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[null,"1.","Record Nr.",null,"UNINA9910450626603321"]
[null,null,"Autore",null,"Winch Christopher"]
[null,null,"Titolo",null,"The philosophy of human learning / / Christopher Winch"]
[null,null,"Pubbl/distr/stampa",null,"London ; ; New York : , : Routledge, , 1998"]
[null,null,"ISBN",null,"1-134-71782-2"]
[{"$nulls":4},"1-280-33083-X"]
[{"$nulls":4},"9786610330836"]
[{"$nulls":4},"0-203-31860-9"]
[{"$nulls":4},"0-203-03010-9"]
[null,null,"Descrizione fisica",null,"1 online resource (200 p.)"]
[null,null,"Collana",null,"Routledge international studies in the philosophy of education ; ; 3"]
[null,null,"Disciplina",null,"153.1/5"]
[null,null,"Soggetti",null,"Learning"]
[{"$nulls":4},"Learning - Philosophy"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references (p. 205-511) and index."]
[null,null,"Nota di contenuto",null,"Book Cover; Title; Contents; Preface; Acknowledgements; Introduction: reconsidering learning; The Cartesian and empiricist heritage of learning theories; The Romantic view of learning: Rousseau's mile; Learning in a normative context; Learning, training and behaviourism; Representation and learning; Development; Learning language; Learning and concept formation; Memory and learning; Attending, thinking and learning; Later learning; Learning about religion; Moral learning; Learning to make and to appreciate; Conclusion: five themes but no grand theories; Notes; References; Index"]
[null,null,null,"Sommario/riassunto","The Philosophy of Human Learning addresses current concerns with the nature of human learning from a distinctive philosophical perspective. Using insights derived from the work of Wittgenstein, it mounts a vigorous attack on influential contemporary accounts of learning, both in the 'romantic' Rousseauian tradition and in the 'scientific' cognotivist tradition. These two schools, Professor Winch argues, are more closely related than is commonly realised."]