Acknowledgements; Preface: A Brief Introduction to the Rationale for the Collection; Part I Rationality, Concepts and Conventions; Chapter One Education, Literacy and the Development of Rationality; Chapter Two Cooper, Labov, Larry and Charles; Chapter Three Do We Need Conventions?; Chapter Four Professional Education, Know- How and Conceptual Ability: The Role of Education in the Attainment of Concept Mastery in Professional Work; Part II Know-How and Vocational Education; Chapter Five Ryle on Knowing How and the Possibility of Vocational Education; Chapter Six Vocational Education, Knowing How and Intelligence Concepts; Chapter Seven Assessing Professional Know-How; Chapter Eight Education and Broad Concepts of Agency; Chapter Nine Knowing ‘Wh’ and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields; Chapter Ten Professional Knowledge, Expertise and Perceptual Ability; Chapter Eleven Applied Theoretical Knowledge and Professional and Vocational Education; Part III Learning and Training; Chapter Twelve Learning How to Learn: A Critique; Chapter Thirteen The Representational Theory of Learning and Its Pedagogic Relevance; Chapter Fourteen Curriculum Design and Epistemic Ascent; Chapter Fifteen Rousseau on Learning: A Re-Evaluation; Chapter Sixteen Learning the Virtues at Work; References; Index.

Overall, the essays in this book are characterized by a high level of scholarship and pedagogical relevance for researchers in the field of Wittgenstein studies and philosophy of education. It will be a worthwhile read especially for those who want to rediscover the study of Wittgenstein in a way that is not so self-absorbed in the exegetical debates around his life and work. Its focus on the critical application of Wittgenstein in professional and vocational education is a welcome breather that can make his philosophy more appealing to a wider audience of teachers and educators. —Lumberto Guce Mendoza, Assistant Professor of Philosophy, University of the Philippines, Philippines