Teaching, Learning, Describing, and Judging via Wittgensteinian Rules: Connections to Community

Abstract

This article examines the learning of a scientific procedure, and its connection to the greater scientific community through the notion of Wittgensteinian rules. The analysis reveals this connection by demonstrating that learning in interaction is largely grounded in rule-based community descriptions and judgments rather than any inner process. This same analysis also demonstrates that learning processes are particularly suited for such an analysis because rules and concomitant phenomena comprise a significant portion of any learning interaction. This analysis further reveals the elucidating merit of Wittgensteinian rules, their relation to community and the concept of practice, and promotes the efficacy of participantgenerated rule-formulations as analytic descriptors.

Memo as Wish Fulfillment for Me and Our Savior: A Case Study on SOEs in Indonesia

“…Every activity will always be connected with the existence of rules (Berducci, 2010). In the context of a formal information system, there are two types of rules in a company, namely: hard and soft rules.…”