Abstract

This book explores contrasting conceptions of "language and its limits". Aspects of the prevailing positivism are criticized and this extends to an examination of the wayward use of language in education (with particular reference to the language of curriculum planning and policy making). The account of language provides the basis for a critique of contemporary ideas of the self. This in turn leads to a challenging of the centrality of agency and of the idea of autonomy. The positive thesis is an elaboration of the idea of receptiveness and the transcendence of the self in terms particularly of humility, attention and wonder. The book draws on the work of Heidegger and Wittgenstein, and explores much neglected aspects of their relationship.