Skills

Edited by Juan Pablo Bermúdez (Universidad Externado De Colombia, Université de Neuchâtel)
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71 found
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  1. added 2020-05-04
    Know-How and Non-Propositional Intentionality.Katalin Farkas - forthcoming - In Alex Grzankowski & Michelle Montague (eds.), Non-Propositional Intentionality. Oxford, UK: pp. 95-113.
    This paper investigates the question of whether know-how can be regarded as a form of non-propositional intentionality.
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  2. added 2020-05-04
    Know-How, Action, and Luck.Carlotta Pavese - forthcoming - Synthese.
    A good surgeon knows how to perform a surgery; a good architect knows how to design a house. We value their know-how. We ordinarily look for it. What makes it so valuable? A natural response is that know-how is valuable because it explains success. A surgeon’s know-how explains their success at performing a surgery. And an architect’s know-how explains their success at designing houses that stand up. We value know-how because of its special explanatory link to success. But in virtue (...)
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  3. added 2020-05-04
    Know-How and Gradability.Carlotta Pavese - 2017 - Philosophical Review 126 (3):345-383.
    Orthodoxy has it that knowledge is absolute—that is, it cannot come in degrees. On the other hand, there seems to be strong evidence for the gradability of know-how. Ascriptions of know-how are gradable, as when we say that one knows in part how to do something, or that one knows how to do something better than somebody else. When coupled with absolutism, the gradability of ascriptions of know-how can be used to mount a powerful argument against intellectualism about know-how—the view (...)
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  4. added 2020-05-04
    Skill in Epistemology II: Skill and Know How.Carlotta Pavese - 2016 - Philosophy Compass 11 (11):650-660.
    The prequel to this paper has discussed the relation between knowledge and skill and introduced the topic of the relationship between skill and know how. This sequel continues the discussion. First, I survey the recent debate on intellectualism about knowing how (§1-3). Then, I tackle the question as to whether intellectualism (and anti-intellectualism) about skill and intellectualism (and anti-intellectualism) about know how fall or stand together (§4-5).
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  5. added 2020-05-04
    Know-How, Procedural Knowledge, and Choking Under Pressure.Gabriel Gottlieb - 2015 - Phenomenology and the Cognitive Sciences 14 (2):361-378.
    I examine two explanatory models of choking: the representationalist model and the anti-representationalist model. The representationalist model is based largely on Anderson's ACT model of procedural knowledge and is developed by Masters, Beilock and Carr. The antirepresentationalist model is based on dynamical models of cognition and embodied action and is developed by Dreyfus who employs an antirepresentational view of know-how. I identify the models' similarities and differences. I then suggest that Dreyfus is wrong to believe representational activity requires reflection and (...)
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  6. added 2020-04-14
    Toolmaking and the Origin of Normative Cognition.Jonathan Birch - manuscript
    We are all guided by thousands of norms, but how did our capacity for normative cognition evolve? I propose there is a deep but neglected link between normative cognition and practical skill. In modern humans, complex motor skills and craft skills, such as skills related to toolmaking and tool use, are guided by internally represented norms of correct performance. Moreover, it is plausible that core components of human normative cognition evolved in response to the distinctive demands of transmitting complex motor (...)
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  7. added 2020-03-13
    Knowing How One Knows.Giovanni Rolla - 2019 - Logos and Episteme 10 (2):195-205.
    In this paper, I argue that knowledge is dimly luminous. That is: if a person knows that p, she knows how she knows that p. The argument depends on a safety-based account of propositional knowledge, which is salient in Williamson’s critique of the ‘KK’ principle. I combine that account with non-intellectualism about knowledge-how – according to which, if a person knows how to φ, then in nearly all nearby possible worlds in which she φes in the same way as in (...)
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  8. added 2020-02-28
    Arm and Hand Movement Control.Stefan Schaal - 2002 - In M. Arbib (ed.), The Handbook of Brain Theory and Neural Networks. MIT Press. pp. 2--110.
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  9. added 2020-01-15
    Perceptual Skills.Dustin Stokes & Bence Nanay - forthcoming - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook on Skill and Expertise. London: Routledge.
    This chapter has four parts. I distinguishes some types of perceptual skills and highlights their importance in everyday perception. II identifies a well-studied class of perceptual skills: cases of perceptual expertise. III discusses a less studied possible instance of perceptual skill: picture perception. Finally, IV outlines some important mechanisms underlying perceptual skills, with special emphasis on attention and mental imagery.
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  10. added 2019-12-26
    An Enactive-Ecological Approach to Information and Uncertainty.Eros Moreira de Carvalho & Giovanni Rolla - 2020 - Frontiers in Psychology 11:1-11.
    Information is a central notion for cognitive sciences and neurosciences, but there is no agreement on what it means for a cognitive system to acquire information about its surroundings. In this paper, we approximate three influential views on information: the one at play in ecological psychology, which is sometimes called information for action; the notion of information as covariance as developed by some enactivists, and the idea of information as minimization of uncertainty as presented by Shannon. Our main thesis is (...)
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  11. added 2019-12-19
    Know How and Skill: The Puzzles of Priority and Equivalence.Yuri Cath - forthcoming - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook of Skill and Expertise. Routledge.
    This chapter explores the relationship between knowing-how and skill, as well other success-in-action notions like dispositions and abilities. I offer a new view of knowledge-how which combines elements of both intellectualism and Ryleanism. According to this view, knowing how to perform an action is both a kind of knowing-that (in accord with intellectualism) and a complex multi-track dispositional state (in accord with Ryle’s view of knowing-how). I argue that this new view—what I call practical attitude intellectualism—offers an attractive set of (...)
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  12. added 2019-12-16
    Skill and Expertise in Perception.Susanna Siegel - forthcoming - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook of Skill and Expertise. Routledge.
    Entry for forthcoming handbook of skill and expertise. Discusses social perception, perceptual expertise, knowing what things look like, and a bit about about asethetics at the end.
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  13. added 2019-12-15
    The Shared Know-How in Linguistic Bodies.Eros Carvalho - manuscript
    Linguistic Bodies opens up a wide range of very interesting issues. In this brief commentary, however, I will concentrate in just one: the shared know-how of social and participatory interactions upon which linguistic skills rest, although in a non-reductive way. As this kind of shared know-how fulfills an important job in explaining how language emerges in a domain of social interactions, I think it's valuable to pursue a clear and articulated view of this notion. In particular, I will try to (...)
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  14. added 2019-11-28
    Thought in Action: Expertise and the Conscious Mind.Barbara Gail Montero - 2016 - Oxford University Press UK.
    How does thinking affect doing? There is a widely held view that thinking about what you are doing, as you are doing it, hinders performance. Once you have acquired the ability to putt a golf ball, play an arpeggio on the piano, or parallel-park, reflecting on your actions leads to inaccuracies, blunders, and sometimes even utter paralysis--that's what is widely believed. But is it true? After exploring some of the contemporary and historical manifestations of the idea, Barbara Gail Montero develops (...)
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  15. added 2019-11-28
    The Sense of Agency and its Role in Strategic Control for Expert Mountain Bikers.Wayne Christensen, Kath Bicknell, Doris McIlwain & John Sutton - 2015 - Psychology of Consciousness: Theory, Research, and Practice 2 (3):340-353.
    Much work on the sense of agency has focused either on abnormal cases, such as delusions of control, or on simple action tasks in the laboratory. Few studies address the nature of the sense of agency in complex natural settings, or the effect of skill on the sense of agency. Working from 2 case studies of mountain bike riding, we argue that the sense of agency in high-skill individuals incorporates awareness of multiple causal influences on action outcomes. This allows fine-grained (...)
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  16. added 2019-11-27
    Thinking in the Zone: The Expert Mind in Action.Barbara Gail Montero - 2015 - Southern Journal of Philosophy 53 (S1):126-140.
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  17. added 2019-11-27
    Is Monitoring One’s Actions Causally Relevant to Choking Under Pressure?Barbara Gail Montero - 2015 - Phenomenology and the Cognitive Sciences 14 (2):379-395.
    I have a painfully vivid memory of performing the Venezuelan choreographer Vincente Nebrada’s ballet Pentimento.After graduating from high school at age 15 and before entering college, I spent a number of years working as a professional ballet dancer with North Carolina Dance Theatre , among other companies. I was a new member of North Carolina Dance Theatre, and although the company had presented the piece on a number of occasions, this was the first time the director was watching from the (...)
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  18. added 2019-11-27
    Putting Pressure on Theories of Choking: Towards an Expanded Perspective on Breakdown in Skilled Performance.Doris McIlwain, John Sutton & Wayne Christensen - 2015 - Phenomenology and the Cognitive Sciences 14 (2):253-293.
    There is a widespread view that well-learned skills are automated, and that attention to the performance of these skills is damaging because it disrupts the automatic processes involved in their execution. This idea serves as the basis for an account of choking in high pressure situations. On this view, choking is the result of self-focused attention induced by anxiety. Recent research in sports psychology has produced a significant body of experimental evidence widely interpreted as supporting this account of choking in (...)
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  19. added 2019-11-27
    Considering the Role of Cognitive Control in Expert Performance.John Toner, Barbara Gail Montero & Aidan Moran - 2015 - Phenomenology and the Cognitive Sciences 14 (4):1127-1144.
    Dreyfus and Dreyfus’ influential phenomenological analysis of skill acquisition proposes that expert performance is guided by non-cognitive responses which are fast, effortless and apparently intuitive in nature. Although this model has been criticised for over-emphasising the role that intuition plays in facilitating skilled performance, it does recognise that on occasions a form of ‘detached deliberative rationality’ may be used by experts to improve their performance. However, Dreyfus and Dreyfus see no role for calculative problem solving or deliberation when performance is (...)
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  20. added 2019-11-27
    Attending to the Execution of a Complex Sensorimotor Skill: Expertise Differences, Choking, and Slumps.Rob Gray - 2004 - Journal of Experimental Psychology: Applied 10 (1):42-54.
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  21. added 2019-11-15
    Skilled Action.Wayne Christensen - 2019 - Philosophy Compass 14 (11).
  22. added 2019-10-26
    Do We Reflect While Performing Skillful Actions? Automaticity, Control, and the Perils of Distraction.Juan Pablo Bermúdez - 2017 - Philosophical Psychology 30 (7):896-924.
    From our everyday commuting to the gold medalist’s world-class performance, skillful actions are characterized by fine-grained, online agentive control. What is the proper explanation of such control? There are two traditional candidates: intellectualism explains skillful agentive control by reference to the agent’s propositional mental states; anti-intellectualism holds that propositional mental states or reflective processes are unnecessary since skillful action is fully accounted for by automatic coping processes. I examine the evidence for three psychological phenomena recently held to support anti-intellectualism and (...)
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  23. added 2019-09-12
    Skill Transmittance in Science Education.Brandon Boesch - 2019 - Science & Education 28 (1-2):45-61.
    It is widely argued that the skills of scientific expertise are tacit, meaning that they are difficult to study. In this essay, I draw on work from the philosophy of action about the nature of skills to show that there is another access point for the study of skills—namely, skill transmission in science education. I will begin by outlining Small’s Aristotelian account of skills, including a brief exposition of its advantages over alternative accounts of skills. He argues that skills exist (...)
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  24. added 2019-09-09
    Joint Know-How.Jonathan Birch - 2019 - Philosophical Studies 176 (12):3329–3352.
    When two agents engage in a joint action, such as rowing together, they exercise joint know-how. But what is the relationship between the joint know-how of the two agents and the know-how each agent possesses individually? I construct an “active mutual enablement” account of this relationship, according to which joint know-how arises when each agent knows how to predict, monitor, and make failure-averting adjustments in response to the behaviour of the other agent, while actively enabling the other to make such (...)
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  25. added 2019-07-31
    Attention and Mindwandering in Skilled Behavior: An Argument for Pluralism.Carolyn Dicey Jennings & Alex Dayer - manuscript
    Peak human performance—whether of Olympic athletes, Nobel prize winners, or Carnegie Hall musicians—depends on skill. Skill is at the heart of what it means to excel. Yet, the fixity of skilled behavior can sometimes make it seem a lower-level activity, more akin to the movements of an invertebrate or a machine. Experts in multiple domains have described what they do as sometimes “automatic.” Expert gamers describe themselves as “playing with” automaticity (Taylor and Elam 2018). Expert musicians are said to balance (...)
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  26. added 2019-06-24
    Two Kinds of Cognitive Expertise.Elijah Chudnoff - forthcoming - Noûs.
    Expertise is traditionally classified into perceptual, cognitive, and motor forms. I argue that the empirical research literature on expertise gives us compelling reasons to reject this traditional classification and accept an alternative. According to the alternative I support there is expertise in forming impressions, which further divides into expertise in forming sensory and intellectual impressions, and there is expertise in performing actions, which further divides into expertise in performing mental and bodily actions. The traditional category of cognitive expertise splits into (...)
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  27. added 2019-06-08
    Phronesis and Techne: The Skill Model of Wisdom Defended.Cheng-Hung Tsai - 2020 - Australasian Journal of Philosophy 98 (2):234-247.
    Contemporary philosophers have contributed to the development of the skill model of wisdom, according to which practical wisdom is practical skill. However, the model appears to be limited in its explanatory power, since there are asymmetries between wisdom and skill: A person with practical wisdom can and should deliberate about the end being pursued; by contrast, a person with a particular practical skill cannot deliberate about the end of the skill, and even if she can, she is not required to (...)
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  28. added 2019-05-27
    Concepts and Action. Know-How and Beyond.David Löwenstein - forthcoming - In Christoph Demmerling & Dirk Schröder (eds.), Concepts in Thought, Action, and Emotion. New Essays. London, Ontario, Kanada:
    Which role do concepts play in a person's actions? Do concepts underwrite the very idea of agency in somebody's acting? Or is the appeal to concepts in action a problematic form of over-intellectualization which obstructs a proper picture of genuine agency? Within the large and complicated terrain of these questions, the debate about know-how has been of special interest in recent years. In this paper, I shall try to spell out what know-how can tell us about the role of concepts (...)
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  29. added 2019-05-17
    An Ecological Approach to Disjunctivism.Eros Moreira de Carvalho - forthcoming - Synthese (Radical Views on Cognition):1-22.
    In this paper I claim that perceptual discriminatory skills rely on a suitable type of environment as an enabling condition for their exercise. This is because of the constitutive connection between environment and perceptual discriminatory skills, inasmuch as such connection is construed from an ecological approach. The exercise of a discriminatory skill yields knowledge of affordances of objects, properties, or events in the surrounding environment. This is practical knowledge in the first-person perspective. An organism learns to perceive an object by (...)
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  30. added 2019-04-12
    ›Wissen, dass‹ und ›Wissen, wie‹.David Löwenstein - 2019 - In Martin Grajner & Guido Melchior (eds.), Handbuch Erkenntnistheorie. Stuttgart: J.B. Metzler. pp. 116-121.
    This is an introduction to the debate about Know-how.
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  31. added 2019-04-11
    Sintonizando com o mundo: uma abordagem ecológica das habilidades sensoriomotoras.Eros Carvalho - manuscript
    Neste capítulo, apresento e sustento uma articulação da noção de habilidade corporal ou sensoriomotora a partir da psicologia ecológica e mostro como ela é relevante para o debate entre Dreyfus e McDowell sobre a lida habilidosa e também para o debate sobre se saber-fazer se reduz ou não a conhecimento proposicional. A metáfora correta para compreender habilidades corporais não é a do computador, mas a do rádio. Essas habilidades resultam de um processo de sintonização do organismo com o seu ambiente.
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  32. added 2019-04-09
    Designing Training to Shorten Time to Proficiency: Online, Classroom and On-the-Job Learning Strategies From Research.Raman K. Attri - 2019 - Singapore: peed To Proficiency Research: S2Pro©.
    This book deals with solving a pressing organizational challenge of bringing employees up to speed faster. In the fast-paced business world, organizations need faster readiness of employees to handle the complex responsibilities of their jobs. The author conducted an extensive doctoral research study with 85 global experts across 66 project cases to explore the practices and strategies that were proven to reduce time to proficiency of employees in a range of organizations worldwide. This book provides the readers with a first-hand (...)
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  33. added 2019-04-09
    The Models of Skill Acquisition and Expertise Development: A Quick Reference of Summaries.Raman K. Attri - 2019 - Singapore: Speed To Proficiency Research: S2Pro©.
    The book offers condensed summaries of twenty-three major models of skill acquisition and expertise development presented by leading researchers during the last half a century of classic and new research. This book presents new researchers in learning, training, cognitive sciences or education disciplines with a big picture starting point for their literature review journey. The book presents an easy to understand taxonomy of twenty-three models which can give new researchers a good bird’s eye view of existing models and theories, based (...)
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  34. added 2019-04-09
    Accelerating Complex Problem-Solving Skills: Problem-Centered Training Design Methods.Raman K. Attri - 2018 - Singapore: Speed To Proficiency Research: S2Pro©.
    This book explains the importance to acquire complex problem-solving in today’s job environment. The book describes how to use five problem-centered methods to design training for real-world complex problem-solving skills. The book briefly describes the five methods in the context of the complex problem-solving skills - Problem-based learning (PBL), Project-based learning, Scenario-based learning (SBL), Case-based learning method (CBL), and Simulation-based learning. The book also specifies six research-based guidelines, and how training experts can design a training curriculum that ensures acquiring and (...)
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  35. added 2019-02-09
    Basic Action and Practical Knowledge.Will Small - 2019 - Philosophers' Imprint 19.
    It is a commonplace in philosophy of action that there is and must be teleologically basic action: something done on an occasion without doing it by means of doing anything else. It is widely believed that basic actions are exercises of skill. As the source of the need for basic action is the structure of practical reasoning, this yields a conception of skill and practical reasoning as complementary but mutually exclusive. On this view, practical reasoning and complex intentional action depend (...)
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  36. added 2018-12-21
    Modal Virtue Epistemology.Bob Beddor & Carlotta Pavese - 2018 - Philosophy and Phenomenological Research.
    This essay defends a novel form of virtue epistemology: Modal Virtue Epistemology. It borrows from traditional virtue epistemology the idea that knowledge is a type of skillful performance. But it goes on to understand skillfulness in purely modal terms — that is, in terms of success across a range of counterfactual scenarios. We argue that this approach offers a promising way of synthesizing virtue epistemology with a modal account of knowledge, according to which knowledge is safe belief. In particular, we (...)
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  37. added 2018-10-14
    XV—Intelligent Capacities.Victoria McGeer - forthcoming - Proceedings of the Aristotelian Society.
    In The Concept of Mind, Gilbert Ryle argued that a more sophisticated understanding of the dispositional nature of ‘intelligent capacities’ could bolster philosophical resistance to the tempting view that the human mind is possessed of metaphysically ‘occult’ powers and properties. This temptation is powerful in the context of accounting for the special qualities of responsible agency. Incompatibilists indulge the temptation; compatibilists resist it, using a variety of strategies. One recent strategy, reminiscent of Ryle’s, is to exploit a more sophisticated understanding (...)
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  38. added 2018-10-14
    Scaffolding Agency: A Proleptic Account of the Reactive Attitudes.Victoria McGeer - 2019 - European Journal of Philosophy 27 (2):301-323.
    This paper examines the methodological claim made famous by P.F. Strawson: that we understand what features are required for responsible agency by exploring our attitudes and practices of holding responsible. What is the presumed metaphysical connection between holding responsible and being fit to be held responsible that makes this claim credible? I propose a non-standard answer to this question, arguing for a view of responsible agency that is neither anti-realist (i.e. purely 'conventionalist') nor straightforwardly realist. It is instead ‘constructivist’. On (...)
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  39. added 2018-10-05
    Etiological Challenges to Religious Practices.Helen De Cruz - 2018 - American Philosophical Quarterly 55 (4):329–340.
    There is a common assumption that evolutionary explanations of religion undermine religious beliefs. Do etiological accounts similarly affect the rationality of religious practices? To answer this question, this paper looks at two influential evolutionary accounts of ritual, the hazard-precaution model and costly signaling theory. It examines whether Cuneo’s account of ritual knowledge as knowing to engage God can be maintained in the light of these evolutionary accounts. While the evolutionary accounts under consideration are not metaphysically incompatible with the idea that (...)
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  40. added 2018-09-26
    On the Nature of Hinge Commitments.Eros Carvalho - 2019 - Sképsis 10 (19):55-66.
    This is a critical commentary on Pritchard's book Epistemic Angst. In Section 2, I present the closure-based radical skeptical paradox. Then in Section 3, I sketch Pritchard’s undercutting response to this paradox. Finally, in Section 4, I put forward two concerns about Pritchard’s response and I also propose a reading of hinge commitments, the ability reading, that might put some pressure on Pritchard’s own reading of these commitments.
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  41. added 2018-09-07
    The Skillfulness of Virtue: Improving Our Moral and Epistemic Lives.Matt Stichter - 2018 - Cambridge University Press.
    The Skillfulness of Virtue provides a new framework for understanding virtue as a skill, based on psychological research on self-regulation and expertise. Matt Stichter lays the foundations of his argument by bringing together theories of self-regulation and skill acquisition, which he then uses as grounds to discuss virtue development as a process of skill acquisition. This account of virtue as skill has important implications for debates about virtue in both virtue ethics and virtue epistemology. Furthermore, it engages seriously with criticisms (...)
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  42. added 2018-09-07
    Philosophical and Psychological Accounts of Expertise and Experts.Matt Stichter - 2015 - Humana Mente 8 (28).
    There are many philosophical problems surrounding experts, given the power and status accorded to them in society. We think that what makes someone an expert is having expertise in some skill domain. But what does expertise consist in, and how closely related is expertise to the notion of an expert? In this paper I inquire into the nature of expertise, by drawing on recent psychological research on skill acquisition and expert performance. In addition, I connect this research on expertise to (...)
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  43. added 2018-04-04
    Overcoming Intellectualism About Knowledge and Understanding: A Unified Approach.Eros Carvalho - 2018 - Logos and Episteme 9 (1):7-26.
    In this paper I defend a unified approach to knowledge and understanding. Both are achievements due to cognitive abilities or skills. The difference between them is a difference of aspects. Knowledge emphasizes the successful aspect of an achievement and the exclusion of epistemic luck, whereas understanding emphasizes the agent's contribution in bringing about an achievement through the exercise of one's cognitive skills. Knowledge and understanding cannot be separated. I argue against the claim that understanding is distinct from knowledge because the (...)
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  44. added 2018-03-07
    Précis Zu Know-How as Competence. A Rylean Responsibilist Account.David Löwenstein - 2018 - Zeitschrift für Philosophische Forschung 72 (1):95-99.
    This is a précis of my book "Know-how as Competence. A Rylean Responsibilist Account".
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  45. added 2018-03-07
    Regresse Und Routinen. Repliken Auf Brandt Und Jung.David Löwenstein - 2018 - Zeitschrift für Philosophische Forschung 72 (1):110-113.
    This paper responds to comments and criticisms by Stefan Brandt and Eva-Maria Jung, directed at the book "Know-how as Competence. A Rylean Responsibilist Account".
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  46. added 2018-03-07
    Ryle on the Explanatory Role of Knowledge How.Will Small - 2017 - Journal for the History of Analytical Philosophy 5 (5).
    Contemporary discussions of knowledge how typically focus on the question whether or not knowing how to do ϕ consists in propositional knowledge, and divide the field between intellectualists and anti-intellectualists. This way of framing the issue is said to derive from Gilbert Ryle. I argue that this is a misreading of Ryle, whose primary interest in discussing knowledge how was not epistemological but rather action-theoretical, whose argument against intellectualism has for this reason been misunderstood and underestimated, and whose positive view (...)
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  47. added 2018-03-07
    Agency and Practical Abilities.Will Small - 2017 - Royal Institute of Philosophy Supplement 80:235-264.
    Though everyday life accords a great deal of significance to practical abilities—such as the ability to walk, to speak French, to play the piano—philosophers of action pay surprisingly little attention to them. By contrast, abilities are discussed in various other philosophical projects. From these discussions, a partial theory of abilities emerges. If the partial theory—which is at best adequate only to a few examples of practical abilities—were correct, then philosophers of action would be right to ignore practical abilities, because they (...)
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  48. added 2018-01-11
    Against a “Mindless” Account of Perceptual Expertise.Amit Chaturvedi - 2019 - Phenomenology and the Cognitive Sciences 18 (3):509-531.
    According to Hubert Dreyfus’s famous claim that expertise is fundamentally “mindless,” experts in any domain perform most effectively when their activity is automatic and unmediated by concepts or cognitive processes like attention and memory. While several scholars have recently challenged the plausibility of Dreyfus’s “mindless” account of expertise for explaining a wide range of expert activities, there has been little consideration of the one form of expertise which might be most amenable to Dreyfus’s account – namely, perceptual expertise. Indeed, Dreyfus’s (...)
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  49. added 2017-10-17
    Intellectual Skill and the Rylean Regress.Brian Weatherson - 2017 - Philosophical Quarterly 67 (267):370-386.
    Intelligent activity requires the use of various intellectual skills. While these skills are connected to knowledge, they should not be identified with knowledge. There are realistic examples where the skills in question come apart from knowledge. That is, there are realistic cases of knowledge without skill, and of skill without knowledge. Whether a person is intelligent depends, in part, on whether they have these skills. Whether a particular action is intelligent depends, in part, on whether it was produced by an (...)
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  50. added 2017-09-19
    Experts and Deviants: The Story of Agentive Control.Wayne Wu - 2016 - Philosophy and Phenomenological Research 92 (2):101-26.
    This essay argues that current theories of action fail to explain agentive control because they have left out a psychological capacity central to control: attention. This makes it impossible to give a complete account of the mental antecedents that generate action. By investigating attention, and in particular the intention-attention nexus, we can characterize the functional role of intention in an illuminating way, explicate agentive control so that we have a uniform explanation of basic cases of causal deviance in action as (...)
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