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Teaching and telling

Philosophical Explorations 17 (3):372-387 (2014)

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  1. 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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  • Teaching, Telling and Technology.David Bakhurst - 2020 - Journal of Philosophy of Education 54 (2):305-318.
  • How Young Children Learn From Others.Henrike Moll - 2020 - Journal of Philosophy of Education 54 (2):340-355.
  • Pedagogy and Social Learning in Human Development.Richard Moore - 2016 - In Julian Kiverstein (ed.), The Routledge Handbook of Philosophy of the Social Mind. Routledge. pp. 35-52.
  • What's the Point of Knowing How?Joshua Habgood‐Coote - 2019 - European Journal of Philosophy 27 (3):693-708.
    Why is it useful to talk and think about knowledge-how? Using Edward Craig’s discussion of the function of the concepts of knowledge and knowledge-how as a jumping off point, this paper argues that considering this question can offer us new angles on the debate about knowledge-how. We consider two candidate functions for the concept of knowledge-how: pooling capacities, and mutual reliance. Craig makes the case for pooling capacities, which connects knowledge-how to our need to pool practical capacities. I argue that (...)
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  • Epistemology Personalized.Matthew A. Benton - 2017 - Philosophical Quarterly 67 (269):813-834.
    Recent epistemology has focused almost exclusively on propositional knowledge. This paper considers an underexplored area of epistemology, namely knowledge of persons: if propositional knowledge is a state of mind, consisting in a subject's attitude to a (true) proposition, the account developed here thinks of interpersonal knowledge as a state of minds, involving a subject's attitude to another (existing) subject. This kind of knowledge is distinct from propositional knowledge, but it exhibits a gradability characteristic of context-sensitivity, and admits of shifty thresholds. (...)
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  • The Transformative Cultural Intelligence Hypothesis: Evidence From Young Children’s Problem-Solving.Henrike Moll - 2018 - Review of Philosophy and Psychology 9 (1):161-175.
    This study examined 4-year-olds’ problem-solving under different social conditions. Children had to use water in order to extract a buoyant object from a narrow tube. When faced with the problem ‘cold’ without cues, nearly all children were unsuccessful. But when a solution-suggesting video was pedagogically delivered prior to the task, most children succeeded. Showing children the same video in a non-pedagogical manner did not lift their performance above baseline and was less effective than framing it pedagogically. The findings support ideas (...)
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