INTERACTIVE: Quotes of Ludwig Wittgenstein

The following interactive provides a collection of quotes from four key Wittgenstein texts: the Tractatus Logico-Philosophicus, Philosophical Investigation, Culture & Value and On Certainty. We have selected quotes that relate directly to perspectives on language, literacy and learning. Click on the squares to explore the collections.

As an experiment, I have provide a way that you can try and embed the interactive on your own site. Please note that I cannot guarantee that the embed will work, nor can I provide any technical support if it doesn't quite work.

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What is Wittgenstein really referring to with language games?

 "The language-game sustains all knowledge without being knowledge itself."

This quote sheds some light on Wittgenstein's concept of language games. A language game is not the content of a message but the form, custom or tradition of language use (or language practice) in which the utterance takes place.

For instance, prayer may be a language game even though each individual prayer is distinct and will have its own intention and message to unravel.

“Following a rule, making a report, giving an order, and so on, are customs, uses, practices or institutions.” (Phillips, 1977, p 36)

It is the practice of prayer, of storytelling, of meditation, of artistic representation, of lectures that provide a forum for the particular instances to make sense.

That is where I will leave this thought .... 

Book Tip: Wittgenstein's Tractatus: An Introduction

By Alfred Nordmann

In these past two weeks, readers of the journal may have discovered that I have a certain "soft spot" for the Tractatus Logico-Philosophicus, even if it is a flawed masterpiece. I enjoy the fact that Wittgenstein seeks to explore how spoken and written language can express anything at all. There is a certain compelling fascination or amazement in the ability of language to convey observations and thoughts. As far as introductions go, there are quite a number of books on the Tractatus, and I cannot claim to have scoured through the catalogue of available options. I have read a few, though. I do enjoy Alfred Nordmann's introduction.

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Why Wittgenstein? Why not simply a site about literacy and learning?

Why did I create a website about Wittgenstein and learning? Wouldn't it have been smarter to create a direct site about language, literacy, numeracy and learning? And refer to curriculum outcomes rather than a philosopher's axioms? Clearly, a more general site would allow for more flexibility. I must admit that Wittgenstein's philosophy can appear obscure at the best of times. That said, I don't feel it will take too much time to explain myself, and I will do so in reference to three of the major texts.

As a result, we gain insights into three dimensions of language: language as structure and form; language as diverse practices; language used to convey knowledge. In each of these perspectives, both communities and individuals must use their imaginative and cognitive capacities to use, deploy and think through language in the great hurly burly of life.

"Doesn’t understanding start with a proposition, with a whole proposition? Can you understand half a proposition?" (Wittgenstein, Philosophical Grammar)

The above applies to all three dimensions. Understanding comes from a full command of the forms, uses and knowledge inherent in our utterances.

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Book Tip: Showing and Doing: Wittgenstein as a Pedagogical Philosopher

By Nicholas C. Burbles, Paul Smeyers, and Michael A. Peters.

Burbles, Smeyers and Peters have collected an excellent series of essays which are directly applicable to an educational perspective of Wittgenstein's philosophy. The premise of the book "Showing and Doing" reflects the ways in which individuals are brought into knowledge and practices, including technical as well as ethical domains. The book's chapters probe cognitive aspects of learning (e.g. imagination and concept-constructing) as well as social factors (e.g. communities of practice and apprenticeships).

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A Perspective on the Development of Language & Literacy

 The following is a republication of the website's front page as a blog entry. As a blog entry, the discussion presents a synthesis of the author's thoughts on Wittgenstein, language, literacy and learning …. 

“Working in philosophy - like work in architecture in many respects - is really more a working on oneself. On one’s interpretations. On one’s way of seeing things.” — Wittgenstein, Culture & Value

With the above quote in mind, it seemed fitting to establish an online space dedicated to  "Wittgensteinian" commentary on language, literacy and learning. What then is commentary that is particularly Wittgensteinian? It is commentary that is in the spirit of the philosophy of Ludwig Wittgenstein. However, for many (most) visitors, that description may not be particularly helpful at all.

Wittgensteinian commentary emphasises a becoming-ness,  for want of a better term.  We become speakers of language. Webecome readers and writers. We become parties in conversations. We become participants and practitioners. We become knowers and connectors. We become members of communities. We become  these things given that we have access to the right conditions and opportunities.

 

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