Re-Imagining a Philosophy of Education: Insights from Ludwig Wittgenstein

Abstract

Clarity of thought which enables the formulation of a formidable roadmap is and must be seen as a sine-qua-non for any meaningful scientific engagement. This reality does not escape the attention of Ludwig Wittgenstein when he insists that “whereof one cannot speak, thereof one must be silent,” and so he demonstrates in clearer terms the need for precision and factuality in language and speech which are fundamental prerequisites in the formulation of any philosophy of education that is billed for a bountiful harvest. Akin to clarity of thought and speech is the need for contextualisation, which Wittgenstein’s thesis on language game, forms of life and meaning as in use vigorously project. How far this can be achieved is the problem this paper seeks to address. It is therefore the intention of this research to inquire on how the postulations of Wittgenstein can engender constructive and innovative ideas about education, especially in Nigeria? A starting point in this inquiry is imagined to be Wittgenstein’s thoughts on language-game theory, forms of life and meaning as in use. This proves the need for precision and factuality in language and so must be made to bear on the formulations of the principles of philosophy of education in Nigeria especially in placing emphasis on context-based optimizations. The research hopes that a contextualisation of educational principles creates room for the recognition of cultural contexts as embodiments of different forms of life wherein education is nurtured and grown, which must be encountered as a necessary shareholder in the entire educational enterprise for a meaningful progressive consideration.