Michael Luntley
Biographic Data
| ID | 444936 |
|---|---|
| NAME | Michael Luntley |
| GIVEN NAMES | Michael |
| FAMILY NAME | Luntley |
| SIGNATURE | LUNTLEY M |
| AFFILIATIONS | University of Warwick |
| VERIFIED | No |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 24 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Expertise and the Space for Discretion
Play's the Thing
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. Pla…
What’s the Problem with Dewey
In Democracy and Education Dewey has a rich conception of educational flourishing that stands at odds with the instrumentalism about learning endemic to much contemporary educational policy. And his vision posits deep dependencies between the different domains in which education is transformative: the transformation of the individual learner into an inquirer equipped to adapt in a changing environment and the transformations in the social world r…
Forgetski Vygotsky
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 …
On the logic of aiming at truth
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 w…
Training, Training, Training
Both Wittgenstein and Dewey have a role for the concept of skills and techniques 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, som…
On Education and Initiation
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 r…
Conceptual Development and the Paradox of Learning
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 acqu…
Training and Learning
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 …
Learning, Empowerment and Judgement
Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. 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…
Towards an articulation of expert classroom practice
The Character of Learning
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 …
Growing Awareness
I propose a theory of conceptual development in which concept possession consists in seeing the world aright. The capacity to see things aright is primitive; it is not explained in terms of grasp of a theory or in terms of assimilation of socially determined norms of word use. The educational task in promoting conceptual development is to train the forms of awareness by which the learner comes to see the world correctly. I sketch the consequences…
Reason, Truth and Self
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 Enlighte…
Contemporary philosophy of thought
This volume provides an introduction to the essential issues and concepts of contemporary analytic philosophy. It introduces students to the pivotal arguments that motivate work in the field, while arguing a definite point of view in a style that encourages discussion and debate. 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 discipline
Moral Sentiments, and the Difference They Make
Annette C. Baier, Michael Luntley; Moral Sentiments, and the Difference They Make, Aristotelian Society Supplementary Volume, Volume 69, Issue 1, 1 July 19
Language, Logic and Experience
Journal Article Book Reviews Get access Language, Logic and Experience. By Michael Luntley. (London: Gerald Duckworth, 1988. Pp. x + 278. Price £19.95.) Bernhard Weiss Bernhard Weiss University of St. Andrews Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 40, Issue 161, October 1990, Pages 534–536, https://doi.org/10.2307/2220121 Published: 01 October 1990
Thought and Reference
Journal Article Book Reviews Get access Thought and Reference. By Kent Bach. (Oxford: Clarendon Press, 1988. Pp. ix + 305. Price £27.50.) Michael Luntley Michael Luntley The London School of Economics Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 40, Issue 159, April 1990, Pages 266–270, https://doi.org/10.2307/2219820 Published: 01 April 1990
Anti-Realism and Logic
Journal Article Book Reviews Get access Anti-Realism and Logic. By Neil Tennant. (Oxford: Clarendon Press, 1987. Pp. xii + 325. Price £32.50) Michael Luntley Michael Luntley University College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 39, Issue 156, July 1989, Pages 361–364, https://doi.org/10.2307/2220178 Published: 01 July 1989
Bringing the State Back In
Meaning and Interpretation
Journal Article Book Reviews Get access Meaning and Interpretation. Edited By Charles Travis (Oxford: Basil Blackwell, 1986. Pp. vii + 308. Price £22.50.) Michael Luntley Michael Luntley University College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 37, Issue 149, October 1987, Pages 473–477, https://doi.org/10.2307/2219584 Published: 01 October 1987
The Sense of A Name
Journal Article The Sense of a Name Get access Michael Luntley Michael Luntley Linacre College & New College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 34, Issue 136, July 1984, Pages 265–282, https://doi.org/10.2307/2218760 Published: 01 July 1984
Verification, Perception, and Theoretical Entities
Journal Article Verification, Perception, and Theoretical Entities Get access Michael Lotttley Michael Lotttley Linacre College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 32, Issue 128, July 1982, Pages 245–261, https://doi.org/10.2307/2219326 Published: 01 July 1982
Towards an articulation of expert classroom practice
Training and Learning
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 …
Conceptual Development and the Paradox of Learning
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 acqu…
Learning, Empowerment and Judgement
Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. 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…
Forgetski Vygotsky
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 …
Play's the Thing
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. Pla…
The Character of Learning
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 …
Growing Awareness
I propose a theory of conceptual development in which concept possession consists in seeing the world aright. The capacity to see things aright is primitive; it is not explained in terms of grasp of a theory or in terms of assimilation of socially determined norms of word use. The educational task in promoting conceptual development is to train the forms of awareness by which the learner comes to see the world correctly. I sketch the consequences…
Verification, Perception, and Theoretical Entities
Journal Article Verification, Perception, and Theoretical Entities Get access Michael Lotttley Michael Lotttley Linacre College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 32, Issue 128, July 1982, Pages 245–261, https://doi.org/10.2307/2219326 Published: 01 July 1982
Verification, Perception, and Theoretical Entities
Journal Article Verification, Perception, and Theoretical Entities Get access Michael Lotttley Michael Lotttley Linacre College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 32, Issue 128, July 1982, Pages 245–261, https://doi.org/10.2307/2219326 Published: 01 July 1982
The Sense of A Name
Journal Article The Sense of a Name Get access Michael Luntley Michael Luntley Linacre College & New College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 34, Issue 136, July 1984, Pages 265–282, https://doi.org/10.2307/2218760 Published: 01 July 1984
Meaning and Interpretation
Journal Article Book Reviews Get access Meaning and Interpretation. Edited By Charles Travis (Oxford: Basil Blackwell, 1986. Pp. vii + 308. Price £22.50.) Michael Luntley Michael Luntley University College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 37, Issue 149, October 1987, Pages 473–477, https://doi.org/10.2307/2219584 Published: 01 October 1987
Anti-Realism and Logic
Journal Article Book Reviews Get access Anti-Realism and Logic. By Neil Tennant. (Oxford: Clarendon Press, 1987. Pp. xii + 325. Price £32.50) Michael Luntley Michael Luntley University College, Oxford Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 39, Issue 156, July 1989, Pages 361–364, https://doi.org/10.2307/2220178 Published: 01 July 1989
Bringing the State Back In
Language, Logic and Experience
Journal Article Book Reviews Get access Language, Logic and Experience. By Michael Luntley. (London: Gerald Duckworth, 1988. Pp. x + 278. Price £19.95.) Bernhard Weiss Bernhard Weiss University of St. Andrews Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 40, Issue 161, October 1990, Pages 534–536, https://doi.org/10.2307/2220121 Published: 01 October 1990
Thought and Reference
Journal Article Book Reviews Get access Thought and Reference. By Kent Bach. (Oxford: Clarendon Press, 1988. Pp. ix + 305. Price £27.50.) Michael Luntley Michael Luntley The London School of Economics Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 40, Issue 159, April 1990, Pages 266–270, https://doi.org/10.2307/2219820 Published: 01 April 1990
Moral Sentiments, and the Difference They Make
Annette C. Baier, Michael Luntley; Moral Sentiments, and the Difference They Make, Aristotelian Society Supplementary Volume, Volume 69, Issue 1, 1 July 19
Contemporary philosophy of thought
This volume provides an introduction to the essential issues and concepts of contemporary analytic philosophy. It introduces students to the pivotal arguments that motivate work in the field, while arguing a definite point of view in a style that encourages discussion and debate. 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 discipline
Reason, Truth and Self
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 Enlighte…
Growing Awareness
I propose a theory of conceptual development in which concept possession consists in seeing the world aright. The capacity to see things aright is primitive; it is not explained in terms of grasp of a theory or in terms of assimilation of socially determined norms of word use. The educational task in promoting conceptual development is to train the forms of awareness by which the learner comes to see the world correctly. I sketch the consequences…
The Character of Learning
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 …
Towards an articulation of expert classroom practice
Learning, Empowerment and Judgement
Here is a distinction that appears very simple, looks compelling and seems to be deeply rooted in our reflections on learning. 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…
Conceptual Development and the Paradox of Learning
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 acqu…
Training and Learning
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 …
On Education and Initiation
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 r…
Training, Training, Training
Both Wittgenstein and Dewey have a role for the concept of skills and techniques 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, som…
On the logic of aiming at truth
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 w…
What’s the Problem with Dewey
In Democracy and Education Dewey has a rich conception of educational flourishing that stands at odds with the instrumentalism about learning endemic to much contemporary educational policy. And his vision posits deep dependencies between the different domains in which education is transformative: the transformation of the individual learner into an inquirer equipped to adapt in a changing environment and the transformations in the social world r…
Forgetski Vygotsky
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 …
Play's the Thing
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. Pla…
Expertise and the Space for Discretion
Philosophy (17 works) · Epistemology (16 works) · Computer Science (15 works) · Psychology (12 works) · Sociology (12 works) · Philosophy (11 works) · Epistemology, Ethics, and Metaphysics (8 works) · Classics (7 works) · History (7 works) · Wittgensteinian philosophy and applications (7 works)