Tacit teaching

Educational Philosophy and Theory 40 (5):666-677 (2008)
Abstract
This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill-structured domains as well.
Keywords dispositions  practice  Wittgenstein  teaching philosophy  tacit knowledge  teaching
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DOI 10.1111/j.1469-5812.2008.00453.x
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References found in this work BETA
Outline of a Theory of Practice.Pierre Bourdieu - 1981 - Human Studies 4 (3):273-278.
The Tacit Dimension.Michael Polanyi - 1966 - London: Routledge and Kegan Paul.
Beyond IQ: A Triarchic Theory of Human Intelligence.Robert J. Sternberg - 1986 - British Journal of Educational Studies 34 (2):205-207.
Wittgenstein as a Philosopher of Secondary Orality.J. C. Nyíri - 1996 - Grazer Philosophische Studien 52:45-57.

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Citations of this work BETA
The Teacher as Guide: A Conception of the Inquiry Teacher.Clinton Golding - 2013 - Educational Philosophy and Theory 45 (1):91-110.
Knowledge From Testimony: Benefits and Dangers.Seán Moran - 2013 - Journal of Philosophy of Education 47 (3):323-340.

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