. : ill., színes ; online forrás
edition 1st ed. 2018
isbn 978-981-10-8411-9
issn 2211-937X
callnumber-first L - Education
callnumber-subject LC - Social Aspects of Education
callnumber-label LC8-6691
callnumber-raw 100 P 63
callnumber-search 100 P 63
topic Education -- Philosophy
Philosophy (General)
oktatásfilozófia
filozófia -- osztrák -- 20. sz.
pedagógia -- filozófia
elektronikus könyv
topic_facet Education -- Philosophy
Philosophy (General)
oktatásfilozófia
filozófia -- osztrák -- 20. sz.
pedagógia -- filozófia
elektronikus könyv
Education
Philosophy (General)
oktatásfilozófia
filozófia
pedagógia
Philosophy
url http://doi.org/10.1007/978-981-10-8411-9
illustrated Illustrated
dewey-hundreds 300 - Social sciences
dewey-tens 370 - Education
dewey-ones 370 - Education
dewey-full 370.1
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dewey-search 370.1
first_indexed 2023-12-27T10:23:33Z
last_indexed 2023-12-29T19:41:19Z
recordtype opac
publisher Singapore : Springer Singapore : Imprint: Springer
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generalnotes Dedicated 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.

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