Wittgenstein Philosophy, Postmodernism, Pedagogy

Subjects:

• Education » Educational Foundations
• Philosophy » Philosophy (General)

Reviews:

• An interesting publication for educators and philosophers of education...
  —Philosophy in Review

• Endorsement From Colin Lankshear
  Professor of Education
  Queensland University of Technology: A superb achievement. This book provides a top class, thoroughly contemporary reading of Ludwig Wittgenstein's unsurpassed contribution to the western intellectual tradition. The authors draw on their impressive scholarship to explore Wittgenstein's works in relation to modern and postmodern currents and tensions by situating Wittgenstein in relation of other leading 19th and 20th century thinkers. The outcome for the reader is a truly enriched understanding on each of these dimensions.
• Endorsement From Richard Smith
  Senior Lecturer, University of Durham, England
  Editor, Journal of Philosophy of Education: This is a complex and rewarding book. Peters and Marshall draw discriminatingly on Wittgenstein scholarship to deepen our understanding of modernism, postmodernism, psychology and philosophy, and in particular of philosophy of education. They illuminate the connections between key figures such as Nietzsche, Wittgenstein and Freud. Through an astute analysis of the different ways in which philosophy itself constitutes a kind of pedagogy they open up new ground for philosophy of education to explore. Philosophy of education is much enriched by their research.
• Endorsement From D.C.Phllips
  Professor of Education and, by courtesy, of Philosophy
  Stanford University: Michael Peters and James Marshall lead the reader on a journey that will fascinate all who have an interest in the enigmatic figure of Ludwig Wittgenstein. Armed with an impressive range of scholarship, they start the journey with a comparison of Wittgenstein's works with those of figures who were receiving attention in his native fin de siecle Vienna--Nietzsche, Schopenhauer, Spengler, Freud, and a variety of composers and artists. Peters and Marshall make the case that the early Wittgenstein was modernist (their discussion of the Tractatus as "showing" rather than "saying", and the comparison with modernist art, is fruitful), while the later Wittgenstein was more postmodernist in spirit--an analysis that is strengthened by the interesting comparisons they make between his work and that of Lyotard, Foucault, and Rorty. The book culminated with a convincing account of Wittgenstein's later work as embodying a conception of philosophy as pedagogy.
• Endorsement From Paul Smeyers
  Professor of Education
  University of Leuven, Belgium: Truly educational, [this book] invites the reader to pause for a moment from a particular stance before being left to herself to make up her mind. The deliberate disturbance never becomes chaotic but gives just the kind of guidance one wants in a postmodern landscape: true to the Wittgensteinian spirit it fills in the context.

Table of Contents:

• Series Foreword
• Preface
• Introduction: Wittgenstein and 'After'
• Terry Eagleton: Wittgenstein as Philosophical Modernist (and Postmodernist)
• Nietzsche and Wittgenstein: Philosophers of the Future
• Schopenhauer and Wittgenstein: The References of "I"
• The Self: Wittgenstein, Nietzsche, Foucault
• Wittgenstein, Psychology, and Freud
• Wittgenstein, Freud, and Dreams: One Facon de Parler
• Metanarratives, Nihilism, and the End of Metaphysics: Wittgenstein and Lyotard
• Rorty, Wittgenstein, and Postmodernism: Neopragmatism and the Politics of the Ethnos
• Wittgenstein/Styles/Pedagogy (with Nick Bubules)
• Philosophy as Pedagogy (with Nick Burbules)
• Philosophy as Pedagogy: Wittgenstein's Styles of Thinking
• Prolegomena to a Pedagogy of Self
• Bibliography
• Index