The purpose of this paper is to demonstrate the educational implications implied on the indirect communication of Wittgenstein by investigating the common and different factors between Kierkegaard's indirect communication and Wittgenstein's one. It is often said that Wittgenstein and Kierkegaard are seemed to be engaged in indirect communication in their writings, but neglected the fact that Wittgenstein uses 'what can be said' while Kierkegaard uses 'what cannot be said' in each indirect communications. It leads to the differences between education and religion, and this paper focuses on the educational implications by pointing out the coherence throughout the early and late philosophies of Wittgenstein in light of indirect communication; education can be defined to be an activity to establish 'what cannot be said' by saying 'what can be said'.
Ⅰ. Introduction Ⅱ. Indirect communication in TLP: The indirectness of content Ⅲ. Indirect communication in PI: indirectness of method Ⅳ. Education as Language Game References
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