David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Philosophy of Education 42 (1):1-14 (2008)
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)|
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
Jerry A. Fodor (1975). The Language of Thought. Harvard University Press.
J. Campbell (2002). Reference and Consciousness. Oxford University Press.
Harry G. Frankfurt (1988). The Importance of What We Care About: Philosophical Essays. Cambridge University Press.
Dominic Scott (2006). Plato's Meno. Cambridge University Press.
Mark Wrathall (2005). Motives, Reasons, and Causes. In Taylor Carman & Mark B. N. Hansen (eds.), The Cambridge Companion to Merleau-Ponty. Cambridge University Press 111--128.
Citations of this work BETA
Michael Luntley (2008). Training and Learning. Educational Philosophy and Theory 40 (5):695-711.
Michael Luntley (2009). On Education and Initiation. Journal of Philosophy of Education 43 (s1):41-56.
Christopher Winch (2015). Innatism, Concept Formation, Concept Mastery and Formal Education. Journal of Philosophy of Education 49 (4):539-556.
Similar books and articles
Eric Margolis & Stephen Laurence (2011). Learning Matters: The Role of Learning in Concept Acquisition. Mind and Language 26 (5):507-539.
Zhuran You & A. G. Rud (2010). A Model of Dewey's Moral Imagination for Service Learning: Theoretical Explorations and Implications for Practice in Higher Education. Education and Culture 26 (2):36-51.
Knud Illeris (ed.) (2009). Contemporary Theories of Learning: Learning Theorists -- In Their Own Words. Routledge.
Mal Leicester (2011). Triadic Moral Learning and Disability Awareness. Journal of Moral Education 40 (3):319-327.
Axel Cleeremans & Zoltán Dienes (2008). Computational Models of Implicit Learning. In Ron Sun (ed.), The Cambridge Handbook of Computational Psychology. Cambridge University Press 396--421.
Chris Thornton (1997). Brave Mobots Use Representation: Emergence of Representation in Fight-or-Flight Learning. [REVIEW] Minds and Machines 7 (4):475-494.
James Avis (2000). Policing the Subject: Learning Outcomes, Managerialism and Research in PCET. British Journal of Educational Studies 48 (1):38-57.
Effie Maclellan (2005). Conceptual Learning: The Priority for Higher Education. British Journal of Educational Studies 53 (2):129 - 147.
Added to index2009-01-28
Total downloads38 ( #113,267 of 1,934,372 )
Recent downloads (6 months)4 ( #145,801 of 1,934,372 )
How can I increase my downloads?