Luntley, Michael, 1953-. (2008) Training and learning. Educational Philosophy and Theory, Vol.40 (No.5). pp. 695-711. ISSN 1469-5812

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Abstract

Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in ‘Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley’takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about how we should handle the translation of Arbrichtung and arbrichten. I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > B Philosophy (General) L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Philosophy
Library of Congress Subject Headings (LCSH):	Training -- Philosophy, Learning -- Philosophy, Education -- Philosophy, Wittgenstein, Ludwig, 1889-1951 -- Criticism and interpretation, Rationalism, Reason
Journal or Publication Title:	Educational Philosophy and Theory
Publisher:	Wiley-Blackwell Publishing Ltd.
ISSN:	1469-5812
Date:	2008
Volume:	Vol.40
Number:	No.5
Page Range:	pp. 695-711
Identification Number:	10.1111/j.1469-5812.2008.00463.x
Status:	Peer Reviewed
Publication Status:	Published
References:	Baker, G. P. & Hacker, P. M. S. (1980) Wittgenstein: Understanding and meaning (Oxford, Blackwell). Campbell, J. (2002) Reference and Consciousness (Oxford, Clarendon Press). Cowie, F. (1999) What’s Within?: Nativism reconsidered (New York, Oxford University Press). Fodor, J. (1975) The Language of Thought (Cambridge, MA, Harvard University Press). Fodor, J. (2001) Doing Without What’s Within: Fiona Cowie’s critique of nativism, Mind, 110, pp. 99–148. Fodor, J. & Lepore, E. (2007) Brandom Beleaguered, Philosophy and Phenomenological Research, LXXIV, pp. 677–691. Green, T. (1968) Topology of the Teaching Concept, in: C.J.B. Macmillan & T.W. Neson (eds), Concepts of Teaching (New York, Rand McNally), pp. 28–62. Huemer, W. (2006) The Transition from Causes to Norms: Wittgenstein on training, Grazer Philosophische Studien, 71, pp. 205–225. Luntley, M. (2007) Learning, Empowerment and Judgement, Educational Philosophy and Theory, 39:4, pp. 418–431. Luntley, M. (2008a) Conceptual Development and the Paradox of Learning, Journal of Philosophy of Education, 42, pp. 1–14. Luntley, M. (2008b) On the Teaching and Learning of Words, in: D. Levy & E. Zamuner (eds) Wittgenstein’s Enduring Arguments (London and Boston, Routledge) (forthcoming). Luntley, M. (2008/9) What’s Doing? Activity, Naming and Wittgenstein’s Response to Augustine, in: A. Ahmed (ed.), Cambridge Companion to Philosophical Investigations (Cambridge, Cambridge University Press) (forthcoming). Medina, J. (2002) The Unity of Wittgenstein’s Philosophy (Albany, State University of New York Press). Medina, J. (2006) Speaking from Elsewhere: A new contextualist perspective on meaning, identity and discursive agency (Albany, State University of New York Press). Pears, D. (2006) Paradox and Platitude in Wittgenstein’s Philosophy (Oxford, Clarendon Press). Stern, D. (2004) Wittgenstein’s Philosophical Investigations (Cambridge, Cambridge University Press). Stickney, J. (2008) Training and Mastery of Techniques in Wittgenstein’s Later Philosophy: A response to Michael Luntley, Educational Philosophy and Theory, in press. Williams, M. (1999) Wittgenstein, Mind and Meaning: Towards a social conception of mind (London & New York, Routledge).
URI:	http://wrap.warwick.ac.uk/id/eprint/41009

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