The Necessity for Particularity in Education and Child-Rearing

The moral issue

Bibliographic Data

ID11952287
AuthorsPaul Smeyers (0000-0001-5427-8014, corresponding author)
Year1992
Volume26
Issue1
Pages63-73
Publication date1992-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1111/j.1467-9752.1992.tb00265.x
OpenAlexW2069525868
LanguageEN
Citations received8
References cited9

The justification debate has always been a major issue within philosophy of education. In this study Wittgensteinian interpretation of this matter is offered. It is argued that in using his framework justification itself has to be thought of differently, i.e. as making explicit the bedrock of the form of life the educator finds him or herself in. But Wittgenstein's insights highlight too the particularity of the ethical and therefore also of the educational situation. The paper argues that educators cannot but take a stance, cannot but act in accordance with what appeals to them in the midst of the irreconcilable desires of others. It is therefore considered that the demand for particularity reveals itself here as a demand for authenticity

Child rearing · Developmental psychology · Environmental ethics · Epistemology · Higher education · Moral development · Moral education · Pedagogy · Philosophy of education · Political science · Sociology · Law · Philosophy · Philosophy, Ethics, and Existentialism · Psychology · Religious Education and Schools · Social Psychology · Wittgensteinian philosophy and applications

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