What does Wittgenstein say about the learning child? In the Philosophical Investigations, he writes, ‘An important part … will consist in the teacher’s pointing to the objects, directing the child’s attention to them, and at the same time uttering a word.’ Here Wittgenstein is describing what is called ‘joint attention’ which is agreed to be a rich resource for learning in children. In this essay, I explore the developmental significance of this passage particularly with regards the learning that occurs in (...) the pre-linguistic child during joint attention. I refer to critical remarks elsewhere in the PI which can help further convey what Wittgenstein means when he talks about attentional capacities and how they develop, including the relevant ability for responsiveness required for the learning to proceed. These considerations should motivate a defence of the social initiation model of learning contra Luntley’s mentalist-individualist account, this despite conceding that certain prior capacities do play a role, though not a central one since these do not pick out the relevant ability (responsiveness) required for learning to take place in the child. (shrink)

Compared with children, adults are widely assumed to possess more mature moral understanding thus justifying deference to their moral authority and testimony. This paper examines philosophical discussions regarding this child-adult moral relation and its implications for moral education, particularly accounts suggesting that the moral status of children constitute grounds for treating them paternalistically. I contend that descriptions and justifications of this paternalistic attitude towards children are either unacceptably crude or mistaken. While certain instances justify paternalistic treatment towards children, in the (...) context of moral education the paternalistic attitude is largely irrelevant and even counterproductive. I make a case that children can readily meet minimal standards for moral understanding and engagement. Even when children have no final say, there is still a significant normative difference between deferring paternalistically to the adult's moral testimony and interacting with the child in moral conversation. These considered, I defend a social-contextualist account of moral education that incorporates a participatory (over a paternalistic) pedagogical attitude. Further, instead of portraying moral education in terms of stages (as argued by Kohlberg), moral education should be characterized more as a gradual appreciation of and sensitivity to normative demands that apply in various shared contexts and spheres of human concern. (shrink)

This paper aims to explore and expand on Wittgenstein’s remarks on the nature of mental imagery. Despite some rather cryptic passages and obvious objections, his notion of mental imagery as possessing a constitutive (and not merely added) element of expressive thought and conceptuality offers critical insights linking perceptual capacities with our shared practices. In particular I seek to further develop Wittgenstein’s claim that perceptual impressions presuppose a “mastery of a technique.” I argue that this sense of technique, understood as acquired (...) conceptual capacities, can explain and capture the rich and varied spectrum of expressive visual content that can be accessed by human beings initiated and embedded in a variety of shared practices. Using Gilbert Ryle’s account of dispositions, I cash out the notion of acquired conceptual capacities as spanning a wide latitude of responsive dispositions from mere “blind” visual habits to more normatively-guided, intelligent, and deliberately-trained visual “skills.” Visual impressions construed as such are hardly perceptually (nor representationally) univocal and instead exhibit a dynamic and reflexive plurivocity manifested through one’s initiation into shared practices and forms of life. This plurivocity makes possible a rich array of visual affordances that would otherwise not be accessible outside the context of a shared practice. This suggests that human beings possess a distinctive kind of expressive and responsive intelligence which picks out visual affordances determined not so much by a merely receptive perceptual faculty but by the subject’s skillful, active, and responsive engagement with the world. (shrink)