The Wittgensteinian frame of reference and philosophy of education at the end of the twentieth century

Abstract

If the ability to inspire a wealth of exciting philosophy in others is the mark of a great philosopher, then Wittgenstein is one. His ‘deep thoughts’ as well as his abstruse (cryptical) style, have inspired scholars not only within the different fields of ‘pure’ philosophy, but from disciplines as diverse as theology and mathematics and including disciplines such as psychology, sociology and education. Our concern is mainly with education. Regrettably understanding of Wittgenstein within philosophy of education has been until very recently, rather superficial. Notwithstanding references to the early work and to the later position in a handful of books and articles, it is clear that education has not grasped the full potential of Wittgenstein’s philosophy. The themes that were developed by Wittgenstein challenge our understanding of education, and of philosophy of education. To take up the challenge posed by Wittgenstein is the focus of the present volume.