“Our philosophical experience now, finding ourselves here, necessitates taking up philosophically the question of practice.” (Cavell, 1989)
I am proposing that if we are to seek an understanding of the grand values and beliefs of an individual, community or culture, we must first seek to observe/describe/reflect upon the very ordinary, everyday and cyclical practices that come to constitute the entity’s form(s) of life. For Stanley Cavell, “[In Wittgenstein], I seemed to find what I could recognise as this space of investigation, in [his] working out of the problematic of the day, the everyday, the near, the low, the common, in conjunction with what [we can] call speaking of necessaries, and speaking with necessity.” (Cavell, 1989) The practicalities of one’s existence “takes place around the aspects of daily life, the ordinary and the everyday events of eating, talking, queuing, exchanging pleasantries, greeting people of different age, sex, and gender, drinking, sleeping, dressing, washing, and so on.” (Peters, 2010a, pg 28).
With the above introduction, I launch again into “Why Do We Do What We Do”. In today’s entry, I aim to touch upon the conditions under which given practices flourish. Any given practice - let’s say, brushing one’s teeth - is optimally accompanied by a whole raft of practices along with concepts, knowledge and narratives that justify the practice. In this picture, full participation in the practice of - as stated, brushing one’s teeth - is contingent on understanding the significance of the act within a community that values and engages fruitfully in the practice. And young children are often brought into such activities. Over time the children gain a fuller understanding of the significance of each activity as part of a network of activities that make up - in this case - hygienic practices. Wittgenstein considered the process in terms of training into the application of particular rules that underlie the cultural acts, “I cannot describe how (in general) to employ rules, except by teaching you, training you to employ rules.” (Zettel #318) Therefore, “every instance of the use … is the culmination of a process of socialisation ... Training differs from explanation in that - at least among children - it is largely non-verbal and it is aimed at producing certain actions.” (Phillips, 1979, pg 126).Read More