Titlebook: A Companion to Wittgenstein on Education; Pedagogical Investig Michael A. Peters,Jeff Stickney Book 2017 Springer Nature Singapore Pte Ltd.

Aphorism

https://doi.org/10.1007/978-3-540-32870-4’s notebooks, his biographical relationships with others, and the journey toward, across, and away from the physical terrain around the hut. I try to recover the connection between the two central injunctions of a philosophical life: the Delphic maxim that we should know ourselves, and the Socratic

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HEDGE

迁移

From Time Petri Nets to Timed Automata function in language, and that Wittgenstein relies on metaphors to explain some of his most basic ideas. Many of these metaphors refer to tools, and this indicates a growing pragmatism in his view of language. Finally, these metaphorical accounts highlight the central role of learning in his later

BUMP

From Time Petri Nets to Timed Automatang or use of aesthetic words needs to be understood in the context of ways of living. The centrality of imagination, however, becomes clear later in . (PI) and . (OC); indeed, Wittgenstein’s method depends on imagination. For Wittgenstein, imagination is not limited to the arts, and the later sectio

Orchiectomy

From Time Petri Nets to Timed Automataointed style of his Cambridge Lectures, Wittgenstein returns to the techniques he employed while teaching elementary school. . (PI) trains the reader as a math class trains a student—‘by means of . and by .’ (§208). Its numbered passages, carefully arranged, provide a series of demonstrations and pr

echnic

勤劳

https://doi.org/10.1007/978-3-540-32870-4this is considered in relation to more deductive and inductive forms of reasoning, unduly constrained notions of what it is to follow a rule, and ideas of defining characteristics and identity. The implications of contextualist views are examined, as well as the consequences of the application of th

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Gourmet