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Passionate Immediacy: Wittgenstein and Cavell on Desire in Children’s Philosophizing and Early Childhood Education
Dalarna University, School of Education, Health and Social Studies, Educational Work.ORCID iD: 0000-0003-0298-3832
2016 (Swedish)Conference paper, Abstract (Other academic)
Abstract [en]

This paper explores the philosophy of young children’s. How can philosophy happen

in early childhood (education)? What can philosophy look like in early childhood

education? What does it mean to hear philosophy in young children’s expression?

What kind of listening does it require? In order to explore such questions I will turn

to the ordinary language philosophy of Austin, Wittgenstein and Stanley Cavell. In

Cavell’s discussion of Austin’s elaboration on the notion of performative utterances

he suggest a passionate dimension of philosophizing that involves not just “the

responsibility of implication”, as Cavell puts it, but also “the rights of desire”. I shall

suggest that in order to see the philosophical aspects of children’s questions and

expressions we need to look beyond mere words, look at how children’s expressions

are used and the several uses they have, involving understanding the context, the

place, and the body as expressions used for philosophical inquiry. Going on from

Cavell, I will suggest that there are passionate dimensions of children’s philosophical

expressions that call for improvisatory responses, a pedagogy of immediacy.

Place, publisher, year, edition, pages
Keyword [en]
Philosophy for children, early childhood, pre-school, passion, immediacy, Wittgenstein, Cavell
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Education and Learning
URN: urn:nbn:se:du-23796OAI: oai:DiVA.org:du-23796DiVA: diva2:1060832
Education and the Figure of the Child in Wittgenstein and Cavell, University of Lausanne, Switzerland, 11 & 12 March 2016
Available from: 2016-12-30 Created: 2016-12-30 Last updated: 2017-01-01Bibliographically approved

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