Interprets Wittgenstein's later pedagogical style of philosophy through the lens of his relationship to education, including his difficult experiences as an elementary teacher and university lecturer Portrays his later philosophy of language and its deep contextualization, showing how meaning is agreed upon in relation to our surrounding 'background': shared 'bedrock' certainties and 'world-pictures' we internalize through initiation into forms of life Addresses the current controversy around Wittgenstein's use of the term 'training', dismissing readings of brute/animal training in favour of one that sheds light on how children are gradually enculturated into language usage, games, mathematical practices and aesthetic judgments

Autorentext
Michael A. Peters is a Professor at the Wilf Malcolm Institute for Educational Research at Waikato University, Emeritus Professor at the University of Illinois at Urbana-Champaign and professorial fellow at James Cook University. He is the Executive Editor of Educational Philosophy and Theory and founding editor of several other journals, including the Open Review of Educational Research and The Video Journal of Education and Pedagogy. His interests are in education, philosophy and social policy, areas in which he has written over sixty books, including most recently The Global Financial Crisis and the Restructuring of Education (2015), Paulo Freire: The Global Legacy (2015) both with Tina Besley, Education Philosophy and Politics: Selected Works (2011); Education, Cognitive Capitalism and Digital Labour (2011), with Ergin Bulut; and Neoliberalism and After? Education, Social Policy and the Crisis of Capitalism (2011). He was made an Honorary Fellow of the Royal Society of New Zealand in 2010 and awarded honorary doctorates by the State University of New York (SUNY) in 2012 and University of Aalborg in 2015.
Jeff Stickney is a Lecturer at the University of Toronto. He has taught graduate courses in Philosophy of Education and courses for Philosophy teachers training in secondary education at the Ontario Institute for Studies in Education. He is the senior author and consultant on the Grade 12 Ontario text, Philosophy: Thinkers, Theories and Questions (McGraw-Hill Ryerson, 2011), and has taught philosophy extensively at Bayview Secondary School (York Region, Ontario). He recently supervised a Ph. D. dissertation in Philosophy of Education at the University of Toronto and is currently serving on a doctoral committee at York University. With Michael A. Peters he coedited A Companion to Wittgenstein on Education: Pedagogical Investigations (Springer 2017), and with Nicholas Burbules coedited the Wittgenstein section in the Encyclopedia of Educational Philosophy and Theory (Springer; Chief Editor Michael A. Peters). Stickney presented at the Nordic Wittgenstein Society (Denmark, 2012), the 2015 PESGB Gregynog Conference Orientations Towards Wittgenstein (Wales), and organized panel discussions on Wittgenstein in 2016 for PES (Toronto) and PESGB (Oxford).

Inhalt

1. Picturing Wittgenstein's relationships to education. - 2. Judging portraits of Wittgenstein. - 3. Wittgenstein as Educator. - 4. Pedagogical Investigations