Abstract

The justification debate has always been a major issue within philosophy of education. In this study Wittgensteinian interpretation of this matter is offered. It is argued that in using his framework justification itself has to be thought of differently, i.e. as making explicit the bedrock of the form of life the educator finds him or herself in. But Wittgenstein's insights highlight too the particularity of the ethical and therefore also of the educational situation. The paper argues that educators cannot but take a stance, cannot but act in accordance with what appeals to them in the midst of the irreconcilable desires of others. It is therefore considered that the demand for particularity reveals itself here as a demand for authenticity.