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ERIC Number: EJ1030493
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0013-1857
Wittgenstein and Stage-Setting: Being Brought into the Space of Reasons
Simpson, David
Educational Philosophy and Theory, v46 n6 p624-639 2014
Wittgenstein constantly invokes teaching, training and learning in his later work. It is therefore interesting to consider what role these notions play for him there. I argue that their use is central to Wittgenstein's attempt to refute cognitivist assumptions, and to show how normative practices can be understood without the threat of circularity, grounded not in a kind of seeing, but in doing, and the natural reactions of an organism. This can generate a worry that Wittgenstein's position is quietist and anti-critical: critique, as a challenge to the taken-for-granted grammar of our language game, is technically meaningless. I argue that Wittgenstein does not rule out critique. His own practice demonstrates that critique is possible, but takes place within a language game, and its status as critique is always subject to challenge in the agora of a discourse.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A