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<p>How can Wittgenstein best be taken up and used in science pedagogy? This article engages with Renia Gasparatou’s 2019 CSSE forum response as a way to enrich ongoing discussion connecting Wittgenstein’s thought to science education. With reference to Gasparatou’s “quasi-Wittgensteinian” analysis, we reflect on some key Wittgensteinian notions: grammatical investigation, family resemblance, language-games, and rules. Our intent is to bring out more fully the radical nature of Wittgenstein’s philosophy of language. Our position is that accounts of science education more firmly attached to serious readings of Wittgenstein’s texts invites science educators to develop richer perspectives which <i>center</i> language and grammatical investigation.</p>

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Furthering the conversation: Wittgenstein, Gasparatou, philosophy of language, and science education

  • 期刊论文

  • 发表日期：

    2025年1月3日

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  • Sam Gardner,
  • Steve Alsop

摘要

How can Wittgenstein best be taken up and used in science pedagogy? This article engages with Renia Gasparatou’s 2019 CSSE forum response as a way to enrich ongoing discussion connecting Wittgenstein’s thought to science education. With reference to Gasparatou’s “quasi-Wittgensteinian” analysis, we reflect on some key Wittgensteinian notions: grammatical investigation, family resemblance, language-games, and rules. Our intent is to bring out more fully the radical nature of Wittgenstein’s philosophy of language. Our position is that accounts of science education more firmly attached to serious readings of Wittgenstein’s texts invites science educators to develop richer perspectives which center language and grammatical investigation.