Abstract
An underlying assumption of the foregoing discussion of teaching is that the Wittgensteinian doctrine that philosophy leaves everything as it is is not appropriate where practice, research and philosophy meet. What is needed at this juncture is not only clarity about a fuzzy concept, but reasons for making decisions about how to delimit the concept for use in these contexts. Philosophers must become theorists, arguing for a theoretical definition of teaching which will prove its usefulness by helping to explain what goes on in the domain under consideration by scientists and practitioners. To be adequate, such an analysis has to connect with the ordinary concept in consistent ways, but it must be rigorous and precise enough to help in the explanation of what is going on.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 1988 Kluwer Academic Publishers
About this chapter
Cite this chapter
MacMillan, C.J.B., Garrison, J.W. (1988). Erotetic Prospects. In: A Logical Theory of Teaching. Philosophy and Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-3067-4_10
Download citation
DOI: https://doi.org/10.1007/978-94-009-3067-4_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-7879-5
Online ISBN: 978-94-009-3067-4
eBook Packages: Springer Book Archive