A Companion to Wittgenstein on Education Pedagogical Investigations /
| Tác giả của công ty: | |
|---|---|
| Tác giả khác: | , |
| Tóm tắt: | XXXIX, 782 p. text |
| Ngôn ngữ: | Tiếng Anh |
| Được phát hành: |
Singapore :
Springer Nature Singapore : Imprint: Springer,
2017.
|
| Phiên bản: | 1st ed. 2017. |
| Những chủ đề: | |
| Truy cập trực tuyến: | https://doi.org/10.1007/978-981-10-3136-6 |
| Định dạng: | Điện tử Sách |
Mục lục:
- Part I. Introduction
- 1. Journeys with Wittgenstein: Assembling Sketches of a Philosophical Landscape
- Part II. Biographical and Stylistic Investigations
- 2. Subjectivity After Descartes: Wittgenstein as a Pedagogical Philosopher
- 3. Wittgenstein as Educator
- 4. Wittgenstein’s Philosophy: Viva Voce
- 5. Wittgenstein’s Hut
- 6. Slow Learning and the Multiplicity of Meaning
- 7. Elucidation in Transition of Wittgenstein’s Philosophy
- 8. Wittgenstein’s Metaphors and His Pedagogical Philosophy
- 9. Imagination and Reality
- 10. Do Your Exercises: Reader Participation in Wittgenstein’s Investigations
- 11. "A Spontaneous Following": Wittgenstein, Education and the Limits of Trust
- 12. Seeing Connections: From Cats and Classes to Characteristics and Cultures
- 13. Wittgenstein, Cavell and the Register of Philosophy: Discerning Seriousness and Triviality in Drama Teaching
- Part III. Wittgenstein in Dialogue with Other Thinkers
- 14. Wittgenstein’s Trials, Teaching and Cavell’s Romantic ‘Figure of the Child’
- 15. Wittgenstein, Education and Contemporary American Philosophy
- 16. “This is simply what I do.”: On the relevance of Wittgenstein’s Alleged Conservatism and the Debate about Cavell’s Legacy for Children and Grown-Ups
- 17. This is simply what I do too: A Response to Paul Smeyers
- 18. On “the temptation to attack common sense”
- 19. Learning Politics by Means of Examples
- 20. Wittgenstein and Foucault: The Limits and Possibilities of Constructivism
- 21. Wittgenstein and Classical Pragmatism
- 22. The Weight of Dogmatism: Investigating “Learning” in Dewey’s Pragmatism and Wittgenstein’s Ordinary Language Philosophy
- 23. How Should We Recognize the Otherness of Learner?: Hegelian and Wittgensteinian Views.-24. Liberation from Solitude: Wittgenstein on Human Finitude and Possibility
- 25. Wittgenstein and Philosophy of Education: A Feminist Re-Assessment.-26. Meditating with Wittgenstein: Constructing and Deconstructing the Language Games of Masculinity
- 27. Meditation on Wittgenstein and Education
- Part IV. Training, Learning and Education
- 28. Wittgenstein, Learning and the Expressive Formation of Emotions
- 29. Wittgenstein and the Path of Learning
- 30. Pedagogy and the Second Person
- 31. Engagement, Expression, and Initiation
- 32. Wittgenstein and Judging the Soundness of Curriculum Reforms: Investigating the Math Wars
- 33. Language and Mathematical Formation
- 34. Wittgenstein, Dewey, and Mathematics Education in Sweden
- 35. &c.
- 36. Can an Ape become your co-author? Reflections on Becoming as a Presupposition of Teaching
- 37. Something Animal? Wittgenstein, Language, and Instinct
- 38. Universal Grammar: Wittgenstein versus Chomsky
- 39. Learning without Storing: Wittgenstein's Cognitive Science of Learning and Memory
- 40. How Scientific Frameworks ‘frame parents’: Wittgenstein on the Import of Changing Language-games
- 41. Professional Learning and Wittgenstein: A Learning Paradox Emerges
- 42. Wittgenstein on Teaching and Learning the Rules: Taking him at his word
- 43. And if L. Wittgenstein helped us to think differently about Teacher Education?
- 44. More Insight into the Understanding of a Movement: Using Wittgenstein for Dance Education
- 45. “Not to explain, but to accept”: Wittgenstein and the Pedagogic Potential of Film
- Part V. Religious & Moral Education
- 46. The Learner as Teacher
- 47. Imagining Philosophy of Religion Differently: Interdisciplinary Wittgensteinian Approaches
- 48. To Think for Oneself: Philosophy as the Unravelling of Moral Responsibility
- 49. Wittgenstein and Therapeutic Education
- 50. Clarifying Conversations: Understanding Cultural Difference in Philosophical Education.