Session Information
13 SES 02, Attunement, Education and Teaching
Long Paper Session
Contribution
This paper examines some ways in which Wittgenstein's work has been taken up within the philosophy of education and is critical of this. It ponders Wittgenstein's emphasis on so much more being learned than is taught and the connotations this remark arouses. In the end it seeks to challenge this, arguing that this is not the case because a relationship of teaching is internal to language games. This is implicit in Wittgenstein's text although he does not acknowledge this and in many respects seems to deny it. Nevertheless there are aspects of Wittgenstein's work that work away from this thought, especially his account of seeing-as and the implications of this for the understanding of the imagination, which is surely central to human thought on a Wittgensteinian account. Levinas provides a vocabulary that can be used to challenge the idea of the sovereignty of learning, and this points us towards the ways in which the human condition always presupposes the address of the other. A realisation of the implications of this pulls away from conceptions of child- or student-centred education in favour of a fuller recognition of how far the teaching relationship is not just valuable to learners but central to the human condition.
Method
Expected Outcomes
References
Llewelyn, J. (2000) The HypoCritical Imagination: Between Kant and Levinas (London, Routledge). Rhie, B. (2011) Wittgenstein on the Face of a Work of Art, Nonsite.org, 3. Online at: http://nonsite.org/issues/issue-3/wittgenstein-on-the-face-of-a-work-of-art. Accessed on 6 June 2012. Wittgenstein, L. (1980) Culture and Value, trans. P. Winch (Oxford, Blackwell). Wittgenstein, L. (1968) Philosophical Investigations, trans. G.E.M. Anscombe (Oxford, Blackwell).
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