Table of Contents

1 Introduction: reconsidering learning 2 The Cartesian and empiricist heritage of learning theories 13 The Romantic view of learning: Rousseau’s Émile 4 Learning in a normative context 5 Learning, training and behaviourism 6 Representation and learning 7 Development 8 Learning language 9 Learning and concept formation 10 Memory and learning 11 Attending, thinking and learning 112 Later learning 13 Learning about religion 14 Moral learning 15 Learning to make and to appreciate 16 Conclusion: five themes but no grand theories

About the Author

Christopher Winch is currently Professor of Philosophy of Education at Nene College, Northampton, UK. He has taught in primary schools and in higher education. Among his publications are Language, Ability and Educational Achievement (1990), Reading, Writing and Reading (with Gavin Fairbairn) (1991, 1996), and Quality and Education (1996).