David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Cambridge University Press (1995)
Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book is the first to examine these theories of learning in relation to each other. It presents an entirely new interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed.
|Keywords||Learning History Innate ideas (Philosophy History|
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|Call number||B398.L3.S36 1995|
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Citations of this work BETA
Mary Margaret McCabe (2009). XII-Escaping One's Own Notice Knowing: Meno's Paradox Again. Proceedings of the Aristotelian Society 109 (1pt3):233-256.
Mary Margaret McCabe (2009). Escaping One's Own Notice Knowing: Meno's Paradox Again. Proceedings of the Aristotelian Society 109 (1pt3):233 - 256.
Raffaella Rosa (2004). Locke's "Essay, Book I": The Question-Begging Status of the Anti-Nativist Arguments. Philosophy and Phenomenological Research 69 (1):37 - 64.
Raffaella Rosa (2004). Locke's Essay, Book I: The Question-Begging Status of the Anti-Nativist Arguments. Philosophy and Phenomenological Research 69 (1):37-64.
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