Michael Luntley
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
- Contemporary Philosophy of Thought, Blackwell, Oxford & New York, 1999
- Wittgenstein: meaning and judgement, Oxford and New York: Blackwell, September 2003.
Articles
- ‘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
