Heeding Wittgenstein on “Understanding” and “Meaning”: A Pragmatist and Concrete Human Psychological Approach in/for Education

Outlines. Critical Practice Studies 16 (1):26-53 (2015)
  Copy   BIBTEX


Over 60 years ago, the influential language philosopher L. Wittgenstein suggested that there is no need to use "understanding" and "meaning" to understand how language works and, in fact, that the two theoretical terms are part of a primitive idea. Today, both remain two of the most frequently used terms in education. The purpose of this paper is to stimulate a discussion about abandoning these terms from the theoretical discourse of education in the way these are commonly used. Case materials from the research literature chosen from a large database on knowing and learning in science are used to exemplify the approach that does not require either concept. Implications are drawn for education research and practice



    Upload a copy of this work     Papers currently archived: 92,038

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Language Learning in Wittgenstein and Davidson.Ben Kotzee - 2013 - Studies in Philosophy and Education 33 (4):413-431.
The Money and the Cow: E. F. Thompkins.E. F. Thompkins - 1992 - Philosophy 67 (259):51-67.
Putnam Beyond Putnam: Understanding, Pragmatism, Humanism.Ulvi Doguoglu - 2008 - Poznan Studies in the Philosophy of the Sciences and the Humanities 95 (1):103-124.
Understanding Across Difference: A Wittgensteinian Feminist Approach.Gaile Margaret Pohlhaus - 2003 - Dissertation, State University of New York at Stony Brook
(Mis)Understanding Human Beings: Theory, Value, and Progress in Education Research.Karl Hostetler - 2010 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (4):400-415.
Wittgenstein on Meaning and Understanding.Zahia Benzarour - 1988 - Dissertation, The American University
The Lure of Psychology for Education and Educational Research.Marc Depaepe Paul Smeyers - 2012 - Journal of Philosophy of Education 46 (3):315-331.
Naturalizing the epistemology of psychological research.Lisa Tsoi Hoshmand & Jack Martin - 1994 - Journal of Theoretical and Philosophical Psychology 14 (2):171-189.
The lure of psychology for education and educational research.Paulus Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.
The Lure of Psychology for Education and Educational Research.Paul Smeyers & Marc Depaepe - 2012 - Journal of Philosophy of Education 46 (3):315-331.


Added to PP

33 (#485,230)

6 months
9 (#309,818)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

Editorial.Pernille Hviid - 2016 - Outlines. Critical Practice Studies 17 (1):01-04.

Add more citations

References found in this work

Contingency, Irony, and Solidarity.Richard Rorty - 1989 - The Personalist Forum 5 (2):149-152.
Phénoménologie de la perception.M. Merleau-Ponty - 1949 - Revista Portuguesa de Filosofia 5 (4):466-466.
Phenomenologie de la Perception.Aron Gurwitsch - 1950 - Philosophy and Phenomenological Research 10 (3):442-445.

View all 14 references / Add more references