ABSTRACT
In this chapter, the author maintains that Wittgenstein’s work may be given, broadly speaking, a cultural and literary reading which focuses upon his styles. Such a reading legitimates both the importance of Wittgenstein – the person – and the significance of his (auto)biography in a way that analytic philosophers might find hard to accept. There are, at least, three ways, which might demonstrate more robustly the pedagogical styles of his thinking. First, one may seek to investigate historically and (auto)biographically the connections between Wittgenstein’s styles of teaching philosophy, relying on accounts and reminiscences of his former students, and his styles of thinking. Second, one can also investigate historically accounts of his experiences as a primary and secondary school teacher in Austria during the crucial period of 1919 to 1929, and the influences upon his thinking during this period. Third, one can look directly at his writings to observe and document these effects on style.
