Wittgenstein and Conceptual Schemes:Its Implications in Education

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Abstract

This paper has dealt with the role of conceptual schemes in education. There has been three approaches to conceptual schemes. Analyzing two extreme types, one asserting the existence of identical scheme among different individuals and another arguing for radical or absolute relativity among them, it is concluded that moderately relative approach to schemes is more practical in education. Studying Wittgenstein’s ideas, it can be understood that he also positively opts for moderately relative approach to schemes and it can be reasonably said that he is a serious adherent of such policy. Finally, it is concluded that accepting and employing moderately relative approach to schemes, one can hope to improve conceptual learning and potential individual creativity. Such attitude among educators lays a solid theoretical foundation for children’s philosophy. This study is practical as it yields implications and necessities for education.

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