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  1.  17
    Wittgenstein: Meaning and Judgement.Michael Luntley - 2003 - Wiley-Blackwell.
    In this important study, Michael Luntley offers a compelling reading of Wittgenstein’s account of meaning and intentionality, based upon a unifying theme in the early and later philosophies. A compelling reading of Wittgenstein’s account of meaning and intentionality. Offers an important and original reading of Wittgenstein’s key texts. Based upon a unifying theme in Wittgenstein’s early and later philosophies.
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  2.  21
    Anti-Realism and Logic.Michael Luntley - 1989 - Philosophical Quarterly 39 (156):361.
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  3. On the Logic of Aiming at Truth.Seyed Ali Kalantari & Michael Luntley - 2013 - Analysis 73 (3):419-422.
    We argue that the debate about the normativity of belief thesis has been hampered by the slogan, ‘belief aims at truth’. We show that the slogan provides no content to the normativity of belief. The slogan encourages formulations of the norm as a prescriptive norm. There are well-known problems with such formulations. We provide a new formulation of the thesis as a prohibitive norm. This captures the key intuition most normativists about belief want to endorse.
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  4.  34
    Training and Learning.Michael Luntley - 2008 - Educational Philosophy and Theory 40 (5):695-711.
    Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in 'Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley'takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about (...)
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  5. Wittgenstein: Opening Investigations.Michael Luntley - 2015 - Wiley.
    In this provocatively compelling new book, Michael Luntley offers a revolutionary reading of the opening section of Wittgenstein’s _Philosophical Investigations _ Critically engages with the most recent exegetical literature on Wittgenstein and other state-of-the-art philosophical work Encourages the re-incorporation of Wittgenstein studies into the mainstream philosophical conversation Has profound consequences for how we go on to read the rest of Wittgenstein’s major work Makes a significant contribution not only to the literature on Wittgenstein, but also to studies in philosophy of (...)
     
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  6.  66
    Contemporary Philosophy of Thought: Truth, World, Content.Michael Luntley - 1999 - Wiley-Blackwell.
    This text gives voice to the idea that the study of the philosophy of thought and language is more than a specialism, but rather lies at the very heart of the ...
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  7.  43
    What Do Nurses Know?Michael Luntley - 2011 - Nursing Philosophy 12 (1):22-33.
    This paper defends an epistemic conservatism - propositional knowing-that suffices for capturing all the fine details of the knowledge of experienced nurses that depends on the complex ways in which they are embedded in shared fields of activity. I argue against the proliferation of different ways of knowing associated with the work of Dreyfus and Benner. I show how propositional knowledge can capture the detail of the phenomenology that motivates the Dreyfus/Benner proliferation.
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  8.  61
    Understanding Expertise.Michael Luntley - 2009 - Journal of Applied Philosophy 26 (4):356-370.
    It is sometimes said that experts know and decide 'in the moment', not by theoretical or propositionally articulated reflection. What differentiates expert from novice is not that the former know a lot more than the latter, but that their knowledge and the way they use it is qualitatively different. Although this idea is common in the education literature, especially the literature on professional education, it has received little sustained philosophical treatment. I shall argue that the idea of a distinct expert (...)
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  9. Wittgenstein: Meaning and Judgement.Michael Luntley - 2008 - Wiley-Blackwell.
    In this important study, Michael Luntley offers a compelling reading of Wittgenstein’s account of meaning and intentionality, based upon a unifying theme in the early and later philosophies. A compelling reading of Wittgenstein’s account of meaning and intentionality. Offers an important and original reading of Wittgenstein’s key texts. Based upon a unifying theme in Wittgenstein’s early and later philosophies.
     
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  10.  11
    Non‐Conceptual Content and the Sound of Music.Michael Luntley - 2003 - Mind and Language 18 (4):402-426.
    : I present an argument for the existence of nonconceptual representational content. The argument is compatible with McDowell's defence of conceptualism against those arguments for nonconceptual content that draw upon claims about the fine‐grainedness of experience. I present a case for nonconceptual content that concentrates on the idea that experience can possess representational content that cannot perform the function of conceptual content, namely figure in the subject's reasons for belief and action. This sort of argument for nonconceptual content is best (...)
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  11.  59
    Expectations Without Content.Michael Luntley - 2010 - Mind and Language 25 (2):217-236.
    In this paper I show how the way experience presents things to us can be treated without attributing a representational content to experience. The basic claim that experience can present us with more things than the range of things available to us in thought is neutral with respect to the choice between a content account of experience and a naïve content-free account. I show how Meyer's theory of expectations in accounting for our experience of music supports the naïve account. Expectations (...)
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  12.  50
    On Education and Initiation.Michael Luntley - 2009 - Philosophy of Education 43 (Supplement s1):41-56.
    In this paper I take up Peters' invitation to think of education in terms of initiation. I argue that the concept of initiation demands much closer scrutiny and analysis in order to provide a substantive thesis about education. A key challenge concerns how we conceive of the initiate. The very idea of initiation suggests that, in some interesting sense, the pupil qua initiate joins in learning activities; their role is more than that of passive recipient of values and belief. But (...)
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  13.  85
    Nonconceptual Content and the Sound of Music.Michael Luntley - 2003 - Mind and Language 18 (4):402-426.
    : I present an argument for the existence of nonconceptual representational content. The argument is compatible with McDowell's defence of conceptualism against those arguments for nonconceptual content that draw upon claims about the fine‐grainedness of experience. I present a case for nonconceptual content that concentrates on the idea that experience can possess representational content that cannot perform the function of conceptual content, namely figure in the subject's reasons for belief and action. This sort of argument for nonconceptual content is best (...)
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  14.  58
    Conceptual Development and the Paradox of Learning.Michael Luntley - 2008 - Journal of Philosophy of Education 42 (1):1-14.
    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 (...)
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  15.  10
    Conceptual Development and the Paradox of Learning.Michael Luntley - 2008 - Philosophy of Education 42 (1):1-14.
    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 (...)
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  16.  6
    Training and Learning.Michael Luntley - 2008 - Educational Philosophy and Theory 40 (5):695-711.
    Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in ‘Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley’takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about (...)
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  17.  13
    Play's the Thing: Wherein We Find How Learning Can Begin.Michael Luntley - 2018 - Journal of Philosophy of Education 52 (1):36-53.
    In this paper I outline an answer to the following question: What are the abilities that make you the sort of subject who can learn, who can acquire new concepts, new skills? There are many traits that matter in providing an answer. But I want to suggest that the ability for creative and imaginative engagement with and sustenance of the playful patterns of our aesthetic experience is core. I identify a core sense of play that fills this role. Play's the (...)
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  18.  15
    Forgetski Vygotsky: Or, a Plea for Bootstrapping Accounts of Learning.Michael Luntley - 2017 - Educational Philosophy and Theory 49 (10):957-970.
    This paper argues that sociocultural accounts of learning fail to answer the key question about learning—how is it possible? Accordingly, we should adopt an individualist bootstrapping methodology in providing a theory of learning. Such a methodology takes seriously the idea that learning is staged and distinguishes between a non-comprehending engagement with things and a comprehending engagement. It suggests that, in the light of recent work in psychology with insights from Wittgenstein, there is rich scope for a bootstrapping account of learning. (...)
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  19.  35
    Patterns, Particularism and Seeing the Similarity.Michael Luntley - 2002 - Philosophical Papers 31 (3):271-291.
    Abstract I argue for a form of particularism from a reading of Wittgenstein's critique of the idea that word use is governed by rules. In place of the idea that word use is driven by rules, I show how the patterns of word use, in virtue of which we express our reasons, emerge from our ongoing practice, including our practice of seeing things as similar. I argue that the notion of seeing the similarities is primitive for Wittgenstein. The remark, ?this (...)
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  20.  48
    Training, Training, Training: The Making of Second Nature and the Root's of Wittgenstein's Pragmatism.Michael Luntley - 2012 - European Journal of Pragmatism and American Philosophy 4 (2):88-104.
    Both Wittgenstein and Dewey have a role for the concept of skills and tech-niques in their understanding of practices and thereby the possession of concepts. Skills are typically acquired through training. It can seem, however, that their respective appeals to practice are dissimilar: Dewey’s appeal is, like Peirce’s, programmatic. It is meant to do philosophical work. In contrast, for Wittgenstein, the appeal to practice can seem a primitive, something that is meant to put an end to philosophical work. I argue (...)
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  21.  8
    Thought and Reference.Michael Luntley - 1990 - Philosophical Quarterly 40 (159):266-270.
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  22.  35
    What's Doing? Activity, Naming and Wittgenstein's Response to Augustine.Michael Luntley - 2010 - In Arif Ahmed (ed.), Wittgenstein's Philosophical Investigations: A Critical Guide. Cambridge University Press.
  23.  13
    Ethics in the Face of Uncertainty: Judgement Not Rules.Michael Luntley - 2003 - Business Ethics 12 (4):325-333.
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  24.  21
    Learning, Empowerment and Judgement.Michael Luntley - 2007 - Educational Philosophy and Theory 39 (4):418–431.
    Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. 1 The distinction is between activities of learning that involve training and those that involve reasoning. In the former, the pupil is a passive recipient of habits of mind and action. The mechanism by which they acquire these habits is mimesis, not reasoning. In contrast, learning by reasoning involves considerable mental activity by the pupil who has to work out (...)
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  25.  5
    Growing Awareness.Michael Luntley - 2004 - Philosophy of Education 38 (1):1-20.
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  26.  24
    Ethics in the Face of Uncertainty: Judgement Not Rules.Michael Luntley - 2003 - Business Ethics 12 (4):325–333.
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  27.  9
    What’s the Problem with Dewey?Michael Luntley - 2016 - European Journal of Pragmatism and American Philosophy 8 (1).
  28. Moral Sentiments, and the Difference They Make.Annette C. Baier & Michael Luntley - 1995 - Proceedings of the Aristotelian Society, Supplementary Volumes( 69:15-45.
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  29.  12
    Growing Awareness.Michael Luntley - 2004 - Journal of Philosophy of Education 38 (1):1–20.
  30. Dynamic Thoughts and Empty Minds.Michael Luntley - 1997 - European Review of Philosophy 2:77-103.
  31.  21
    Language, Logic and Experience.Bernhard Weiss & Michael Luntley - 1990 - Philosophical Quarterly 40 (161):534.
  32.  17
    On the Teaching and Learning of Words.Michael Luntley - 2008 - In David K. Levy & Edoardo Zamuner (eds.), Wittgenstein’s Enduring Arguments. Routledge.
  33.  20
    The Character of Learning.Michael Luntley - 2005 - Educational Philosophy and Theory 37 (5):689–704.
    In this paper I propose a contrast between learning as the acquisition of theories and learning as the development of insight. I then suggest that, in a great many cases, the cognitive achievement by which we come to organise behaviour rationally is the development of insight, where this is independent of the acquisition of knowledge regimented in theories. The distinction is between a model in which a subject rationalises behaviour by appeal to knowledge of particulars rather than general theoretical knowledge. (...)
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  34. Contemporary Philosophy of Thought: Truth, World, Content.Michael Luntley - 2000 - Mind 109 (436):969-973.
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  35. Reason, Truth and Self: The Postmodern Reconditioned.Michael Luntley - 1995 - Routledge.
    Michael Luntley provides a lively introduction to the debate over postmodernism. Sympathisers of the postmodernist critique of absolute knowledge have jetisoned concepts of reason,t ruth and self; this abandonment has fuelled their opponents' case against postmodernism. This has led them to ignore the very real problems raised by the postmodernists. Luntley offers a clear and careful exposition of how rational debate survives despite the Enlightenment's failings. _Reason, Truth and Self_ covers many of the key questions of our age: * How (...)
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  36. Reason, Truth and Self: The Postmodern Reconditioned.Michael Luntley - 1995 - Routledge.
    Michael Luntley provides a lively introduction to the debate over postmodernism. Sympathisers of the postmodernist critique of absolute knowledge have jetisoned concepts of reason,t ruth and self; this abandonment has fuelled their opponents' case against postmodernism. This has led them to ignore the very real problems raised by the postmodernists. Luntley offers a clear and careful exposition of how rational debate survives despite the Enlightenment's failings. _Reason, Truth and Self_ covers many of the key questions of our age: * How (...)
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  37.  33
    Saul Kripke, Philosophical Troubles, Collected Papers: Volume 1 . Xiii + 388, Price £27.50 Hb.Michael Luntley - 2013 - Philosophical Investigations 36 (1):87-90.
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  38.  29
    Moral Sentiments, and the Difference They Make.Annette C. Baier & Michael Luntley - 1995 - Aristotelian Society Supplementary Volume 69 (1):15 - 45.
  39.  13
    An Engaging Practice?Michael Luntley - 1997 - Inquiry: An Interdisciplinary Journal of Philosophy 40 (3):357 – 373.
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  40.  6
    Learning, Empowerment and Judgement.Michael Luntley - 2007 - Educational Philosophy and Theory 39 (4):418-431.
    Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. 1 The distinction is between activities of learning that involve training and those that involve reasoning. In the former, the pupil is a passive recipient of habits of mind and action. The mechanism by which they acquire these habits is mimesis, not reasoning. In contrast, learning by reasoning involves considerable mental activity by the pupil who has to work out (...)
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  41.  11
    Knowing How to Manage: Expertise and Embedded Knowledge.Michael Luntley - 2002 - Philosophy of Management 2 (3):3-14.
    The expertise of managers, as with other professionals, consists in what they know and their particular knowledge base is knowledge that is embedded in practice. In spite of what some practice assumes, management expertise is situated, experiential and cannot be codified. We lack, however, a clear philosophical model of what it means to say of knowledge that it is embedded in practice. This paper seeks to address this need, presents a theory of expertise and explores a key element of the (...)
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  42.  6
    The Character of Learning.Michael Luntley - 2005 - Educational Philosophy and Theory 37 (5):689-704.
    In this paper I propose a contrast between learning as the acquisition of theories and learning as the development of insight. I then suggest that, in a great many cases, the cognitive achievement by which we come to organise behaviour rationally is the development of insight, where this is independent of the acquisition of knowledge regimented in theories. The distinction is between a model in which a subject rationalises behaviour by appeal to knowledge of particulars rather than general theoretical knowledge. (...)
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  43.  25
    The 'Practical Turn' and the Convergence of Traditions.Michael Luntley - 1998 - Philosophical Explorations 1 (1):10 – 27.
    This paper explores the idea that the structure of intentionality is fundamentally the structure of a practice, not the structure of a language, or some quasi-linguistic system of representational entities. I show how and why neo-Fregean theory of content is committed to this practical turn. Mis-representation is often thought to be problematic for the neo-Fregean, but I show not only that it accommodates the phenomena better than the representationalist position, but also that the idea of error that the representationalist wants (...)
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  44.  20
    Reason, Truth and Self: The Postmodern Reconditioned.Michael Luntley - 1995 - Routledge.
    Postmodernism has had a significant and divisive impact on late-Twentieth Century thought. Proponents of the postmodernist critique of absolute knowledge have felt it necessary to jettison the Enlightenment concepts of truth, reason and the self. Opponents of postmodernism have seized on this abandonment of rational standards only to ignore the very real problems raised by the postmodernists. Michael Luntley provides a lively introduction to debate and offers a clear and careful exposition of how rational debate can survive even if the (...)
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  45. The Philosophy of P. F. Strawson.Michael Luntley - 1995 - New Delhi: Indian Coun Phil Res.
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  46.  56
    The Sense of a Name.Michael Luntley - 1984 - Philosophical Quarterly 34 (136):265-282.
  47.  22
    Lynne Rudder Baker, Naturalism and the First‐Person Perspective . Xxiv + 248, Price £64.00 Hb. [REVIEW]Michael Luntley - 2015 - Philosophical Investigations 38 (4):382-385.
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  48.  18
    Understanding Anthropologists.Michael Luntley - 1982 - Inquiry: An Interdisciplinary Journal of Philosophy 25 (2):199 – 216.
    In this paper I show how to treat problems in the philosophy of the social sciences, in particular anthropology, without the need to settle questions in the theory of meaning about realism and anti?realism. In doing this, I show how it is possible, contrary to received opinion, to ward off conceptual relativism without adoption of realist semantics. The argument involves sketching the feasibility of a viable non?realist concept of objectivity. Having distinguished the required notion of objectivity, I then bring this (...)
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  49.  44
    The Role of Judgement.Michael Luntley - 2005 - Philosophical Explorations 8 (3):281 – 295.
    In this essay I explore one way of making sense of the idea that 'judgement' picks out a singular cognitive operation that cannot be modelled in terms of rule application. I argue that there is a place for noting a distinctive capacity for coming to a view about what to think and what to do and that this capacity is best understood in terms of singular attentional states. On the account that I sketch, the role of judgement contributes to the (...)
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  50.  14
    On the Way the World is Independently of the Way We Take It to Be.Michael Luntley - 1989 - Inquiry: An Interdisciplinary Journal of Philosophy 32 (2):177 – 194.
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