Journal
OXFORD REVIEW OF EDUCATION
Volume 34, Issue 1, Pages 75-87Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/03054980701565006
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This paper argues that recent work in philosophy complements the discourse of psychologists and educationists on such questions as the differences between behavioural and conceptual learning, the nature of the latter, the formation of general ideas, and the stability and transferability of knowledge. Conclusions about both teaching methods and assessment in higher education are drawn from this discussion.
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