The Journal of Aesthetic Education | Vol. 40 No. 1 | LESLIE CUNLIFFE: Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Education

Article

Volume 40 • Number 1

Spring 2006

A Wittgensteinian Approach to Discerning the Meaning of Works
of Art in the Practice of Critical and Contextual Studies in Secondary Art Education

by Leslie Cunliffe

In order to get clear about aesthetic words you have to describe ways of living.

—Wittgenstein, Lectures and Conversations on Aesthetics, Psychology and Religious Belief

Language is a labyrinth of paths. You approach from one side and know your way about;
you approach the same place from another side and no longer know your way about.

—Wittgenstein, Philosophical Investigations

Introduction

This article explores a Wittgensteinian approach for dealing with the meaning of works of art in the practice of critical and contextual studies in art education. The article is aimed at developing a methodology for eleven to nineteen year olds, known in the UK as the secondary phase of education, but the approach could be generalized to other educational phases.

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