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020 |a9789401726160|9978-94-017-2616-0
024 7 |a10.1007/978-94-017-2616-0|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
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245 10|aPhilosophy and Education:|h[electronic resource] :|bAccepting Wittgenstein's Challenge /|cedited by Paul Smeyers, J.D. Marshall.
250 |a1st ed. 1995.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1995.
300 |aVI, 244 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aPhilosophy and Education ;|v6
505 0 |aThe Wittgensteinian Frame of Reference and Philosophy of Education at the End of the Twentieth Century -- How Not To Learn: Reflections on Wittgenstein and Learning -- Wittgenstein and the Significance of Private Meaning -- Wittgenstein on the Unreasonableness of Education: Connecting Teaching and Meaning -- Wittgenstein, Liberal Education, Philosophy -- The Unjustifiability of Education -- Initiation and Newness in Education and Childrearing -- What Wittgenstein Would Have Said about Personal Autonomy -- Why We Should Not Speak of an Educational Science -- Wittgenstein and Aesthetic Education -- Wittgenstein, Education and Religion -- Philosophy and Education: ‘After’ Wittgenstein -- Wittgenstein and Foucault: Resolving Philosophical Puzzles -- Epilogue -- References -- Notes on Contributors -- Author Index.
520 |aMany books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area. There have been several articles in scholarly education journals, but the special cachet of this collection is that the contributors come from six countries. The collection has been edited by Paul Smeyers and Jim Marshall, philosophers of education who live in Belgium and New Zealand, respectively. Each of the chapters represents an original study of Wittgenstein, commissioned by the editors from colleagues they know to have written well on Wittgenstein and the implications of his ideas for education. Audience: Teachers, students and academics in the field of philosophy and education. Especially interesting to advanced students in these areas.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducation|xPhilosophy.
650 14|aPhilosophy of Education.
700 1 |aSmeyers, Paul.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aMarshall, J.D.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792337157
776 08|iPrinted edition:|z9789048146130
776 08|iPrinted edition:|z9789401726177
830 0|aPhilosophy and Education ;|v6
856 40|uhttps://doi.org/10.1007/978-94-017-2616-0
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950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aPhilosophy and Religion (R0) (SpringerNature-43725)