Abstract
I shall examine a theory, set out in the form of a story, which claims to explain advance in learning the meaning of words. Ignoring some important features of the theory—those notably to do with how such learning comes about—I shall ask what it is that the theory supposes us to learn when we learn the meaning of a word, or what it is that the theory supposes us to be doing when we learn it. The theory will be imputed to one Augustine, since the story may be taken as a not unfair remythologization of a theory advanced by St Augustine in the De Magistro: but I shall not attempt here either to prove or reject paternity, being content to examine the theory on its intrinsic merits which, I hope to show, are not inconsiderable.
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