후기 비트겐슈타인의 교육학적 전환: 교수학습의 암묵적 측면으로서의 세계상
The Pedagogical Turn in Later Wittgenstein: World-picture as an Implicit Aspects of Teaching and Learning
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The Pedagogical Turn in Later Wittgenstein: World-picture as an Implicit Aspects of Teaching and Learning Yoon, Jae Hun The aim of this paper is to reveal the pedagogical implications of the ‘pedagogical turn’ in Wittgenstein’s later philosophy. Wittgenstein’s later philosophy is characterized by an exploration of teaching and learning. C. J. B. Macmillan describes this shift as a ‘pedagogical turn’. The reason that why Wittgenstein’s turn is a pedagogical turn is that it reveals the inheritance of the world-ficture. The world-ficture is the background of human life, the logical foundation of human thought and action. It is not transmitted directly by language, but rather is embedded in language and action. In other words, it is an implicit aspect of teaching and learning that cannot be expressed in explicit language. It is differ from ‘hidden curriculum’ and ‘tacit knowledge’ in that it refers to the tacit aspects of teaching and learning. And anyone who wants to understand human beings has to accept the implicit aspect of teaching and learning, which is the inheritance of the world-ficture.
Abstract
The Pedagogical Turn in Later Wittgenstein: World-picture as an Implicit Aspects of Teaching and Learning Yoon, Jae Hun The aim of this paper is to reveal the pedagogical implications of the ‘pedagogical turn’ in Wittgenstein’s later philosophy. Wittgenstein’s later philosophy is characterized by an exploration of teaching and learning. C. J. B. Macmillan describes this shift as a ‘pedagogical turn’. The reason that why Wittgenstein’s turn is a pedagogical turn is that it reveals the inheritance of the world-ficture. The world-ficture is the background of human life, the logical foundation of human thought and action. It is not transmitted directly by language, but rather is embedded in language and action. In other words, it is an implicit aspect of teaching and learning that cannot be expressed in explicit language. It is differ from ‘hidden curriculum’ and ‘tacit knowledge’ in that it refers to the tacit aspects of teaching and learning. And anyone who wants to understand human beings has to accept the implicit aspect of teaching and learning, which is the inheritance of the world-ficture.
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