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  1. The representational theory of learning and its pedagogic relevance.Christopher Winch - 1997 - Educational Philosophy and Theory 29 (2):67–82.
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  • Remembering as Public Practice: Wittgenstein, memory, and distributed cognitive ecologies.John Sutton - 2014 - In V. A. Munz, D. Moyal-Sharrock & A. Coliva (eds.), Mind, Language, and Action: proceedings of the 36th Wittgenstein symposium. De Gruyter. pp. 409-444.
    A woman is listening to Sinatra before work. As she later describes it, ‘suddenly from nowhere I could hear my mother singing along to it … I was there again home again, hearing my mother … God knows why I should choose to remember that … then, to actually hear her and I had this image in my head … of being at home … with her singing away … like being transported back you know I got one of those (...)
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  • The Religious-Cosmological Reading of Zettel 608.Richard McDonough - 2013 - Sophia 52 (2):259-279.
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  • Heidegger's Ereignis and Wittgenstein on the Genesis of Language.Richard McDonough - 2014 - Open Journal of Philosophy 4 (3):416-431.
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  • Connecting Twenty-First Century Connectionism and Wittgenstein.Charles W. Lowney, Simon D. Levy, William Meroney & Ross W. Gayler - 2020 - Philosophia 48 (2):643-671.
    By pointing to deep philosophical confusions endemic to cognitive science, Wittgenstein might seem an enemy of computational approaches. We agree that while Wittgenstein would reject the classicist’s symbols and rules approach, his observations align well with connectionist or neural network approaches. While many connectionisms that dominated the later twentieth century could fall prey to criticisms of biological, pedagogical, and linguistic implausibility, current connectionist approaches can resolve those problems in a Wittgenstein-friendly manner. We present the basics of a Vector Symbolic Architecture (...)
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  • “The Cosmology of Cognitive Science from Hesiod, Socrates, and Plato to Wittgenstein”.Richard Michael McDonough - 2020 - Athens Journal of Humanities and Arts 7:1-30.
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