Analysis of the Wittgenstein teaching model based on tacit knowledge approach

Author
Mohsen Bohlooli Faskhoodi
Research Institute of Humanities and Cultural Studies
Abstract
Knowledge has two explicit and tacit parts. The field of teaching and learning is traditionally based on explicit knowledge teachings and emphasized the important role of propositional knowledge for the explicit and universal expression of knowledge. But tacit knowledge with the three main characteristics of inarticulate, breaking rules and context oriented are the exact opposite of explicit knowledge. On the other hand, Wittgenstein's attitude in the second half of his intellectual life about the functional role of language and its relation to human thought has had a very important impact on the views of the philosophy of education, especially the field of teaching and learning. Combining functional-language approach with tacit knowledge theory in teaching and learning has led to the formation of a model of teaching as tacit teaching which has different dimensions and applications than the previous approach. Wittgenstein's view of education and teaching experience is one of the most important components of this kind of teaching model. The purpose of this paper is to show the relationship between the main components of the teaching of implicit teaching and Wittgenstein's teachings in the philosophical investigation. To achieve this, the method of qualitative analysis with a linguistic analysis approach has been used to study Wittgenstein's works and the theories on tacit knowledge of the subject.
Keywords
Tacit knowledge
Tacit teaching
Inarticulate
Breaking rules
Contexualism
Burbules, N. C. (2008). Tacit teaching. Educational Philosophy and Theory, 40(5), 666–677.
Burbules, N. C. & Peters, M. (2001). Ludwig Wittgenstein: 1889-1951. In J. A. Palmer (Ed.), Fifty modern thinkers on education: From Piaget to the present day (pp. 15–23). London: Routledge.
Fitzgerald, M. (2004). Autism and creativity: Is there a link between autism in men and exceptional ability? New York: Routledge.
Hargrove, E. C. (1980). Wittgenstein, Bartley and the Glöckel school reform. Journal of the History of Philosophy, 18, 453–461.
King, J. (1984). Recollections of Wittgenstein. In R. Rhees (Ed.), Recollections of Wittgenstein (pp. 68–75). Oxford: Oxford University Press.
Kripke, S. (1982). The Wittgensteinian paradox. In Wittgenstein on rules and private language. An elementary exposition. Oxford: Basil Blackwell.
Li, H-L. (2004) Rethinking silencing silences, in: M. Boler (ed.), Troubling Speech, Disturbing Silence: The challenge of democratic dialogue in education (New York, Peter Lang), pp. 69–86.
Manen, M. (2015). The Tact of Teaching: Meaning of pedagogical Thoughtfulness. Routledge.
Nyíri, J. C. (1992). Tradition and individuality. Dordrecht: Kluwer.
Pascal, F. (1984). Wittgenstein: A personal memoir. In R. Rhees (Ed.), Recollections of Wittgenstein (pp. 12–49). Oxford: Oxford University Press.
Peters, M. (2012), Educational Research and Philosophy of Context, Journal of Educational Philosophy and Theory, 44(8), pp. 793-800.
Polanyi, M, (2009), The Tacit Dimension, University of Chicago Press.
Polanyi, M, (2013), The Study of Man, New York: Routledge.
Polanyi, M, (2015), Personal Knowledge Towards a Post-Critical Philosophy, The University of Chicago Press.
Polanyi, M. (1969). Knowing and being, edited by M. Grene, Chicago Press.
Savickey, B. (1999). Wittgenstein’s art of investigation. London: Routledge.
Savickey, B. (2017). Wittgenstein’s philosophy. In Viva-voce. M. A. Peters & J. Stickney (Eds.), A companion to Wittgenstein on education: Pedagogical investigations (Chap. 4). Singapore: Springer.
Schön, D.A. (1987). Educating the Reflective Practitioner – Toward a New Design for Teaching and Learning in the Professions. London: Jossey Bass.
Shim, H. & Roth, G. L. (2006). Expert professors and sharing tacit knowledge with mentees. In M. Ismail, A. Osman Gani, S. Ahmad, A. Abdullah, I. Ismail, & J. Othman (Eds.) Human Resource Development in Asia: Thriving on dynamism and change (pp. 492- 500).
Smeyers & Burbules. (2006), Education as Imitation into practices, Educational theory, 54(4), pp. 439-449.
Wittgenstein, L. (1980). Remarks on the philosophy of psychology (Vol. 2, G. E. M. Anscombe, Ed. G. H. von Wright, Trans). Oxford: Basil Blackwell.
Wittgenstein, L. (1998). Culture and value. New York: John Wiley & Sons.
Wittgenstein, L. (1991). Remarks on the Foundations of Mathematics, third edition. Blackwell Publishers.
Wittgenstein, L. (2007). Zettel, University of California press.