Abstract
This chapter explains the view of the later Wittgenstein, in particular his rule-following considerations and their implications for education. Many people suppose that grasping a rule amounts to getting at the right interpretation of the rule. Through the rule-following paradox, this conception is shown to be deeply misconceived. We are led back to a plain view of practices in which rules are embedded, a view that the criteria which determine the right or wrong of the use of a rule lie in the application, not in some mental entity. Meaning or the extension of a rule is settled on “agreement in form of life”, according to Wittgenstein. But this notion can only be appreciated when we note its dynamic nature and the role the rule-follower plays as an agent. Copyright © 2008 Cengage Learning.
| Original language | English |
|---|---|
| Title of host publication | Philosophical Reflections for Educators |
| Editors | Charlene TAN |
| Place of Publication | Singapore |
| Publisher | Cengage Learning |
| Pages | 51-62 |
| ISBN (Print) | 9814239763 |
| Publication status | Published - 2008 |
Citation
Huen, K. (2008). Wittgenstein: Rule-following paradox, forms of life and education. In C. Tan (Ed.), Philosophical Reflections for Educators (pp. 51-62). Singapore: Cengage Learning.Keywords
- Early Childhood Education
- Development of Disciplinary Knowledge (e.g. Sociology, Psychology)
