By Chris Jenks
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Example text
For Wittgenstein the expression 'family resemblances' was meant to convey the sense of method involved in the theorist doing collection or categorization. ' To treat things as similar or as available for grouping is like commenting on family resemblances. This is possible however only as or within a language game; it is not a comment on the absolute nature of 'family resemblances'; it is a way of doing assembling 'in-language'. If I assemble features of people, features of games or features of 'forms of knowledge' and you do likewise we can talk about it; we may disagree, we may even agree; however the assembling, collecting or grouping, the 'forms' reside in our language (our form of life) of the 'forms•, not in some intrinsic essence outside of our discourse.
We may now begin a treatment of Hirst's work. For our purposes Hirst's writing on the 'forms of knowledge' is important in that it serves to assemble what I have elected as important analytic issues, namely the nature of mind and knowledge, within the context of educational discourse. Further, it constitutes a paradigm case of certain ways of proceeding (his form of theorizing) to which I am in opposition. Hirst then constitutes an almost isolated gathering of ~he fundamental themes that I wish to critically address - it is 28 Chapter 3 hoped that my unravelling of his position will provide a way to my way of seeing.
This is possible however only as or within a language game; it is not a comment on the absolute nature of 'family resemblances'; it is a way of doing assembling 'in-language'. If I assemble features of people, features of games or features of 'forms of knowledge' and you do likewise we can talk about it; we may disagree, we may even agree; however the assembling, collecting or grouping, the 'forms' reside in our language (our form of life) of the 'forms•, not in some intrinsic essence outside of our discourse.