We need to talk about Wittgenstein: The practice of dialogue in the classroom and in assessment

Arts and Humanities in Higher Education 18 (1):34-48 (2016)
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Abstract

Is philosophy the pursuit of knowledge, as first year students with a dictionary sometimes write? With an aim to inspire and encourage philosophical inquiry, offering an invitation to participate in a process of discovery? Or are philosophers charged with teaching the history of such pursuits – who argued, proved, disproved what? On the first account, philosophy is a subject that resists information-transmission, and requires exploration, creativity, discussion and dialogue. On the second, teaching centres on information-transmission, etching old ideas into the minds of budding scholars, in short time slots. Though there need not be a division, there is a need to recognise where approaches differ. In this way, we can ensure sufficient time and space for the sometimes unquantifiable: imaginative, creative pursuits in philosophy, with space for independent, original thinking. This paper explores these ideas alongside approaches to teaching, and offers a paradigm for incorporating dialogue in the learning an...

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References found in this work

Tractatus logico-philosophicus.Ludwig Wittgenstein - 1922 - Filosoficky Casopis 52:336-341.
Culture and Value.Ludwig Wittgenstein, G. H. Von Wright, Heikki Nymam & Peter Winch - 1982 - Philosophy and Rhetoric 15 (1):70-73.
Education is Self‐Education.Hans-Georg Gadamer - 2001 - Journal of Philosophy of Education 35 (4):529–538.
Writing the self: Wittgenstein, confession and pedagogy.Michael Peters - 2000 - Journal of Philosophy of Education 34 (2):353–368.

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