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ERIC Number: EJ1032802
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: 75
ISSN: ISSN-1744-9642
Wittgenstein for Adolescents? Post-Foundational Epistemology in High School Philosophy
Stickney, Jeff A.
Ethics and Education, v9 n2 p201-219 2014
Drawing on experience teaching secondary philosophy students, I investigate meaningful engagement with Wittgenstein in a Grade 12 epistemology unit. The premise is that without some introduction to landmark philosophers of the early twentieth century, students are left out of many contemporary philosophical conversations: linguistic idealism or relativism, and nominalism versus realism. Wanting to share with students Foucault, Rorty, and Hacking, I need expedient avenues of approach. Using Wittgenstein's methods I offer practical, "shallow grounds" for an eclectic syllabus conveying post-foundational epistemology, justifying Wittgenstein's inclusion in a textbook written for diverse teenagers. Acknowledging teens' marginality, I draw on Hekman and Scheman's appropriation of Wittgenstein to advance feminist critiques of enthralling traps in [masculinist] language: exploring nature/nurture boundaries (ferals, cyborgs, and "gender performativity") toward combating discrimination in schools. Heeding Cavell, I aver easy answers, "This is just what I do," taking responsibility for curricular choices and accounting for pedagogical moves.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A