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Philosophy and Education: Accepting Wittgenstein’s Challenge

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Cover of 'Philosophy and Education: Accepting Wittgenstein’s Challenge'

Table of Contents

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    Book Overview
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    Chapter 1 The Wittgensteinian Frame of Reference and Philosophy of Education at the End of the Twentieth Century
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    Chapter 2 How not to Learn: Reflections on Wittgenstein and Learning
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    Chapter 3 Wittgenstein and the Significance of Private Meaning
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    Chapter 4 Wittgenstein on the Unreasonableness of Education: Connecting Teaching and Meaning
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    Chapter 5 Wittgenstein, Liberal Education, Philosophy
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    Chapter 6 The Unjustifiability of Education
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    Chapter 7 Initiation and Newness in Education and Child-rearing
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    Chapter 8 What Wittgenstein would have said about personal autonomy
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    Chapter 9 Why We Should not Speak of an Educational Science
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    Chapter 10 Wittgenstein and Aesthetic Education
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    Chapter 11 Wittgenstein, Education and Religion
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    Chapter 12 Philosophy and Education: ‘After’ Wittgenstein
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    Chapter 13 Wittgenstein and Foucault: Resolving Philosophical Puzzles
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    Chapter 14 Epilogue
Attention for Chapter 7: Initiation and Newness in Education and Child-rearing
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Citations

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Chapter title
Initiation and Newness in Education and Child-rearing
Chapter number 7
Book title
Philosophy and Education: Accepting Wittgenstein’s Challenge
Published by
Springer, Dordrecht, January 1995
DOI 10.1007/978-94-017-2616-0_7
Book ISBNs
978-9-04-814613-0, 978-9-40-172616-0
Authors

Paul Smeyers, Smeyers, Paul

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 1 Mendeley reader of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 1 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 1 100%
Readers by discipline Count As %
Arts and Humanities 1 100%

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