David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 40 (5):695-711 (2008)
Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in 'Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley'takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about how we should handle the translation of Arbrichtung and arbrichten. I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses.
|Keywords||training Wittgenstein rationalism responsiveness to reasons learning|
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Citations of this work BETA
David Simpson (2013). Wittgenstein and Stage-Setting: Being Brought Into the Space of Reasons. Educational Philosophy and Theory 45:1-16.
Michael Luntley (2009). On Education and Initiation. Journal of Philosophy of Education 43 (s1):41-56.
Kenny Siu Sing Huen (2011). Critical Thinking as a Normative Practice in Life: A Wittgensteinian Groundwork. Educational Philosophy and Theory 43 (10):1065-1087.
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