My main research interests are Wittgenstein; the metaphysics of thought and reasons; perceptual knowledge, especially the role perceptual knowledge plays in expert performance. One of the central themes of my book, Wittgenstein: meaning and judgement, is the idea that competence with language consists in seeing things aright, rather than being in possession of knowledge subject to a theoretical articulation. This work underpins some of my interests in the metaphysics of reasons. I am also interested in the philosophy of education, especially with regard to the nature of professional expertise and am investigating the scope for a detailed account of epistemic virtues - detailed cognitive skills by which experts of various kinds manage the complex environments with which they deal. I directed the research project: Attention and the knowledge bases of expertise, funded by an AHRB Innovation Award. This project involved a pilot study of the cognitive skills that underpin the competences of class teachers and with my collaborator in Education we are now planning a follow-up more detailed project on this topic.

Recent Publications:

Books

• Wittgenstein: Opening Investigations, Wiley-Blackwell, Oxford & New York, 2015
• Wittgenstein: meaning and judgement, Oxford and New York: Blackwell, September 2003.
• Contemporary Philosophy of Thought, Blackwell, Oxford & New York, 1999

Articles

• ‘Forgetski Vygotsky: or a plea for bootstrapping accounts of learning’ Educational Philosophy and Theory 2016
• ‘Wittgenstein and the path of learning’, J.Stickney& M.Peters (eds.) A Companion to Wittgenstein on Education: Pedagogical Investigations, Springer, 2016
• ‘Expertise and educational practice’ Encyclopedia of Educational Philosophy and Theory, eds. Stickney & Peters, Springer 2016
• ‘Wittgenstein and the path of learning’, Encyclopedia of Educational Philosophy and Theory, eds. Stickney & Peters, Springer 2016
• ‘What’s the problem with Dewey?’ European Journal of Pragmatism and American Philosophy, special number on centenary of Dewey’s Education and Democracy, 2016 Vol VIII No.1, 77-99
• ‘Review of Lynne Rudder Baker, Naturalism and the first-person perspective’, Philosophical Investigations, 38 No.4 October 2015 pp.382-5.
• ‘On the logic of aiming at truth’, Seyed Ali Kalantari & Michael Luntley, Analysis, 2013, 73 (3) 419-422.
• ‘Review of Saul Kripke, Philosophical Troubles, Collected Papers: Volume 1’ Philosophical Investigations, 36, No.1 2013 pp.87-90.
• ‘Training, training, training: the making of second nature and the roots of Wittgenstein’s pragmatism’ European Journal of Pragmatism and American Philosophy. Symposia: Wittgenstein and Pragmatism a Reassessment, 2012 IV, No.2, 88-104.
• ‘Expertise: initiation into learning, not knowing’, Towards Professional Wisdom, Eds. Bond, Carr, Clark & Clegg, Ashgate Publishing, pp.27-44, October 2011
• ‘What do nurses know?’ Nursing Philosophy, January 2011, 12, 22-33
• ‘On Education and Initiation’, Journal for Philosophy of Education, supplemenatary issue - Reading Peters Today, Vol 43, October 2009, pp.41-56
• ‘Expectations without content’, Mind & Language, Vol 25 No.2 2010, pp.217-36.
• ‘What’s doing? Activity, naming and Wittgenstein’s response to Augustine’, Wittgenstein’s Philosophical Investigations: A Critical Guide, ed. Arif Ahmed, Cambridge: C.U.P. 2010, pp.30-48.
• ‘Understanding expertise’. Journal for Applied Philosophy, vol 26 No. 4 2009, pp.356-70
• ‘Il momento ermeneutico: la verita nel costruttisimo’ Iride 2009 pp.337-46 trans. by A. Pagnigni (‘The hermeneutic moment – the truth in constructivism’)
• ‘The teaching and learning of words’, Wittgenstein’s enduring argument, eds., D Levy & E. Zamuner, Boston & London: Routledge, 2009, pp.135-55
• ‘Training and learning’, Educational Philosophy and Theory, 2008, 40, No.5, September, 2008, 695-711.
• ‘Conceptual development and the paradox of learning’, Journal for Philosophy of Education, 42, No.1, 2008, pp.1-14.
• ‘What teachers know: the knowledge bases of classroom practice’, M. Bosch (Ed.), Proceedings of CERME4, the Fourth Congress of the European Society for Research in Mathematics Education, Barcelona, Spain: Ramon Llull University, in press Ainley J & Luntley M.
• ‘Learning, empowerment and judgement’, Educational Philosophy and Theory, 2007, 39, 418-31, special issue of papers from the Philosophy of Education Society of Australasia, Annual Conference, Hong Kong, November 2005.'
• ‘Care, sensibility and judgement’, Educating Professionals: towards a philosophy of nursing and health care professional education, Eds, P. Standish and J. Drummond, Palgrave Macmillan, 2007, 77-90.
• ‘The role of attention in expert classroom practice’, Journal of Mathematics Teacher Education 10(1), (2007) 3-22, Ainley, J. p;amp; Luntley, M.
• ‘Towards an articulation of expert classroom practice’, Teaching and Teacher Education 23 (7) (2007) 1127-1138, Ainley, J. & Luntley, M.
• ‘Keeping track, autobiography and the conditions for self erosion’ in Dementia: Mind, Meaning and the person, J. Hughes, S. Louw & S. Sabat (eds.), OUP, 2006, pp.105-21.
• ‘The role of judgement’, Philosophical Explorations, Vol 8, No. 3, September 2005, pp.281-95
• 'The Character of Learning', Educational Philosophy & Theory, Vol 37, No. 5, 2005, pp.689-704: special issue on new theories of learning, ed. P. Hager
• ‘What teachers know: the knowledge bases of classroom practice’, Proceedings of 4th Conference European Society for Research in Mathematics Education, Barcelona, February 2005. Ainley J & Luntley M.
• ‘The Role of Attention in Classroom Practice: Developing a Methodology,’ in P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce and A. Roche (Eds.) Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, 73-80, 2005. Ainley, J. and Luntley, M.
• 'Growing awareness' Journal of Philosophy of Education 38 No. 1, 2004, 1-20.
• ‘Ethics in the face of uncertainty – judgement not rules’ Business Ethics: A European Review 12 (4), October 2003, 325-33.
• ’Nonconceptual content and the sound of music’, Mind & Language 18 No.4, September 2003, 402-26
• Attention, time and purpose', Philosophical Explorations VI (1) January 2003, 2-17.
• 'Knowing how to manage: expertise and embedded knowledge' Reason in Practice 2 (3) 2002, 3-14

 

Email:

michael.luntley@warwick.ac.uk

 

Office

S2.58

 

Office hour: Weds 11-12.