Training and mastery of techniques in Wittgenstein's later philosophy: A response to Michael Luntley
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 40 (5):678-694 (2008)
Responding to Michael Luntley's article, 'Learning, Empowerment and Judgement', the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of the fundamental role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by 'mastery of techniques'. In opposition to Luntley's liberal-individual, or his subject as rational agent, the author explores Wittgenstein's non-foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide.
|Keywords||forms of life empirical research learning by training and reasoning Wittgenstein analytic school mastery of techniques|
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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.
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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