Conceptual Development and the Paradox of Learning
Bibliographic Data
| ID | 11951352 |
|---|---|
| Authors | Michael Luntley (University of Warwick, corresponding author) |
| Year | 2008 |
| Volume | 42 |
| Issue | 1 |
| Pages | 1-14 |
| Publication date | 2008-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.2008.00606.x |
| OpenAlex | W2092069445 |
| Language | EN |
| Citations received | 8 |
| References cited | 4 |
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
Cognitive psychology · Cognitive science · Concept learning · Development (topology · Epistemology · Experiential learning · Learning Sciences · Learning theory · Mathematics education · Sketch · Subject (documents · Computer Science · Epistemology, Ethics, and Metaphysics · Philosophy · Philosophy and Theoretical Science · Psychology · Wittgensteinian philosophy and applications
| Citations per year | 0.44 |
|---|---|
| Citation span | 2008 - 2024 (17) |
| Highly cited | No |