Tacit Teaching
Datos Bibliográficos
| ID | 8858752 |
|---|---|
| Autores | Nicholas C Burbules (0000-0003-4956-5590, University of Illinois Urbana-Champaign, autor de correspondencia) |
| Año | 2008 |
| Volumen | 40 |
| Número | 5 |
| Páginas | 666-677 |
| Fecha de publicación | 2008-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Educational Philosophy and Theory (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2008.00453.x |
| OpenAlex | W4233387209 |
| Idioma | EN |
| Citas recibidas | 10 |
| Referencias citadas | 6 |
This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill‐structured domains as well
Context (archaeology · Critical thinking · Epistemology · Mathematics education · Pedagogy · Sociology · Tacit knowledge · Teaching method · Innovative Education and Learning Practices · Philosophy · Psychology · Reflective Practices in Education · Wittgensteinian philosophy and applications
An Anatomy of Obviousness
The Cambridge History of Philosophy, 1945–2015
Feeling rules and emotion work in geomorphology fieldwork
Exploiter la vidéo dans les dispositifs de formation des enseignants novices
The illusion of teaching and learning
Validating Teacher Performativity through Lifelong School-University Collaboration
The Teacher as Guide
Wittgenstein and Stage-Setting
Knowledge from Testimony
Critical Thinking as a Normative Practice in Life
| Obras citantes distintas | 10 |
|---|---|
| Citas por año | 0,63 |
| Intervalo de citas | 2010 - 2026 (17) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |