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The pedagogical relevance of certainties from the teachers perspective

DOI

10.22550/2174-0909.3351

Abstract

Taking into account that the pedagogical implications of Ludwig Wittgensteins On Certainty have scarcely been addressed in the existing literature, this paper presents the basic concepts of the mentioned work, especially the concept of certainty, by illustrating how they are implicit in any classroom practice or activity. On this basis, it is subsequently explained, among other things, the role of certainties within pupils prior knowledge, the way of tackling pupils doubts about certainties, the facilitation of the adoption of certainties by using negative knowledge, and the way of assessing such adoption. This is intended to show that the work of the teacher is largely enriched if he becomes aware of the pedagogical relevance of certainties.

Licencia Creative Commons | Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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Palabras clave | Keywords

knowledge