Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint. Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education). Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process. Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.

中文翻译：

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维特根斯坦教育哲学的语用视角：一种现代解释。

目标。该研究的目的是从务实的角度分析路德维格·维特根斯坦提出的教育基本哲学思想。方法。本文基于广泛的文献综述，涉及以下方法的使用：解释（解释哲学理论的不可理解和不完整的方面），比较分析（将维特根斯坦的观点与实用主义者的观点进行比较）和历史哲学重构（建立维特根斯坦教育哲学的完整的语用分析概念）。结果。该研究澄清了维特根斯坦关于教育的推理的实用性。作者重构并批判地理解了维特根斯坦教学法的特点，他对学习目的和特征的看法，教育环境中的交流和教学过程的结果。结论。维特根斯坦（Wittgenstein）开发了一种原始的教学方法，该方法是他根据教学经验的理论和实践概括的综合。他用实用主义思想补充了这些思想，这既是他自己的发展，也是改进实用主义理论思想的结果。这使得有可能形成语用分析教育哲学的基础，并重新解释其基本原理和思想。这既是他自己的发展，也是对实用主义理论观念的改进的结果。这使得有可能形成语用分析教育哲学的基础，并重新解释其基本原理和思想。这既是他自己的发展，也是改进实用主义理论思想的结果。这使得有可能形成语用分析教育哲学的基础，并重新解释其基本原理和思想。