Conceptual development and the paradox of learning

Journal of Philosophy of Education

Volumn 42, Issue 1, 2008, Pages 1-14

  Luntley, Michael ^a  

^a UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 47249090950     PISSN: 03098249     EISSN: 14679752     Source Type: Journal    
DOI: 10.1111/j.1467-9752.2008.00606.x     Document Type: Article

References (11)

1. Bloom, P. (2000) How Children Learn the Meaning of Words (Cambridge, MA, MIT Press).
2. Campbell, J. (2002) Reference and Consciousness (Oxford, Clarendon Press).
3. Fodor, J. (1975) he Language of Thought (Cambridge, MA, Harvard University Press).
4. Frankfurt, H. (1978) The Problem of Action, American Philosophical Quarterly, 15, pp. 157 62.
5. Frankfurt, H. (1988) The Importance of What We Care About (Cambridge, Cambridge University Press).
6. Frankfurt, H. (1999) Volition, Necessity, Love (Cambridge, Cambridge University Press).
7. Hobson, P. (2002) The Cradle of Thought (London, Macmillan).
8. Luntley, M. (2008a) On the Teaching and Learning of Words, in:D. Levy E Zamuner (eds) Wittgenstein's Enduring Arguments (London & New York, Routledge).
9. Luntley, M. (2008b) Judgement, Individualism and the Source of Order, delivered at the Self and Other 2008: Social Reason Conference, Queen's Ontario.
10. Scott, D. (2006) Plato's Meno (Cambridge, Cambridge University Press).
11. Wrathall, M. (2005) 'Motives, Reasons and Causes', in Carman (ed.) The Cambridge Companion to Merleau-Ponty (Cambridge, Cambridge University Press pp. 111 128.