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Surveying educational terrain with Wittgenstein and Foucault

a quick survey of existing literature in philosophy of education shows how small the base is at present, in spite of substantial work combining these thinkers in related fields. My hope is that exemplification, an approach central to the genealogical methodologies of both philosophers, will exhort others: raising questions both about what some of us do in philosophy of education and what benefits purportedly flow from combined use. My responses to these questions are not meant to define or narrow the field, nor prescribe how others should proceed; working with Wittgenstein and Foucault leads us to entertain multiplicities instead of singularities.