Fictitious Language Games, Otherness, and Philosophy of Education: A View on the Later Wittgenstein

Autor/in	Zarebski, Tomasz
Titel	Fictitious Language Games, Otherness, and Philosophy of Education: A View on the Later Wittgenstein
Quelle	In: Studies in Philosophy and Education, 42 (2023) 3, S.323-336 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarebski, Tomasz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-022-09867-z
Schlagwörter	Games; Educational Philosophy; Language Acquisition; Sense of Community; Artificial Languages; Norms + Suchen Sie Ihr Suchwort? Game; Spiel; Spiele; Bildungsphilosophie; Erziehungsphilosophie; Sprachaneignung; Spracherwerb; Normwert
Abstract	The article combines later Wittgenstein's fictitious language games, along with the forms of life associated with them, with the concept of otherness and places them both within the philosophy of education. The account of otherness overlaps with the view of fictional language games in that the latter deviates from our ordinary, extant uses of language and our "Lebensform," and thus can be perceived as extraordinary, unusual, strange, and sometimes nonsensical. The advantages of dealing with such construed preposterousness rely, first, on its leading to a better understanding of our own "form of life"; second, on its opening a window on the changing of our form of life; third, on its acquainting us with the other. The educational roles of it are presented, first, as being needed at the very beginning of a child's language learning, when the learner probes the limits of sense and thus enters the domain of otherness; second, as freeing children from the tyranny of adults' norms and showing the norms that adults accept as absurd; thirdly, as puzzlement that gives an impulse to our thought development, which occurs in contact with the other. Therefore, it is claimed that Wittgenstein's later philosophy opens perspectives on educational thinking not only in terms of teacher training ("Abrichtung") of the learner to follow the rules of existing practices, but also in terms of imagination and critical attitude towards the existing forms of life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01