The purpose of this paper is to clarify the pedagogical meaning of Wittgenstein's language theory. To this end, the attempt was made in this paper to arrive at a correct understanding of the language game, and from there to interpret the language game as an educational theory. The following points are raised :
In the first section, in order to facilitate the attempt of interpreting the language game as an educational theory, the life of Wittgenstein is summarized under the aspect of education.
The second section clarifies how Wittgenstein himself understood the meaning of the 'language game' when he intrduced it. The language game refers to ordinary verbal activity in real life and in this context initial language activity is described as language game.
The third section explains what kind of problems Wittgenstein wanted to attack with his 'language game'. The aim was to criticize the tendency of connecting the verbal image of the equivalence theory, particularly in regard to the meaning of words, with a psychological element.
In the fourth section the problem of 'understanding' and 'knowledge' in the developing of the education language game is raised. It turns out that these are not to be reduced to substantial phenomena but to be understood out of the situation of the language game as the use of words, and it turns out also that the knowledge through such use of words as such is not justified but nevertheless forms valid knowledge. This interpretation was established as the pedagogical meaning of the language game theory.
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