David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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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.
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References found in this work BETA
J. Campbell (2002). Reference and Consciousness. Oxford University Press.
Jerry A. Fodor (1975). The Language of Thought. Harvard University Press.
Harry G. Frankfurt (1988). The Importance of What We Care About: Philosophical Essays. 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.
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