Book Tip: Becoming a Reader: The Experience of Fiction from Childhood to Adulthood

by J.A. Appleyard

For the first time, I have selected a book that makes no mention of Wittgenstein. So, you may ask, "why feature it on a site titled Wittgenstein on Learning?" Well, the official subtitle of the site is a Wittgensteinian View of Language, Literacy and Learning. Something that is Wittgensteinian does not need to be by or about Wittgenstein and his writing. It just needs to be in the spirit of Wittgenstein. In this case, Appleyard writes a fascinating book that posits the argument that an individual's reading behaviours, interests and needs change as one grows from childhood to adulthood.

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Vision and Determination: Ideal Qualities for Every Teacher and Learner

"Each morning you have to break through the dead rubble afresh so as to reach the living warm seed." (Wittgenstein, Culture & Value)

Talk of best practices, teaching programs, cycles, and progressions can lull the casual observer into believing that programs on their own bring about result. A program's success is only as powerful as the vision and determination of the teacher delivering it and the learning engaging in it. We should not forget that learning is work, that skills and knowledge can and will be forgotten (if not reinforced), and that teachers and learners need to wake up each morning to ponder yesterday and reach for the "living warm seed" of today's and tomorrow's and the next day's learning. Schools (and other forums of learning) may be full of a great many activities (the 'rubble'), but teachers and learners must regularly return to the significance of all the activities (the 'warm living seed') that all the hard work is seeking to attain. 

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