A companion to Wittgenstein on education: Pedagogical investigations
Información General
- Autores: Michael A. Peters (coord.), Jeff Stickney (coord.)
- Editores: Springer Nature Singapore
- Año de publicación: 2017
- País: Singapur
- Idioma: inglés
- ISBN: 978-981-10-3136-6, 978-981-10-3134-2
- Texto completo no disponible (Saber más ...)
Otros catálogos
- Dialnet Métricas: 1 Cita
- Citas a capítulos: 1 Citas
Listado de artículos
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Biographical and Stylistic Investigations
Subjectivity after Descartes: Wittgenstein as a pedagogical philosopher
págs. 29-42
págs. 43-61
Wittgenstein’s Philosophy: Viva voce
págs. 63-78
págs. 79-100
págs. 101-113
págs. 115-121
págs. 123-133
págs. 135-145
Do your exercises: Reader participation in Wittgenstein’s investigations
págs. 147-159
“A Spontaneous Following”: Wittgenstein, education and the limits of trust
págs. 161-177
Seeing Connections: From cats and classes to characteristics and cultures
págs. 179-192
Wittgenstein, Cavell and the register of philosophy: Discerning seriousness and triviality in drama teaching
págs. 193-207
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Wittgenstein in Dialogue with Other Thinkers
págs. 211-230
págs. 231-240
“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
págs. 241-259
This is simply what I do too: A response to Paul Smeyers
págs. 261-274
págs. 275-286
págs. 287-303
Wittgenstein and Foucault: The Limits and Possibilities of Constructivism
págs. 305-320
Wittgenstein and classical pragmatism
Jim Garrison
págs. 321-338
The weight of dogmatism: Investigating “learning” in Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy
págs. 339-352
How should we recognize the otherness of learners?: Hegelian and Wittgensteinian views
págs. 353-363
Liberation from solitude: Wittgenstein on human finitude and possibility
págs. 365-377
Wittgenstein and Philosophy of Education: A feminist re-assessment
págs. 379-388
Meditating with Wittgenstein: Constructing and deconstructing the language games of masculinity
págs. 389-400
págs. 401-415
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Training, Learning and Education
págs. 419-435
págs. 437-451
Pedagogy and the second person
David Simpson
págs. 453-465
págs. 467-479
Wittgenstein and judging the soundness of curriculum reforms: Investigating the math wars
págs. 481-501
págs. 503-516
What does calculating have to do with mathematics?: Wittgenstein, Dewey, and mathematics education in Sweden
págs. 517-526
&c.: On linguistic regularity, normativity and language acquisition
págs. 527-538
Can an ape become your co-author?: Reflections on becoming as a presupposition of teaching
págs. 539-553
Something animal?: Wittgenstein, language, and instinct
págs. 555-572
Universal grammar: Wittgenstein versus Chomsky
págs. 573-599
Learning without storing: Wittgenstein’s cognitive science of learning and memory
págs. 601-614
How scientific frameworks ‘frame parents’: Wittgenstein on the import of changing language-games
págs. 615-628
Professional learning and Wittgenstein: A learning paradox emerges
págs. 629-642
Wittgenstein on teaching and learning the rules: Taking him at his word
págs. 643-657
págs. 659-673
More Insight into the Understanding of a Movement: Using Wittgenstein for dance education
págs. 675-686
‘Not to explain, but to accept’: Wittgenstein and the pedagogic potential of film
págs. 687-699
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Religious and Moral Education
págs. 703-713
Imagining philosophy of religion differently: Interdisciplinary Wittgensteinian approaches
págs. 715-727
págs. 729-741
págs. 743-755
Clarifying conversations: Understanding cultural difference in philosophical education
págs. 757-769
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