This presentation will begin to explore the connection between instructional directives and Wittgensteinian rules.
I will first present a background to the Wittgensteinian notion of rules as social practice, then attempt to expand this notion, or show its implications, as educational directives or as an expression of social norms.
Finally, I will demonstrate my arguments using videotaped data of a biochemist and lab technician, showing how rules exist in and guide their practice (laboratory interaction). I will also show how the lab interaction constitutes a continuous interpretation and reinterpretation of what their rules (directives) ereallyf mean in the lab context.
This presentation is a continuation to my previous talk, in which I attempted to elucidate various interactive practices by which the object "fetus" is organized as a real one. I welcome any thoughts and comments from a variety of perspectives.