Constructive Skepticism and Educating a Critical Mind: a Reflection on the Later Wittgenstein’s Thought

Document Type : پژوهشی

Authors

• kamal nosrati heshi ¹
• Hassanali Bakhtiyar Nasrabadi ¹
• Khosrow Bagheri Noaparast ²
• somayyeh radmard ³

¹ university of isfahan

² university of tehran

³ istanbul aydin university

10.22067/fedu.v7i1.65296

Abstract

The purpose of research is to investigate the components of constructive skepticism in later writings of Wittgenstein and its implications on the development of critical mind. This research conducted analytical and interpretive approach. Results revealed that the critical mind must have a constructive skepticism which is determined based on reasons. The effect of doubt must amount to something and can be seen on the behavior and practice of the critical mind. In order to have constructive doubt, it must have mastered the language games of doubt. In addition, since the governing rules in the forms of life are not universal, it is necessary for the critical mind to examine affairs according to the ruling beliefs in the language games of each domain. Moreover, the critical mind, in the critique of affairs, cannot simultaneously challenge all his beliefs, because the doubt still requires grounds, but instead he can doubt on each of his beliefs. Finally, in order to educate the critical minds, interactive spaces instead of conservative ones should be more flexible and provide opportunities for learners to participate in a learning community and gain experience within the being fostered community in order to achieve world-picture.

Keywords

• The later Wittgenstein
• constructive skepticism
• critical minds

---

References

Amini, M., Madani, A. & Asgarzadeh, Z. (2014). A study of engineering students’ critical thinking skills, Iranian journal of engineering education, 16(63) 39-59. (In Persian)

Asgariyazdi, A. (2014). Critique on the Wittgenstein’s doctrine of Language Games, Journal of Philosophy of Religion, 10(4), 121-136. (In Persian)

Burbules, N, C. (2005). Learning and the Limits of Doubt, In K. Howe (ed.), Philosophy of Education (Philosophy of Education Society), 308–310. http://ojs.ed.uiuc.edu/index.php/pes/article/view/1638

Cristiane M, C, G. (2016). Teaching critical thinking: The struggle against dogmatism, Educational Philosophy and Theory, 1-9. http://www.tandfonline.com/doi/abs/10.1080/00131857.2016.1168731

Fann, K, T. (2002). Wittgenstein's Conception of Philosophy, (K. Garaghozli, Trans), Tehran: Markaz. (In Persian)

Gary, K. (2011). Critical thoughts about critical thinking, Theoretical Issues in Ergonomics Science, 12(3), 210-224, DOI: 10.1080/1464536X.2011.564485

Hacker, P, M, S. (2008). Insight and Illusion: Themes in the Philosophy of Wittgenstein, Oxford: Clarendon Press.

Hojjat, M. (2012). Believing with no reason, thinking about On Certainty of Wittgenstein, Tehran: Hermes. (In Persian)

Kenny, A. (2013). Wittgenstein, (M. R. Asmakhani, Trans), Tehran: Ghoghnos. (In Persian)

Kenny, S, S, H. (2011). Critical Thinking as a Normative Practice in Life: A Wittgensteinian Groundwork. Educational Philosophy and Theory, 43(10) 1061-1087.

Klagge, J, C. (2015). Wittgenstein in Exile, (E. Sanaei Ardekani, Trans), Tehran: Qoqnoos Publication (In Persian)

Karimi, S. & Sharif, M. (2014). Investigating the most important requirement of cooperative teaching from the professors' and students' standpoint in postgraduate education of the University of Isfahan. New Educational Approaches, 19(1) 107-142. (In Persian)

Neyestani, M, R. (2016). Ma Dar Baran Khahim Mand: Naghde Hale Ashabe Danesh , Isfahan: Yaremana. (In Persian)

Naderlew, B. (2012). Wittgenstein's Theory of Language Games: A Postmodern Philosophical Viewpoint of Language, Qarbshenasi-ye Bonyadi, 1, 87-100. (In Persian)

Peters, M, A. Burbules, N. & Smeyers, P. (2008). Showing and Doing: Wittgenstein as a Pedagogical Philosopher, Publisher: Routledge.

Polly R, P. (2014). Creating a Critical Thinker, College Teaching, 62(3) 86-93, DOI: 10.1080/87567555.2014.896775

Stroll, A. (2004). Twentieth-Century Analytic Philosophy, (F. Fatemi, Trans), Tehran: Nashr-i Markaz Publisher. (In Persian)

Smeyers, P. & Marshall, J. D. (1995). Philosophy and Education: Accepting Wittgenstein's Challenge, Boston: Kluwer Academic Publishers.

Shrepour, M. & Soleimani, M. (2012). Challenges Facing the Teaching of Social Sciences in Iran, Sociology education journal, 1(1) 131-157. (In Persian)

Tajarod, A., Fazel, A. & Ghasemi, F. (2014). The Effects of Creative and Critical Thinking Skills on Psychological Well-Being of High School Students in Jahrom, journal of Tafakor VA Kodak, 5(9) 21-37 (in Persian)

Topping K, J. & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10–12 years, British Journal of Educational Psychology, 77(2) 271–288.

Van Gelder, T. (2005). Teaching Critical Thinking: Some Lessons from Cognitive Science, College Teaching, 53 (1) 41–8.

Wittgenstein, L. (2014). Tractatus Logico-Philosophicus, (S. Dabbagh, Trans), Tehran: Hermes. (In Persian)

Wittgenstein, L. (1974). Philosophical Grammar, (R. Rhees (ed.), A. Kenny, Trans), Oxford: Blackwell.

Wittgenstein, L. (2001). Philosophical Investigations, (F. Fatemi, Trans), Tehran: Nashr-i Markaz Publisher. (In Persian)

Wittgenstein, L. (2004). On Certainty, (M. Hosseini, Trans), Tehran: Hermes. (In Persian)

Wittgenstein, L. (1993). Philosophical occasions, Indianapolis: Hackett.

Wittgenstein, L. (1998). Notebooks (Z) 1914-1916. G. H. von Wright and G. E. M. Anscombe (eds.), Oxford: Basil Blackwell.