Education as initiation to a “Form of life”: Conceptual investigation and education theory

dc.contributor.authorGasparatou, Reniaen
dc.contributor.otherΓασπαράτου, Ρένιαel
dc.date.accessioned2012-01-11T06:26:09Zen
dc.date.available2012-01-11T06:26:09Zen
dc.date.copyright2009en
dc.date.issued2012-01-11en
dc.description.abstractAccording to L. Wittgenstein and Wittgensteinians, there is a set of intuitions, propositions and practices that forms the community’s bounds of sense. In this paper I discuss how fruitful this idea can be for education theory. I argue that, although the idea of an existing everyday framework can help explain how education works, any efforts to defend our current worldview as binding of our understanding boils down to conservatism. Following this view, comes the assertion that many problems posed today by philosophers and scientists are bogus and should be dismissed on the ground that they question our ordinary framework. Hence prescribing an even stronger version of conservatism that promotes quietism over intellectual challenge.el
dc.identifier.urihttp://hdl.handle.net/10889/4926en
dc.language.isoenen
dc.sourceThe International Journal of Learningen
dc.subjectPhilosophy of educationen
dc.subjectWittgensteinen
dc.subjectForm of lifeen
dc.subjectConceptual changeen
dc.subjectScience educationen
dc.subject.alternativeΦιλοσοφία της παιδείαςel
dc.subject.alternativeWittgensteinen
dc.subject.alternativeΜορφή ζωήςel
dc.subject.alternativeΕννοιολογική αλλαγήel
dc.subject.alternativeΕπιστημονική εκπαίδευσηel
dc.titleEducation as initiation to a “Form of life”: Conceptual investigation and education theoryen
dc.typeJournal (paper)en
dcterms.extentvol.16, iss.1, pp.25-33en

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