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 the in the 'scientific' cognitivist tradition. These two schools, the author argues, are more closely related than is commonly realised. Christopher Winch examines the early modern and enlightenment origins of contemporary learning theory before developing an original, socially-based perspective, which challenges the excessive individualism of most work in this area. Professor Winch covers a wide-range of topics. These include: training, comtemporary representationalist accounts of the mind and their implications for our understanding of learning, developmental theory, language learning, concept formation, memory, attention, later learning, and in several chapters, learning in moral, religious and aesthetic contexts.
The author shows that learning pervades all aspects of our lives and that in order for us to understand it in all its variety and complexity we must go beyond the narrow perspectives of most empirical psychological study. The Philosophy of Human Learning will be of interest to all who have a professional interest in learning, including psychologists as well as philosphers of education.