Wittgenstein and education : on not sparing others the trouble of thinking / edited by Adrian Skilbeck, Paul Standish.
By: British Wittgenstein Society. Annual conference (2018) [creator.]
Contributor(s): Skilbeck, Adrian [editor.] | Standish, Paul [editor.]
Language: English Series: Journal of philosophy of education book series: Publisher: Hoboken, NJ, USA : John Wiley & Sons, Inc., 2023Copyright date: ©2023Description: 1 online resource (xii, 340 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9781119912255 ; 1119912288; 1119912261; 9781119912262; 9781119912286Subject(s): Wittgenstein, Ludwig, 1889-1951 -- Congresses | Education -- Philosophy -- CongressesGenre/Form: Conference papers and proceedings. | Electronic books. | Actes de congr�es.DDC classification: 370.1 LOC classification: B3376.W564Online resources: Full text is available at Wiley Online Library Click here to view Summary: Wittgenstein's later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum 'delivery'. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein's importance for education.| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
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EBOOK
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COLLEGE LIBRARY | COLLEGE LIBRARY | 370.1 W784 2023 (Browse shelf) | Available |
Includes bibliographical references and index.
Wittgenstein's later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum 'delivery'. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein's importance for education.
About the Author
ADRIAN SKILBECK is a Lecturer in Education Studies at the University of Winchester, where he co-convenes the Centre for Philosophy of Education.
PAUL STANDISH leads the Centre for Philosophy of Education at UCL. He is President of the Philosophy of Education Society of Great Britain.
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