Abstract I argue for a form of particularism from a reading of Wittgenstein's critique of the idea that word use is governed by rules. In place of the idea that word use is driven by rules, I show how the patterns of word use, in virtue of which we express our reasons, emerge from our ongoing practice, including our practice of seeing things as similar. I argue that the notion of seeing the similarities is primitive for Wittgenstein. The remark, ?this (...) and similar things are called ?games?? does not signal a form of ignorance. It signals the constitutive role that speakers, as judges, have to play in the metaphysics of the patterns of word use. (shrink)

This chapter contains sections titled: Initiation Philosophy, Pedagogy and Methodology Details of a Pedagogy Peters and beyond Notes References.

In lieu of an abstract, here is a brief excerpt of the content:Commentary on “Epistemic Value Commitments”Michael Luntley (bio)Keywordsvalue, classificationThe case for treating the underdetermination of psychiatric classification with just the same tools as are employed in solving the more general underdetermination of theory by data is well made by Sadler. Quite what that treatment amounts to, however, raises a number of issues that are not only central to any philosophical conception of the rationality of theory choice, but (...) cut deep into issues about the appropriate model for rational clinical practice.On the face of it, Sadler’s recommendation is plain and looks to clarify the central problems confronting the authors of DSM nosology. The central problem for the construction of DSM guidelines is that there is no algorithm for turning input data concerning observables (behavior patterns) into theoretical classification. A simple-minded positivism would have had us expect that the production of an adequate nosology by symptoms as a mechanical algorithm—plug in the data at one end and the nosology pops out the other end. The interesting philosophical issue concerns how we respond to this underdetermination. I want to note two stages to the response we make.The first stage turns on deciding between thinking (a), that with sufficient further non-observational input some sort of modified algorithm can be produced for psychiatric classification, and thinking (b), that no such modified algorithm is available and that psychiatric classification irredeemably involves an element of judgment. The second stage that I want to explore concerns whether taking option (b) at the first stage seriously undermines the rationality of psychiatric classification and theory choice in general.Sadler seems to favor option (a). He notes that some have responded to the Kuhnian diagnosis of the lack of effective decision procedure for the production of theory by impugning the possibility of any rationality to theory choice and by seeing the activity of theory choice as thoroughly soaked in value commitments that bear the hallmark of ideology rather than rationality. Sadler’s response, however, is to draw attention to a set of values that he calls “epistemic values” that are “intrinsic to the theorizing about and construction of the classification itself.” I see this as a version of what I have called option (a) because Sadler seems to treat these values as extra “bolt-ons” to the algorithm that turns observation into classification. His aim is to clarify the character of these non-observational constraints and then plot the way that their application renders tractable a current dispute in psychiatric nosology between categorical vs. dimensional classifications of personality disorders.Suppose this is the option (a) strategy. The option (a) strategy involves a universalist model [End Page 227] of rationality. What I mean by “universalist” is this: A universalist model of rationality holds that if a transition from input to theory (input to classification) is rational, it is subsumable under a typology of such transitions that issues universal guides such as: Given inputs i 1, i 2... under constraints c 1, c 2..., conclude output/theory T n. A universalist model is distinct from a generalist model, for it accommodates the thought that the permissible routes from input to theory may include routes that are heavily conditioned by all sorts of particularities in the constraints cited in the transition rule. What the universalist does require, however, is that all rational transitions are instances of such a rule, even though the rule is not generalizable to cover all eventualities but is specific to certain particular circumstances. Sadler’s account of epistemic values is then an account that locates the place of these values as constraints that, in tandem with the inputs, determine output in a rule-governed manner.There are a number of problems with this approach that I want to touch on before turning to the main philosophical moral that I would like to draw from Sadler’s paper. The universalist model is a model in which judgment plays no role in the transition from input to output. It is, however, unclear that such a model will really work on the evidence of Sadler’s investigations for a number of reasons. First, his initial definition of a “value” is that of a descriptor... (shrink)

In this important study, Michael Luntley offers a compelling reading of Wittgenstein’s account of meaning and intentionality, based upon a unifying theme in the early and later philosophies. A compelling reading of Wittgenstein’s account of meaning and intentionality. Offers an important and original reading of Wittgenstein’s key texts. Based upon a unifying theme in Wittgenstein’s early and later philosophies.

We argue that the debate about the normativity of belief thesis has been hampered by the slogan, ‘belief aims at truth’. We show that the slogan provides no content to the normativity of belief. The slogan encourages formulations of the norm as a prescriptive norm. There are well-known problems with such formulations. We provide a new formulation of the thesis as a prohibitive norm. This captures the key intuition most normativists about belief want to endorse.

This text gives voice to the idea that the study of the philosophy of thought and language is more than a specialism, but rather lies at the very heart of the ...

Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in 'Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley'takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious (...) issues about how we should handle the translation of Arbrichtung and arbrichten. I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses. (shrink)

In this important study, Michael Luntley offers a compelling reading of Wittgenstein’s account of meaning and intentionality, based upon a unifying theme in the early and later philosophies. A compelling reading of Wittgenstein’s account of meaning and intentionality. Offers an important and original reading of Wittgenstein’s key texts. Based upon a unifying theme in Wittgenstein’s early and later philosophies.

Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in ‘Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley’takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious (...) issues about how we should handle the translation of Arbrichtung and arbrichten. I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses. (shrink)

In this provocatively compelling new book, Michael Luntley offers a revolutionary reading of the opening section of Wittgenstein’s _Philosophical Investigations _ Critically engages with the most recent exegetical literature on Wittgenstein and other state-of-the-art philosophical work Encourages the re-incorporation of Wittgenstein studies into the mainstream philosophical conversation Has profound consequences for how we go on to read the rest of Wittgenstein’s major work Makes a significant contribution not only to the literature on Wittgenstein, but also to studies in (...) philosophy of language. (shrink)

It is sometimes said that experts know and decide 'in the moment', not by theoretical or propositionally articulated reflection. What differentiates expert from novice is not that the former know a lot more than the latter, but that their knowledge and the way they use it is qualitatively different. Although this idea is common in the education literature, especially the literature on professional education, it has received little sustained philosophical treatment. I shall argue that the idea of a distinct expert (...) epistemology is not warranted. I argue that what differentiates the epistemic standpoint of experts is not what or how they know, let alone how they deploy knowledge in decision-making, but their capacity for learning. This capacity for learning is plausibly a function of their epistemic station broadly conceived, in particular the nature of their capacities for attention. (shrink)

I present an argument for the existence of nonconceptual representational content. The argument is compatible with McDowell's defence of conceptualism against those arguments for nonconceptual content that draw upon claims about the fine‐grainedness of experience. I present a case for nonconceptual content that concentrates on the idea that experience can possess representational content that cannot perform the function of conceptual content, namely figure in the subject's reasons for belief and action. This sort of argument for nonconceptual content is best achieved (...) with examples from auditory perception, especially our perception of music. (shrink)

: I present an argument for the existence of nonconceptual representational content. The argument is compatible with McDowell's defence of conceptualism against those arguments for nonconceptual content that draw upon claims about the fine‐grainedness of experience. I present a case for nonconceptual content that concentrates on the idea that experience can possess representational content that cannot perform the function of conceptual content, namely figure in the subject's reasons for belief and action. This sort of argument for nonconceptual content is best (...) achieved with examples from auditory perception, especially our perception of music. (shrink)

Conceptual development requires learning. It requires learning to make discriminations that were previously unavailable to the subject. Notwithstanding the descriptions of learning available in the psychological and educational literature, there is no account available that shows that it is so much as possible. There can be no such account unless there is an answer to Jerry Fodor's paradox of learning. On our current understanding of concept acquisition, there is no such thing as learning. In this paper I explore a way (...) of avoiding this conclusion. The enquiry is foundational, an enquiry into the very possibility of learning and development. The account of learning that I sketch has, however, clear consequences for our basic ideas about education. (shrink)

Conceptual development requires learning. It requires learning to make discriminations that were previously unavailable to the subject. Notwithstanding the descriptions of learning available in the psychological and educational literature, there is no account available that shows that it is so much as possible. There can be no such account unless there is an answer to Jerry Fodor’s paradox of learning. On our current understanding of concept acquisition, there is no such thing as learning. In this paper I explore a way (...) of avoiding this conclusion. The enquiry is foundational, an enquiry into the very possibility of learning and development. The account of learning that I sketch has, however, clear consequences for our basic ideas about education. (shrink)

This paper defends an epistemic conservatism - propositional knowing-that suffices for capturing all the fine details of the knowledge of experienced nurses that depends on the complex ways in which they are embedded in shared fields of activity. I argue against the proliferation of different ways of knowing associated with the work of Dreyfus and Benner. I show how propositional knowledge can capture the detail of the phenomenology that motivates the Dreyfus/Benner proliferation.

In this paper I show how the way experience presents things to us can be treated without attributing a representational content to experience. The basic claim that experience can present us with more things than the range of things available to us in thought is neutral with respect to the choice between a content account of experience and a naïve content-free account. I show how Meyer's theory of expectations in accounting for our experience of music supports the naïve account. Expectations (...) provide an account of the conditions that enable things to be salient in experience as targets for attention. Expectations do not provide a content to experience. (shrink)

This paper argues that sociocultural accounts of learning fail to answer the key question about learning—how is it possible? Accordingly, we should adopt an individualist bootstrapping methodology in providing a theory of learning. Such a methodology takes seriously the idea that learning is staged and distinguishes between a non-comprehending engagement with things and a comprehending engagement. It suggests that, in the light of recent work in psychology with insights from Wittgenstein, there is rich scope for a bootstrapping account of learning. (...) The paper also argues that sociocultural approaches when pushed, either require some such bootstrapping account, or they collapse into an obscure Ficthean metaphysics in which individual abilities are ‘summoned into being’ by the attitudes of others. (shrink)

Michael Luntley provides a lively introduction to the debate over postmodernism. Sympathisers of the postmodernist critique of absolute knowledge have jetisoned concepts of reason,t ruth and self; this abandonment has fuelled their opponents' case against postmodernism. This has led them to ignore the very real problems raised by the postmodernists. Luntley offers a clear and careful exposition of how rational debate survives despite the Enlightenment's failings. _Reason, Truth and Self_ covers many of the key questions of our (...) age: * How rational is science? * Can we really know the truth about ourselves and the world? * What is the nature of the mind? * Can we know the difference between right and wrong? _Reason, Truth and Self_ is ideal for courses in philosophy and the social sciences. (shrink)

Michael Luntley provides a lively introduction to the debate over postmodernism. Sympathisers of the postmodernist critique of absolute knowledge have jetisoned concepts of reason,t ruth and self; this abandonment has fuelled their opponents' case against postmodernism. This has led them to ignore the very real problems raised by the postmodernists. Luntley offers a clear and careful exposition of how rational debate survives despite the Enlightenment's failings. _Reason, Truth and Self_ covers many of the key questions of our (...) age: * How rational is science? * Can we really know the truth about ourselves and the world? * What is the nature of the mind? * Can we know the difference between right and wrong? _Reason, Truth and Self_ is ideal for courses in philosophy and the social sciences. (shrink)

Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. 1 The distinction is between activities of learning that involve training and those that involve reasoning. In the former, the pupil is a passive recipient of habits of mind and action. The mechanism by which they acquire these habits is mimesis, not reasoning. In contrast, learning by reasoning involves considerable mental activity by the pupil who has to work out (...) what to think and do. The very mechanism by which the pupil learns is her own capacity to reason, to things work out for herself. In this paper I argue that there is no basis for this distinction. I argue that, contrary to the dominant empiricist thinking about such things, learning by reasoning is the only credible form of learning. I start with a brief characterisation of the distinction and an account of why it seems so compelling. In §2 I review the empirical evidence from developmental psychology for a rationalist account of language learning as learning by reasoning. In §§3 and 4 I provide a philosophical argument against the place of training and in favour of a rationalist model of learning by reasoning. (shrink)

In this paper I take up Peters' invitation to think of education in terms of initiation. I argue that the concept of initiation demands much closer scrutiny and analysis in order to provide a substantive thesis about education. A key challenge concerns how we conceive of the initiate. The very idea of initiation suggests that, in some interesting sense, the pupil qua initiate joins in learning activities; their role is more than that of passive recipient of values and belief. But (...) it is a substantive challenge to give a principled account of the trajectory from initiate to full member of a learning community. It requires that we take seriously the question: ‘How can a pupil be engaged in something that they do not yet understand?’. This can be taken as an abstract philosophical question—a ‘How possible’ question closely connected to the paradox of learning—and also as an empirical question about the preferred specifics of a pedagogy for engaging learners. I sketch options for answering the first and review how my preferred option segues into the details of an answer to the latter. (shrink)

I propose a theory of conceptual development in which concept possession consists in seeing the world aright. The capacity to see things aright is primitive; it is not explained in terms of grasp of a theory or in terms of assimilation of socially determined norms of word use. The educational task in promoting conceptual development is to train the forms of awareness by which the learner comes to see the world correctly. I sketch the consequences of this approach for understanding (...) expertise by drawing upon ideas that inform an ongoing research project investigating the attention-dependent knowledge bases of experienced classroom teachers. One of the distinctive features of the theory is the central role it gives the concept of judgement in the account of concept possession so that conceptual development is theorised as an apprenticeship in judgement. (shrink)

I propose a theory of conceptual development in which concept possession consists in seeing the world aright. The capacity to see things aright is primitive; it is not explained in terms of grasp of a theory or in terms of assimilation of socially determined norms of word use. The educational task in promoting conceptual development is to train the forms of awareness by which the learner comes to see the world correctly. I sketch the consequences of this approach for understanding (...) expertise by drawing upon ideas that inform an ongoing research project investigating the attention-dependent knowledge bases of experienced classroom teachers. One of the distinctive features of the theory is the central role it gives the concept of judgement in the account of concept possession so that conceptual development is theorised as an apprenticeship in judgement. (shrink)

Postmodernism has had a significant and divisive impact on late-Twentieth Century thought. Proponents of the postmodernist critique of absolute knowledge have felt it necessary to jettison the Enlightenment concepts of truth, reason and the self. Opponents of postmodernism have seized on this abandonment of rational standards only to ignore the very real problems raised by the postmodernists. Michael Luntley provides a lively introduction to debate and offers a clear and careful exposition of how rational debate can survive even (...) if the main postmodernist critique of the Enlightenment is accepted. Reason, Truth and Self covers many of the key questions of our age: the rationality of science; the availability of rational but non-scientific ways of understanding ourselves and our world; the nature of mind and of knowledge; the nature of moral judgement and the scope for accounts of the self that do justice to our situatedness in real historical circumstances. (shrink)

Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. The distinction is between activities of learning that involve training and those that involve reasoning. In the former, the pupil is a passive recipient of habits of mind and action. The mechanism by which they acquire these habits is mimesis, not reasoning. In contrast, learning by reasoning involves considerable mental activity by the pupil who has to work out what (...) to think and do. The very mechanism by which the pupil learns is her own capacity to reason, to things work out for herself. In this paper I argue that there is no basis for this distinction. I argue that, contrary to the dominant empiricist thinking about such things, learning by reasoning is the only credible form of learning. I start with a brief characterisation of the distinction and an account of why it seems so compelling. In §2 I review the empirical evidence from developmental psychology for a rationalist account of language learning as learning by reasoning. In §§3 and 4 I provide a philosophical argument against the place of training and in favour of a rationalist model of learning by reasoning. (shrink)

In this paper I outline an answer to the following question: What are the abilities that make you the sort of subject who can learn, who can acquire new concepts, new skills? There are many traits that matter in providing an answer. But I want to suggest that the ability for creative and imaginative engagement with and sustenance of the playful patterns of our aesthetic experience is core. I identify a core sense of play that fills this role. Play's the (...) thing that makes learning possible. The ability to imaginatively explore non concept-involving patterns to experience—the aesthetics of experience—is foundational for learning and should be at the heart of any serious pedagogy. (shrink)

In Democracy and Education Dewey has a rich conception of educational flourishing that stands at odds with the instrumentalism about learning endemic to much contemporary educational policy. And his vision posits deep dependencies between the different domains in which education is transformative: the transformation of the individual learner into an inquirer equipped to adapt in a changing environment and the transformations in the social world required for the provision of opportunities for such experiences to all. In this paper, I trace (...) the roots of Dewey’s conception in his account of inquiry. I focus on the key concept of a ‘problem.’ For Dewey, inquiry begins with a problem, but his concept of a problem is challenging and lacks an adequate theoretical rationale. Problems start with disruptions in our environmental engagement that figure in non-knowing encounters. Dewey needs an account of these pre-cognitive disruptions and of what constitutes their resolution. I argue that the account can be found in the aesthetics of experience. This draws upon some of Dewey’s insights regarding our experience of art objects and it finds a central role for the aesthetics of experience as not only the prompt for inquiry and the unification of experience that settles inquiry, but also in what I call the ‘craft of inquiry’ – the very practice of inquiring. If this is right, any adequate account of learning, let alone a pedagogy fit to encourage learning, must have a central role for aesthetics as providing the conditions for the possibility of learning. A proper appreciation of Dewey signals the opportunity for a radical re-thinking of how to shape a pedagogy fit for educational flourishing – a pedagogy designed for inquirers. And it helps us understand better the deep dependencies between the projects of individual and social transformation. (shrink)

In this paper I propose a contrast between learning as the acquisition of theories and learning as the development of insight. I then suggest that, in a great many cases, the cognitive achievement by which we come to organise behaviour rationally is the development of insight, where this is independent of the acquisition of knowledge regimented in theories. The distinction is between a model in which a subject rationalises behaviour by appeal to knowledge of particulars rather than general theoretical knowledge. (...) By ‘insight’ I mean a capacity for cognitive states with a singular content by which the subject fits, or couples with, the environment. This is achieved by attention. The contrast is between two answers to the question, ‘What is it to act rationally in the light of learning?’. One answer is to see the learning that shapes rational behaviour as grasp of the theories that articulate the conceptual patterns of word use and the patterns of that word use that figure in the giving and taking of reasons for what we do. My preferred answer is that the character of learning is the subject with capacities for attention that shape the patterns of concepts and of the things we trade as reasons. The subject with attentional capacities that couple them to the world is a subject who is a responsible author of the patterns of concept use and thereby what counts as acceptable reasons for acting. (shrink)

In this paper I propose a contrast between learning as the acquisition of theories and learning as the development of insight. I then suggest that, in a great many cases, the cognitive achievement by which we come to organise behaviour rationally is the development of insight, where this is independent of the acquisition of knowledge regimented in theories. The distinction is between a model in which a subject rationalises behaviour by appeal to knowledge of particulars rather than general theoretical knowledge. (...) By ‘insight’ I mean a capacity for cognitive states with a singular content by which the subject fits, or couples with, the environment. This is achieved by attention. The contrast is between two answers to the question, ‘What is it to act rationally in the light of learning?’. One answer is to see the learning that shapes rational behaviour as grasp of the theories that articulate the conceptual patterns of word use and the patterns of that word use that figure in the giving and taking of reasons for what we do. My preferred answer is that the character of learning is the subject with capacities for attention that shape the patterns of concepts and of the things we trade as reasons. The subject with attentional capacities that couple them to the world is a subject who is a responsible author of the patterns of concept use and thereby what counts as acceptable reasons for acting. (shrink)

Both Wittgenstein and Dewey have a role for the concept of skills and techniques in their understanding of practices and thereby the possession of concepts. Skills are typically acquired through training. It can seem, however, that their respective appeals to practice are dissimilar: Dewey’s appeal is, like Peirce’s, programmatic. It is meant to do philosophical work. In contrast, for Wittgenstein, the appeal to practice can seem a primitive, something that is meant to put an end to philosophical work. I argue (...) that Wittgenstein’s appeal to practice is much closer to Dewey’s. The argument arises out of difficulties with Wittgenstein’s concept of training. Wittgenstein’s concept of training is inadequate for bridging the trajectory from initial training to the acquisition of skills that are second nature. The latter seems required for his appeal to practice and the way that grasp of concepts is embedded our practices of going on. The inadequacy of Wittgenstein’s concept of training renders the idea of such a trajectory incoherent, for it manifests a real dilemma about how to understand the transition from rote repetitive training to mastery of skillful activity. I show how we can make sense of the role that training plays in developing skillful activity and how by repetitive training we acquire new skills. The solution to the dilemma comes from acknowledging a point that Wittgenstein shares with Dewey concerning the role of selective attention. By acknowledging the role that attention plays in extending the operation of skills, we can make sense of the acquisition of new skills and provide a granularity to the concept of practice that makes Wittgenstein’s appeal to practice more akin to Dewey’s: a programmatic concept rather than a primitive. Practice is, for Wittgenstein, something to be studied and described in a detail that does explanatory work. Furthermore, the account has a number of points of contact with Dewey. (shrink)

Action explanations that cite dynamic beliefs and desires cannot be modelled as causal explanations. The contents of dynamic psychological states cannot be treated as the causal antecendents to behaviour. Behavioural patterns cannot be explained in virtue of the patterns of operations performed upon the intentional antecedents to behaviour. Dynamic intentional states are persisting regulatory devices for behaviour that provide couplings with the environment. Behavioural patterns emerge from choice couplings rather than being produced by patterns for operating upon intentional antecendents to (...) behaviour in cognition. (shrink)