Wittgensteins Children: Some Implications for Teaching and Otherness :: Philosophy Philosophical Essays

Wittgensteins Children any(prenominal) Implications for precept and Otherness crimp The subsequently Wittgenstein uses children in his philosophic arguments against the traditional views of delivery. Describing how they study language is unmatched of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes expediency of in his arguments, and to show how we can read Wittgenstein in term of education. dickens children in Philosophical Investigations are discussed. The feature of the first child is the qualitative disagreement from adults. Wittgenstein uses the feature to criticize Augustinian pictures of language which tell us that children learn language by ostensive definition al iodine. The referential theory of content is so strong that philosophers fail to see the qualitative gap and to let off language-learning. The sec ch ild appears in an arithmetical instruction. Although he was understood to secure run numbers, he suddenly shows deviant reactions. Wittgenstein argues against the mentalistic idea of understanding by career attention to the potential otherwiseness of the child. This could happen anytime the child has not intimate counting correctly. The two features show that article of faith is unlike telling, an exercise toward the other who does not understand our explanations. Since we might not understand learners because of otherness, the defense of teaching is a crucial problem that is not properly answered so immense as otherness is unrecognized. As long as we skip otherness, we would not be aware that we might mistreat learners. Ludwig Wittgenstein is a philosopher who frequently uses educational situations to examine philosophical puzzles. Asking how a word is taught is one of his philosophical methods. He invents imaginary situations in which children learn language, and descri bes how they learn there. He investigates the possibilities of concepts by considering how children could learn the concepts. The purpose of this paper is to explore what features of children he takes advantage of in his philosophical arguments, and to show whether and how we can read Wittgenstein in terms of education. Some scholars have expected Wittgenstein to contribute to pedagogy and educational enquiry directly. Bartley claims, for example, that Wittgenstein is heterogeneous in child psychology. (1) Hardwick looks for pedagogical conclusions in Wittgensteins philosophy. (2) Those scholars are likely to vocalize that Wittgenstein merely suggests what empirical studies discover about language learning.Wittgensteins Children Some Implications for Teaching and Otherness Philosophy Philosophical EssaysWittgensteins Children Some Implications for Teaching and OthernessABSTRACT The later Wittgenstein uses children in his philosophical arguments against the traditional views of language. Describing how they learn language is one of his philosophical methods for setting philosophers free from their views and enabling them to see the world in a different way. The purpose of this paper is to explore what features of children he takes advantage of in his arguments, and to show how we can read Wittgenstein in terms of education. Two children in Philosophical Investigations are discussed. The feature of the first child is the qualitative difference from adults. Wittgenstein uses the feature to criticize Augustinian pictures of language which tell us that children learn language by ostensive definition alone. The referential theory of meaning is so strong that philosophers fail to see the qualitative gap and to explain language-learning. The second child appears in an arithmetical instruction. Although he was understood to master counting numbers, he suddenly shows deviant reactions. Wittgenstein argues against the mentalistic idea of understanding by calling at tention to the potential otherness of the child. This could happen anytime the child has not learned counting correctly. The two features show that teaching is unlike telling, an activity toward the other who does not understand our explanations. Since we might not understand learners because of otherness, the justification of teaching is a crucial problem that is not properly answered so long as otherness is unrecognized. As long as we ignore otherness, we would not be aware that we might mistreat learners. Ludwig Wittgenstein is a philosopher who often uses educational situations to examine philosophical puzzles. Asking how a word is taught is one of his philosophical methods. He invents imaginary situations in which children learn language, and describes how they learn there. He investigates the possibilities of concepts by considering how children could learn the concepts. The purpose of this paper is to explore what features of children he takes advantage of in his philosophica l arguments, and to show whether and how we can read Wittgenstein in terms of education. Some scholars have expected Wittgenstein to contribute to pedagogy and educational research directly. Bartley claims, for example, that Wittgenstein is involved in child psychology. (1) Hardwick looks for pedagogical conclusions in Wittgensteins philosophy. (2) Those scholars are likely to say that Wittgenstein merely suggests what empirical studies discover about language learning.