Document Type : Research Paper

Authors

• Mohammad Pandamuz ¹
• Aَhmad Salahshoori ²
• Parviz Sharifidaramadi ³
• Irandokht Fayyaz ²
• ِDortaj Fariborz ⁴

¹ Ph.D. student of Philosophy of Education, Allameh Tabatabai University

² Associate Professor, Department of Philosophy of Education, Allameh Tabatabai University

³ Professor of the Philosophy of Education Department of Allameh Tabatabai University

⁴ Professor of the Philosophy of Education Department of Allameh Tabatabai University, dortaj@atu.ac.ir

Abstract

The purpose of this research is to analyze the concepts related to learning in Wittgenstein's writings and examples of famous and important metaphors that he brought in his works with the intention of objectifying the concepts. "Intermediate circle" in cognition. The method has a practical objective and a qualitative and analytical approach. According to Wittgenstein, metaphor is more than a rhetorical tool and as a connecting link, it has the ability to stimulate the enlightenment of the learner's mind towards the realization of desired learning. In Wittgenstein's works, metaphor can be recognized as a kind of possibility and framework for understanding the forms of life and a basis for an agreement in which learning takes place in practice. Metaphors create a world made of language games; arising from the forms of life in which the teacher and learner achieve mutual understanding makes learning possible. Wittgenstein's metaphors are the underlying factor of objectification of concepts, the necessary platform for educational models that promote learning in an effective way through agreement on the forms of life.

Keywords

• metaphor"
• Wittgenstein"
• learning"
• "
• cognition"