ABSTRACT
The particular interest of this paper lies in the way in which the author takes some of the more commonly held views on the nature of concepts and concept formation and shows how they may be related to school learning. By taking an example of a concept which will probably be unfamiliar to the reader he places him in similar situation to a child in school when the teacher moves on to a new subject. The reader is thus able to gain an insight into the problems of concept learning and teaching which we take up with more specific reference to school subjects later.
