Conceptual development and the paradox of learning

Abstract
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.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
Options
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
 
Download options
PhilPapers Archive


Upload a copy of this paper     Check publisher's policy on self-archival     Papers currently archived: 10,747
External links
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA

No references found.

Citations of this work BETA
Michael Luntley (2009). On Education and Initiation. Journal of Philosophy of Education 43 (s1):41-56.
Similar books and articles
Analytics

Monthly downloads

Added to index

2009-01-28

Total downloads

31 ( #55,135 of 1,098,832 )

Recent downloads (6 months)

2 ( #174,441 of 1,098,832 )

How can I increase my downloads?

My notes
Sign in to use this feature


Discussion
Start a new thread
Order:
There  are no threads in this forum
Nothing in this forum yet.