Wittgenstein's Children: Some Implications for Teaching and Otherness

Wittgenstein's children: some inspiration for education and other aspects: Later Wittgenstein used the children in a philosophical debate on the traditional language view. Explaining how they learn languages ​​is one of his philosophical ways to free philosophers from their view and to allow them to see the world in various ways . The purpose of this paper is to explore what kind of child characteristics he uses in the discussion and to show how we read Wittgenstein in education.

The first two arguments - a practical attitude towards opportunistic linguistic possibilities and meanings - have a direct impact on psychology subject research. In philosophical research, Wittgenstein repeatedly attempts to assume that we refer to internal state when we refer to our "beliefs", "hope", "emotions", "attitudes" It was. He thinks the grammar of these terms is misleading. Wittgenstein encourages us to carefully study the use of these spiritual vocabularies. For example, you may use "believe" to perform certain actions. When saying "I think it will rain tomorrow", the use of "belief" does not mean that the belief structure was activated by recognition, but to some extent there is a possibility of rain tomorrow I will.

Regarding the meaning of moral philosophy after Wittgenstein, people say very few. Here I argue that the recent resurgence of American ethics, represented by writers' works such as Rosalind Hurst House, has found a lot of inspiration in the thought after Wittgenstein. Firstly, in the critical tradition of virtue ethics, traditional ethical theory, secondly to establish a broad "anti-theoretic" position, indeed the criticism of recent virtue ethics can be mentioned by Witt . Genstein was criticized. I would like to establish the conclusion that virtue ethics must carefully consider Wittgenstein's thinking and structure itself in order to make itself a viable alternative.