Things have sure been busy on Wittgenstein-On-Learning.Com. We are rapidly attempting to add all the notes to the topics section of the site. Once complete, it will free up time to explore the ideas more clearly in possible essays or presentations. In the meantime, here are the 10 sections that have been updated in the past week.
“We acquire our linguistic capacities and our ability to participate in human life rather by imitation and habituation, by drill and practice … [in] such simple things as learning to direct our attention, practicing the voicing of sounds so uttering them becomes easy, establishing associations between words and objects, etc.” (Sluga, 2011, pg 107)
It is a marvel that speakers and readers can find meaning almost effortlessly in stimulus that would appear senseless to someone not familiar with a particular language or who is illiterate in that particular language. How is it that we come to adopt a way of seeing, and how is it that something that was once difficult to master has become second nature?
'Our experimental study proved that it is the functional use of the word, or any other sign, as means of focusing one's attention, selecting distinctive features and analyzing and synthesizing them, that plays a central role in concept formation... Words and other signs are those means that direct our mental operations, control their course, and channel them toward the solution to the problem confronting us' (Vygotsky, 1986, pp.106-7).
“[Sentences] promise nothing less than lessons and practice in the organisation of the world. That is what language does: organise the world into manageable, and in some sense artificial, units that can then be inhabited and manipulated. If you can write a sentence in which actors, actions and objects are related to one another in time, space, mood, desires, fears, causes, and effects, and if your specification of those relationships is delineated with a precision that communicates itself to your intended reader, you can by extrapolation and expansion, write anything. (Fish, 2011, pg 7 - 8)
“Mathematics is grounded, as it were, both in the biological and in the social. The rules of calculating and so on, established by human beings like ourselves with certain biological capabilities and limitations, are appealed to in judging the correctness of particular calculations and inferences.” (Phillips, 1979, pg 134 - 135)
“As every teacher knows, emotional engagement is the tipping point between leaping into the reading life ... An enormously important influence on the development of comprehension in childhood is what happens after we remember, predict, and infer: we feel, we identify, and in the the process we understand more fully and can’t wait to turn the page. The child ... often needs heartfelt encouragement from teachers, tutors and parents to make a stab at more difficult reading material.” (Wolf, 2008, p 132)
“Murdoch wrote, “Re-thinking one’s past is a constant responsibility”: it should be constant because of new light shed by the ongoing recontextualisation of our past deeds, words, and thoughts ... And that ongoing work-in-progress then becomes a picture we come to resemble, in that it determines which experiences are salient and which are not, thus shaping, at least partially, our subsequent choices in response to the picture, the unfolding narrative.” (Hagberg, 2010, pg 118 - 119).