哲学之为教育——后期维特根斯坦论哲学与教育

Philosophy as Education—The Later Wittgenstein on Philosophy and Education

教育哲学的发展和哲学流派的发展密切相关。20世纪下半叶以来,随着哲学主流让位于分析哲学,教育哲学也由此发展出分析教育哲学。维特根斯坦作为对分析哲学具有强烈影响的哲学家,其后期哲学观点也促成了教育观念的革新。首先,他的后期哲学转向的动因与其作为教师的经历相关,他的哲学被视为现代性个体自我追寻的教育手段,哲学治疗的目的是重塑自我;其次,《哲学研究》中的关键概念——语言游戏、遵从规则以及生活形式都展示出他的儿童教学的实践;再次,新的哲学观反映出,教育实践应植根于所处的生活形式,促成新的生活方式的重建。进而,在后期维特根斯坦的哲学和教育之间,形成了双向互动的关系。

Generally speaking,the development of educational Philosophy is close to schools of philosophy. Since the second half of the 20th century, philosophy of education develops analytic educational philosophy along with the mainstream of philosophy. Wittgenstein as a philosopher has a strong influence on analytical philosophy,his later philosophical views also contribute to the innovation of education concept. First of all,the cause of his later philosophy is relate to his experiences as a teacher and regarded as education means to pursue individual self in modernity. Meanwhile,his philosophical therapeutic is a process of reshaping self. Secondly,the key concepts in philosophical investigation,language games,following a rule and a form of life show his children teaching practice;thirdly, the new philosophical ideas, in turn, shows the education practice should be rooted in the form of life to reconstruct a new way of life.Thus,between the later wittgenstein＇s philosophy and education,it forms a bidirectional interaction relation.