In this book Thomas Wren uncovers and assesses the largely hidden philosophical assumptions about human motivation that have shaped contemporary psychological ...

Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education. This book is unique in that it combines a broad sketch of contemporary developmental theory with detailed discussions of its central issues, in order to construct a general framework for understanding and analyzing theories of individual and collective development in various domains ranging from cognitive and moral development to developments in art. Special attention is also given to the rich relations between conceptual development (...) and education. (shrink)

There are many ways of writing about the moral life, but at first sight few seem more formal and apparently remote from its urgent, anguishing problems than ...

Against Danto's recent argument that the causation internal to basic actions is not a special, immanent causation, it is objected that (i) he introduces a notion of truncated action that involves a fallacious use of the Equals-subtracted-from-equals axiom, (ii) his version of the Identity Thesis turns upon a misleading notion of co-referentiality, and (iii) he falls into what, by his own theory of meaning, amounts to a category mistake concerning intentions as causes within actions. Hence Danto's arguments do not warrant (...) his materialist claim that causation is a univocal concept. (shrink)

This is followed by a section about action in general: it establishes the standpoint of the agent and makes an inventory of several species of action.

This chapter contains sections titled: Learning Intelligence Learning, Intelligence, and Individual Differences Biological Conditions Sociocultural Conditions Conative‐affective Factors Multiple Intelligence Learning Disabilities Implications for Teaching.