Heeding Grammar and Language-games: Continuing Conversations with Wittgenstein and Roth

Authors

  • Sam Gardner York University
  • Steve Alsop York University

DOI:

https://doi.org/10.7146/ocps.v21i1.115201

Keywords:

Roth, Wittgenstein, language-games, understanding, meaning, learning, science education

Abstract

This paper continues a conversation about Wittgenstein’s picture of language and meaning and its potential applications for educational theorising. It takes the form of a response to Wolff-Michael Roth’s earlier paper “Heeding Wittgenstein on “understanding” and “meaning”: A pragmatist and concrete human psychological approach in/for education,” in which Roth problematizes the use of the terms “understanding” and “meaning” in education discourse and proposes their abandonment. Whilst we agree with Roth about a series of central points, at the same time we maintain that he has taken his argument in directions antithetical to our reading of Wittgenstein’s work. We offer four points of departure, exploring themes of: (i) appropriate questioning; (ii) eliminativism; (iii) language-games and grammar; and (iv) productivity, explanation, and a science of learning. We conclude by discussing ways consistent with Wittgenstein’s thought to go on in thinking about education.

Author Biography

Steve Alsop, York University

Faculty of Education; Professor

References

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Masked cyclist in empty Times Sq during Covid19 quarantine in New York, Photo by Alcir N. Silva

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Published

2020-04-23

How to Cite

Gardner, S., & Alsop, S. (2020). Heeding Grammar and Language-games: Continuing Conversations with Wittgenstein and Roth. Outlines. Critical Practice Studies, 21(1), 34–48. https://doi.org/10.7146/ocps.v21i1.115201

Issue

Vol. 21 No. 1 (2020)

Section

Articles

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