Aplicaciones educativas de la obra de Ludwig Wittgenstein

Abstract

La obra de Ludwig Wittgenstein sugiere la necesidad de adoptar una perspectiva que supere ciertos presupuestos heredados de la Modernidad y más concretamente, del cartesianismo. Su forma de concebir el lenguaje y su rechazo a la introspección como método epistemológico infalible se aplican en este trabajo al campo de la educación y la pedagogía. A partir de una revisión bibliográfica que incluye fundamentalmente tanto obras de la etapa más madura de Wittgenstein como aquellas publicadas por autores que analizan su filosofía, daremos cuenta de ciertos aspectos básicos de la Modernidad y la Posmodernidad con objeto de encuadrar la obra de Wittgenstein y su envergadura. Seguidamente se presenta bajo la óptica wittgensteniana el análisis de ciertos aspectos de las prácticas educativas y de la propia concepción de educación para apuntar a los posibles beneficios que la aplicación de sus nociones puede tener en este campo. Así, atender a la especial relación lenguaje-conocimiento, dar cabida a modelos de comprensión no reduccionistas, desterrar las categorías universales en favor de lo contextual y situado, recuperar la praxis en virtud de superar la tendencia a la teorización y la necesidad de justificaciones o derrocar definitivamente el dualismo cartesiano mente- cuerpo se presentan, entre otros, como aspectos esenciales para el diseño de un sistema educativo que responda a las peculiaridades de la sociedad actual.

Ludwig Wittgenstein's work suggests the need to adopt a perspective that overcomes certain presuppositions inherited from Modernity and, more specifically, from Cartesianism. His way of conceiving language and his rejection of introspection as an infallible epistemological method are applied in this work to the field of education and pedagogy. Based on a bibliographical review that includes fundamentally both works from Wittgenstein's more mature stage and those published by authors who analyze his philosophy, we will give an account of certain basic aspects of Modernity and Postmodernity with the aim of framing Wittgenstein's work and its scope. The analysis of certain aspects of educational practices and of the very conception of education is then presented under the Wittgensteinian perspective, in order to point out the possible benefits that the application of his notions may have in this field. Thus, attending to the special relationship between language and knowledge, making room for non-reductionist models Ludwig Wittgenstein's work suggests the need to adopt a perspective that overcomes certain presuppositions inherited from Modernity and, more specifically, from Cartesianism. His way of conceiving language and his rejection of introspection as an infallible epistemological method are applied in this work to the field of education and pedagogy. Based on a bibliographical review that includes fundamentally both works from Wittgenstein's more mature stage and those published by authors who analyze his philosophy, we will give an account of certain basic aspects of Modernity and Postmodernity with the aim of framing Wittgenstein's work and its scope. The analysis of certain aspects of educational practices and of the very conception of education is then presented under the Wittgensteinian perspective, in order to point out the possible benefits that the application of his notions may have in this field. Thus, attending to the special relationship between language and knowledge, making room for non-reductionist models.