would simply say that the appropriateness of dialogue is demanded by the pedagogical style of Wittgenstein's Investigations, which has as its aim to show the fly the way out of the fly-bottle. The aim of the great educator is to teach us to think for ourselves.
This chapter was written while Michael Peters was a Visiting Fellow at the Australian National University, Research School of Social Sciences, Political Science Program. We thank Barry Hindess for his kindness and support.
But dearly nonetheless Investigations is straightforwardly first person narrative: The I is coreferential with Ludwig Wittgenstein of the title page, and then some, the narrative anchor piece, like the I of Descartes' Meditations, although Wittgenstein's I easily becomes we when a general human understanding is examined. But Investigations is also second person: you are asked questions, your answers are suggested or implied and then explained, criticized, or expanded; indeed, there is even second person narration in which you are described as going through various exercises or routines. There is no book I know that is more conversational, interactive, and narrational: you almost hear your responses . . . and then find yourself caught and turned about by his reply. You want to say, how can I be having an intense conversation with a man who died many decades ago?