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  1. Vocational Education, Knowing How and Intelligence Concepts.Christopher Winch - 2010 - Journal of Philosophy of Education 44 (4):551-567.
    Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a (...)
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  • The Concept of Mind.Gilbert Ryle - 1949 - Revue Philosophique de la France Et de l'Etranger 141:125-126.
     
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  • What is money? An alternative to Searle's institutional facts.J. P. Smit, Filip Buekens & Stan du Plessis - 2011 - Economics and Philosophy 27 (1):1-22.
    In The Construction of Social Reality, John Searle develops a theory of institutional facts and objects, of which money, borders and property are presented as prime examples. These objects are the result of us collectively intending certain natural objects to have a certain status, i.e. to ‘count as’ being certain social objects. This view renders such objects irreducible to natural objects. In this paper we propose a radically different approach that is more compatible with standard economic theory. We claim that (...)
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  • Developing the incentivized action view of institutional reality.J. P. Smit, Filip Buekens & Stan Du Plessis - 2014 - Synthese 191 (8).
    Contemporary discussion concerning institutions focus on, and mostly accept, the Searlean view that institutional objects, i.e. money, borders and the like, exist in virtue of the fact that we collectively represent them as existing. A dissenting note has been sounded by Smit et al. (Econ Philos 27:1–22, 2011), who proposed the incentivized action view of institutional objects. On the incentivized action view, understanding a specific institution is a matter of understanding the specific actions that are associated with the institution and (...)
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  • The division of cognitive labor.Philip Kitcher - 1990 - Journal of Philosophy 87 (1):5-22.
  • The core of expertise.Harry Collins - 2013 - Phenomenology and the Cognitive Sciences 12 (2):399-416.
    I reply to my critics in respect of my work on expertise. I define the 'core' of the multidisciplinary 'expertise studies'. I argue that those who have taken the work seriously could resolve their problems by paying more attention to the core. Each could have made good use of an aspect of the core.
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  • Linguistic competence and expertise.Mark Addis - 2013 - Phenomenology and the Cognitive Sciences 12 (2):327-336.
    Questions about the relationship between linguistic competence and expertise will be examined in the paper. Harry Collins and others distinguish between ubiquitous and esoteric expertise. Collins places considerable weight on the argument that ordinary linguistic competence and related phenomena exhibit a high degree of expertise. His position and ones which share close affinities are methodologically problematic. These difficulties matter because there is continued and systematic disagreement over appropriate methodologies for the empirical study of expertise. Against Collins, it will be argued (...)
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