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

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 7, Issue 1 - Serial Number 13, September 2017, Pages 5-26   

Document Type: پژوهشی

DOI: 10.22067/fedu.v7i1.65296

Authors

kamal nosrati heshi^{* 1}; Hassanali Bakhtiyar Nasrabadi¹; Khosrow Bagheri Noaparast²; somayyeh radmard³

¹university of isfahan

²university of tehran

³istanbul aydin university

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

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