In this paper, I focus on aspects of Vygotsky and Wittgenstein that relate to training and learning. Following the order of Vygotsky's developmental continuum, I demonstrate that the ideas of the two thinkers virtually agree when their work deals with early forms of training that precede operating on that continuum. However, when that initial training develops into mature social interaction, the rules pertaining to Vygotsky's developmental continuum apply to the interaction at hand. I argue and demonstrate that from that time on Vygotsky's views and Wittgenstein's views become irreconcilable.
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