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L. Wittgenstein, P. Docherty (1980)
The Blue and Brown Books: Preliminary Studies for the 'Philosophical Investigations'
A. Peach (2004)
The Origins of Wittgenstein's Imaginary Scenarios: Something Old, Something NewPhilosophical Investigations, 27
Russell Nieli (1987)
Wittgenstein: From Mysticism to Ordinary Language: A Study of Viennese Positivism and the Thought of Ludwig Wittgenstein
K. Fann (1969)
Wittgenstein's conception of philosophy
L. Wittgenstein, Heikki Nymam, P. Winch (1970)
Culture and Value
Eugene Hargrove (2008)
Wittgenstein, Bartley, and the Glöckel School ReformJournal of the History of Philosophy, 18
W. Bartley, W. Köhler (1974)
Theory of Language and Philosophy of Science as Instruments of Educational Reform: Wittgenstein and Popper as Austrian Schoolteachers
S. Cavell (1989)
In Quest of the Ordinary: Lines of Skepticism and Romanticism
B. Savickey (1999)
Wittgenstein's art of investigation
E. Papanek (1978)
The Austrian school reform, its bases, principles, and development : the twenty years between the two World Wars
G. Tucker (1991)
Ludwig Wittgenstein: The Duty of GeniusAmerican Journal of Psychiatry, 148
W. Barrett (1979)
The Illusion of Technique: A Search for Meaning in A Technological Civilization, by William Barrett. Garden City, New York, Anchor Books, 1979. Pp. 392. Paper, $4.95The American Review of Public Administration, 13
Ludwig Wittgenstein, A. Hübner, W. Leinfellner, Elisabeth Leinfellner (1977)
Wörterbuch für Volksschulen
(1970)
Biographical sketchBulletin of the Orton Society, 15
L. Wittgenstein, C. Barrett (1966)
Lectures and Conversations on Aesthetics, Psychology, and Religious Belief
[Wittgenstein was a passionate and inspired teacher and philosopher. He taught elementary school in rural Austria from 1920 to 1926 and philosophy at Cambridge University from 1929 to 1949. His early pedagogical practices exemplified Austrian school reform principles. Rote learning was replaced by Arbeitsschule or ‘learning by doing’, a method that guided students to self-activity through integrated instruction. ‘Learning by doing’ could also serve as an apt description of Wittgenstein’s later philosophy, a philosophy he composed viva voce while teaching in Cambridge. Although it is commonplace to speak of Wittgenstein’s early and later philosophy, it is not yet common to speak of his early and later teaching. While the former is defined by difference, the latter is surprisingly consistent and coherent. This suggests that one of the most fruitful ways to approach Wittgenstein’s life and work is not through attempts to render his early and later philosophical texts more consistent or coherent, but to recognize the continuity and development of his early and later pedagogical practices. While the relationship between Wittgenstein’s philosophical and pedagogical practices remains controversial, there is growing recognition of its significance and importance.]
Published: May 4, 2017
Keywords: Wittgenstein; Teaching; Austrian education reforms; Glöckel; Philosophy
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