chapter  2
18 Pages

Wittgenstein on grammar and analytic philosophy of education

I In arguing for their philosophical methodology, analytic philosophers of education, like Peters (1970), Gribble (1969), and Soltis (1968), often refer to their indebtedness to the later work of Wittgenstein. In a paper in which he discusses the contribution of Wittgenstein’s thought to the development of analytic philosophy of education, Green maintains that it is not possible to understand the ‘logical and psychological dispositions and trends’ of recent educational philosophy without reference to Wittgenstein’s later thought (Green 1977, 1). He argues that, either overtly or implicitly, the analytic trend in philosophy of education has been influenced, to a large measure, by Wittgenstein’s persuasive suggestion that philosophers should see their task as being concerned with the analysis of ordinary language.