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  1. The representational theory of learning and its pedagogic relevance.Christopher Winch - 1997 - Educational Philosophy and Theory 29 (2):67–82.
  • Do the right thing! Rule finitism, rule scepticism and rule following.Wes Sharrock & Graham Button - 1999 - Human Studies 22 (2-4):193-210.
    Rule following is often made an unnecessary mystery in the philosophy of social science. One form of mystification is the issue of 'rule finitism', which raises the puzzle as to how a learner can possibly extend the rule to applications beyond those examples which have been given as instruction in the rule. Despite the claim that this problem originated in the work of Wittgenstein, it is clear that his philosophical method is designed to evaporate, not perpetuate, such problems. The supposed (...)
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  • Of robots and believing.C. T. A. Schmidt - 2005 - Minds and Machines 15 (2):195-205.
    Discussion about the application of scientific knowledge in robotics in order to build people helpers is widespread. The issue herein addressed is philosophically poignant, that of robots that are “people”. It is currently popular to speak about robots and the image of Man. Behind this lurks the dialogical mind and the questions about the significance of an artificial version of it. Without intending to defend or refute the discourse in favour of ‘recreating’ Man, a lesser familiar question is brought forth: (...)
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  • Children, Robots and... the Parental Role.Colin T. A. Schmidt - 2007 - Minds and Machines 17 (3):273-286.
    The raison d’être of this article is that many a spry-eyed analyst of the works in intelligent computing and robotics fail to see the essential concerning applications development, that of expressing their ultimate goal. Alternatively, they fail to state it suitably for the lesser-informed public eye. The author does not claim to be able to remedy this. Instead, the visionary investigation offered couples learning and computing with other related fields as part of a larger spectre to fully simulate people in (...)
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  • Nothing is concealed: De-centring tacit knowledge and rules from social theory.Nigel Pleasants - 1996 - Journal for the Theory of Social Behaviour 26 (3):233–255.
    The concept of “tacit knowledge” as the means by which individuals interpret the “rules” of social interaction occupies a central role in all the major contemporary theories of action and social structure. The major reference point for social theorists is Wittgenstein's celebrated discussion of rule-following in the Philosophical Investigations. Focusing on Giddens' incorporation of tacit knowledge and rules into his “theory of structuration”, I argue that Wittgenstein's later work is steadfastly set against the “latent cognitivism” inherent in the idea of (...)
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