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  1. Studies in Philosophy and Education
  2. Studies in Philosophy and Education : Volume 26
  3. Studies in Philosophy and Education : Volume 26, Issue 1, January 2007
  4. Philosophy and language learning
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Studies in Philosophy and Education : Volume 36
Studies in Philosophy and Education : Volume 35
Studies in Philosophy and Education : Volume 34
Studies in Philosophy and Education : Volume 33
Studies in Philosophy and Education : Volume 32
Studies in Philosophy and Education : Volume 31
Studies in Philosophy and Education : Volume 30
Studies in Philosophy and Education : Volume 29
Studies in Philosophy and Education : Volume 28
Studies in Philosophy and Education : Volume 27
Studies in Philosophy and Education : Volume 26
Studies in Philosophy and Education : Volume 26, Issue 6, November 2007
Studies in Philosophy and Education : Volume 26, Issue 5, September 2007
Studies in Philosophy and Education : Volume 26, Issue 4, July 2007
Studies in Philosophy and Education : Volume 26, Issue 3, May 2007
Studies in Philosophy and Education : Volume 26, Issue 2, March 2007
Studies in Philosophy and Education : Volume 26, Issue 1, January 2007
Biotechnology, ethics and education
Cognitive contours: recent work on cross-cultural psychology and its relevance for education
Philosophy and language learning
A review of James D. Marshall (ed.): Poststructuralism, Philosophy, Pedagogy, Kluwer Academic, Dordrecht, 2004
Lacking lack: a reply to Joldersma
Studies in Philosophy and Education : Volume 25
Studies in Philosophy and Education : Volume 24
Studies in Philosophy and Education : Volume 23
Studies in Philosophy and Education : Volume 22
Studies in Philosophy and Education : Volume 21
Studies in Philosophy and Education : Volume 20
Studies in Philosophy and Education : Volume 19
Studies in Philosophy and Education : Volume 18
Studies in Philosophy and Education : Volume 17
Studies in Philosophy and Education : Volume 16

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Philosophy and language learning

Content Provider Springer Nature Link
Author Bøyum, Steinar
Copyright Year 2006
Abstract In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke’s famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by investigating what characteristically happens to our view of language learning when we do philosophy. The focus throughout is on the relation between the individual (the learning child) and the community (usually represented by the parents), and how that relation is deformed when we operate with a certain philosophical notion of ground.
Starting Page 43
Ending Page 56
Page Count 14
File Format PDF
ISSN 00393746
Journal Studies in Philosophy and Education
Volume Number 26
Issue Number 1
e-ISSN 1573191X
Language English
Publisher Springer Netherlands
Publisher Date 2006-08-31
Publisher Place Dordrecht
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Language Learning Children Kripke Cavell Wittgenstein Education (general) Assessment, Testing and Evaluation Philosophy of Education
Content Type Text
Resource Type Article
Subject Philosophy Education
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