David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (10):1065-1087 (2011)
On the point that, in practices of critical thinking, we respond spontaneously in concrete situations, this paper presents an account on behalf of Wittgenstein. I argue that the ‘seeing-things-aright’ model of Luntley's Wittgenstein is not adequate, since it pays insufficient attention to radically new circumstances, in which the content of norms is updated. While endorsing Bailin's emphasis on criteria of critical thinking, Wittgenstein would agree with Papastephanou and Angeli's demand to look behind criteriology. He maintains the primacy of the practical, and yet contends that a reasonable person lets rules of rationality compel her. These rules are not mere heuristics. I further examine Burbules' conception of communicative reason, and, among others, his interpretation of Wittgenstein's sign-post example
|Keywords||reasonableness Wittgenstein criteriology critical thinking Luntley Burbules Bailin spontaneous decision‐making Papastephanou and Angeli|
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References found in this work BETA
Michael Baur (2002). Reversing Rawls Criteriology, Contractualism and the Primacy of the Practical. Philosophy and Social Criticism 28 (3):251-296.
Nicole Baur (2002). Reversing Rawls: Criteriology, Contractualism and the Primacy of the Practical. Philosophy and Social Criticism 28 (3):251-296.
Nicholas C. Burbules (2000). Lyotard on Wittgenstein: The Differend, Language Games, and Education. In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: Just Education. Routledge. 36--53.
Richard Thomas Eldridge (1997). Leading a Human Life: Wittgenstein, Intentionality, and Romanticism. University of Chicago Press.
David H. Finkelstein (2000). Wittgenstein on Rules and Platonism. In Alice Crary & Rupert Read (eds.), The New Wittgenstein. Routledge. 83-100.
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