Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A Response to Michael Luntley

Autor/in	Stickney, Jeff
Titel	Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A Response to Michael Luntley
Quelle	In: Educational Philosophy and Theory, 40 (2008) 5, S.678-694 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2008.00418.x
Schlagwörter	Stellungnahme; Educational Theories; Educational Philosophy; Training; Educational Strategies; Epistemology + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Ausbildung; Lehrstrategie; Erkenntnistheorie
Abstract	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 Jose 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10