國立高雄大學圖資館 |

Language: English

Back

Wittgenstein, education and the prob...

Peters, Michael A.

Wittgenstein, education and the problem of rationality

Record Type:	Electronic resources : Monograph/item
Title/Author:	Wittgenstein, education and the problem of rationalityby Michael A. Peters.
Author:	Peters, Michael A.
Published:	Singapore :Springer Singapore :2020.
Description:	xiv, 247 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Rationalism.
Online resource:	https://doi.org/10.1007/978-981-15-9972-9
ISBN:	9789811599729$q(electronic bk.)

Wittgenstein, education and the problem of rationality
Peters, Michael A.

Wittgenstein, education and the problem of rationality[electronic resource] /by Michael A. Peters. - Singapore :Springer Singapore :2020. - xiv, 247 p. :ill., digital ;24 cm.

Part I: Historical Background -- Introduction: Conceptions of rationality -- Chapter 1. The problem of rationality and the tradition of philosophy-as-epistemology -- Part II: Rationality and philosophy of education -- Chapter 2. The autonomy of analytic philosophy of education -- Chapter 3. Three theories of knowledge in education -- Part III: Constitutive rationality and historicism -- Chapter 4. The force of historicism in the philosophy of science -- Chapter 5 Hermeneutics, social theory and education.

This book develops an argument for a historicist and non-foundationalist notion of rationality based on an interpretation of Wittgenstein of the Philosophical Investigations and On Certainty. The book examines two notions of rationality-a universal versus a constitutive conception - and their significance for educational theory. The former advanced by analytic philosophy of education as a form of conceptual analysis is based on a mistaken reading of Wittgenstein. Analytic philosophy of education used a reading of Wittgenstein's philosophy of language to set up and justify an absolute, universal and ahistorical notion of rationality. By contrast, the book examines the underlying influence of the later Wittgenstein on the historicist turn in philosophy of science as a basis for a non-foundationalist and constitutive notion of rationality which is both historical and cultural, and remains consistent with wider developments in philosophy, hermeneutics and social theory. This book aims to understand the philosophical motivation behind this view, to examine its intellectual underpinnings and to substitute this universal conception of rationality by reference to a Hegelian interpretation of the later Wittgenstein that emphasizes his status as an anti-foundational thinker.

ISBN: 9789811599729$q(electronic bk.)

Standard No.: 10.1007/978-981-15-9972-9doiSubjects--Personal Names:

177962
Wittgenstein, Ludwig,
1889-1951.Subjects--Topical Terms:

175963
Rationalism.

LC Class. No.: B3376.W564 / P47 2020

Dewey Class. No.: 193

Wittgenstein, education and the problem of rationality
LDR:02770nmm a2200325 a 4500 001 592999
003 DE-He213
005 20210121150739.0
006 m d
007 cr nn 008maaau
008 210727s2020 si s 0 eng d
020 $a 9789811599729$q(electronic bk.)
020 $a 9789811599712$q(paper)
024 7 $a 10.1007/978-981-15-9972-9 $2 doi
035 $a 978-981-15-9972-9
040 $a GP $c GP
041 0 $a eng
050 4 $a B3376.W564 $b P47 2020
072 7 $a JNA $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JNA $2 thema
082 0 4 $a 193 $2 23
090 $a B3376.W564 $b P482 2020
100 1 $a Peters, Michael A. $3 365990
245 1 0 $a Wittgenstein, education and the problem of rationality $h [electronic resource] / $c by Michael A. Peters.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a xiv, 247 p. : $b ill., digital ; $c 24 cm.
505 0 $a Part I: Historical Background -- Introduction: Conceptions of rationality -- Chapter 1. The problem of rationality and the tradition of philosophy-as-epistemology -- Part II: Rationality and philosophy of education -- Chapter 2. The autonomy of analytic philosophy of education -- Chapter 3. Three theories of knowledge in education -- Part III: Constitutive rationality and historicism -- Chapter 4. The force of historicism in the philosophy of science -- Chapter 5 Hermeneutics, social theory and education.
520 $a This book develops an argument for a historicist and non-foundationalist notion of rationality based on an interpretation of Wittgenstein of the Philosophical Investigations and On Certainty. The book examines two notions of rationality-a universal versus a constitutive conception - and their significance for educational theory. The former advanced by analytic philosophy of education as a form of conceptual analysis is based on a mistaken reading of Wittgenstein. Analytic philosophy of education used a reading of Wittgenstein's philosophy of language to set up and justify an absolute, universal and ahistorical notion of rationality. By contrast, the book examines the underlying influence of the later Wittgenstein on the historicist turn in philosophy of science as a basis for a non-foundationalist and constitutive notion of rationality which is both historical and cultural, and remains consistent with wider developments in philosophy, hermeneutics and social theory. This book aims to understand the philosophical motivation behind this view, to examine its intellectual underpinnings and to substitute this universal conception of rationality by reference to a Hegelian interpretation of the later Wittgenstein that emphasizes his status as an anti-foundational thinker.
600 1 0 $a Wittgenstein, Ludwig, $d 1889-1951. $3 177962
650 0 $a Rationalism. $3 175963
650 0 $a Education $x Philosophy. $3 195015
650 0 $a Philosophy and social sciences. $3 176965
650 0 $a Philosophy. $3 176573
650 0 $a Education $x Research. $3 185285
650 1 4 $a Educational Philosophy. $3 274754
650 2 4 $a Philosophy of Education. $3 277181
650 2 4 $a History of Philosophy. $3 274764
650 2 4 $a Research Methods in Education. $3 772096
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-981-15-9972-9
950 $a Education (SpringerNature-41171)