From Language-Game to Lived Values: A Wittgensteinian Model for Moral Education

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Document Type : Research Paper

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Assistant Professor Farhangian University

Abstract

This study addresses the theoretical-practical gap in contemporary moral education, arising from the dominance of abstract rational-transmissive approaches disconnected from students' "lived experience." The aim is to extract Wittgenstein's moral education framework through thematic categories of Culture and Value within thirteen key themes: faith and religion as a way of life; suffering, repentance and confession as lived language-games; free will and responsibility as ways of living; language and meaning as the foundation of ethical understanding; art and music as tools for cultivating moral sensitivity; turning around of life as the ultimate aim of moral education; culture and civilization in connection with moral values; school as a context for cultivating understanding and endurance of suffering; humor and irony as moral worldview; and individual, social, philosophical and interpersonal harms. Findings indicate that ethics, from Wittgenstein's perspective, is a "way of living" whose ultimate aim is the "turning around of life" through practical participation in language-games of a form of life. Desirable moral education is indirect, performative and ritualistic, permeating the entire educational environment. This study emphasizes moving beyond moral education as a "separate subject" toward understanding it as a "pervasive quality" throughout the educational process.

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Journal of Philosophical Investigations

Articles in Press, Accepted Manuscript
Available Online from 27 June 2026

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