Abstract
Over the past two decades, there has been gathering interest in the second-person perspective. It has been applied in ethics , philosophy of language , epistemology , and studies of social cognition. One source of this approach is Strawson , and another is Davidson , but I suggest that the seeds lie in Wittgenstein . A significant benefit of this approach is that it offers a way of avoiding the sceptical difficulties that arise when we limit our explication of human cognition and interaction to first- and third-person perspectives. There has been little discussion of the significance of the second-person perspective for educational theory, and I hope to address that in this paper. I will do so by reflecting on Wittgenstein’s references to teaching , training , and learning in his later work, especially in his attack on mentalism and individualism. It can seem that Wittgenstein’s way of introducing pedagogical moments treats those practices as cases of disciplining or forming an other—a first-to-third person interaction . But I argue that these cases are examples of shared, cooperative, and normative activities into which the child or novice is being welcomed. I thus seek to show that in his mentions of pedagogy, Wittgenstein ought to be seen as invoking and insisting on a second-person relation.
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- 1.
Following convention, titles for Wittgenstein’s works are abbreviated (OC = On Certainty, PI = Philosophical Investigations, RFM = Remarks on the Foundations of Mathematics, Z = Zettel), with section (§) or page number (p.), with full citation and initials (e.g., RFM) in the References.
- 2.
The works most relevant are Remarks on the Foundations of Mathematics (RFM), Philosophical Investigations (PI), and On Certainty (OC).
- 3.
In fact, it would be easier to see Luntley’s position as a critique of Wittgenstein , a la Fodor and LePore (2007)—which is not to endorse their criticism of Brandom or Wittgenstein .
- 4.
Again, I set aside the question of whether this reflects an adequate reading of those passages and the point of those passages, or of the rule-following considerations.
- 5.
Chapter 7 of Williams’ 2007 book was originally published in 1994.
- 6.
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Simpson, D. (2017). Pedagogy and the Second Person. In: Peters, M., Stickney, J. (eds) A Companion to Wittgenstein on Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3136-6_30
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