ABSTRACT
In general, several scholars draw attention to the fact that the very idea of education is thrown into question by M. Heidegger’s critiques of instrumental thinking and what he calls humanism. L. Wittgenstein’s philosophy is no less complicated, complex and multifaceted than is Heidegger’s philosophy, and likewise there is no lack of possible and highly different educational implications. Throughout Wittgenstein’s work in philosophy, it seems important for him to be someone with something to say and to be able to explain what he means. The author highlights two different educational views which are based on Wittgenstein: training for self-responsibility and the method of deconstruction or grammatical investigation. Wittgenstein’s discussion of teaching, which brings about concept clarification, serves as a grammatical investigation. Grammatical investigation deals not with phenomena but with the possibility of phenomena, by examining our use of language.
