In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Pictorial World of the ChildEllen Handler SpitzThe Pictorial World of the Child, by Maureen Cox. Cambridge: Cambridge University Press, 2005, 357 pp., paper.Scholarly, informative, and impartial are adjectives that spring to mind with respect to Maureen Cox's book, The Pictorial World of the Child, a text principally but not exclusively devoted to the subject of children's drawings and to ways in which children seem to understand pictorial (...) representations as well as create them. Because of its clarity and comprehensiveness, this book seems well-suited for classroom use. Effectively organized into a cogent selection of significant subtopics, it summarizes and presents a vast array of contributions by colleagues whose work Cox surely respects and treats in an admirably evenhanded way. Since, as she states at the beginning of her book, a serious scholarly interest in children's pictures has been with us for over a century, her task is prodigious, and she accomplishes it with grace and precision. It is perhaps to her credit that Cox does not argue passionately on one side or another of a host of thorny issues in her field about which many scholars, teachers, and theorists seem to exhibit strong one-sided views. How should art be taught to young children, for example? Should they be given total freedom or required to perform an ordered set of tasks? In every case, Cox offers her readers a panoply of perspectives and invites them to entertain the spectrum of opinion and then decide for themselves or not.The book is written, therefore, as far as I can tell, to promulgate no particular thesis of any kind. It simply is what it purports to be, namely, an overview of the field by someone who has a deep knowledge of it. It informs and educates through its systematic citation of experimental situations, test results, evaluations, neurological research, art historical material, and the like, and, while acknowledging disagreements right and left, it does not enter into philosophical debate. If one were inclined to fault the book at all, one might criticize it for this—that is, for lacking sufficient skepticism and deep questioning. But surely that would be niggardly, for nowhere does Cox state philosophizing to be her purpose in these pages. I would argue, in fact, to the contrary—that Cox underestimates herself when she states as her principal aim merely the furthering of interest in and appreciation of children's drawings (7). To my mind, she goes far beyond that modest goal to enlighten and educate her readers.Let me give some examples of Cox's treatment of controversial topics. It is arguable, for example, as to whether or not young children understand representational duality and can tell the difference between a pictured representation and the object pictured. A broad spectrum of research, claims, and beliefs are citable on both sides here, with the most up-to-date [End Page 110] scholars being persuaded that young children are far more sophisticated than we had previously thought. But conjure up, if you will, on the other side that well-known photograph in which a baby holds a picture of a clock to his ear and tries to hear it ticking. (This image, subtitled "How they read it," was printed on the jacket of Mary Calderone and Edward Steichen's The First Picture Book of 1930, which was reissued by the Frances Mulhall Achilles Library at the Whitney Museum of American Art, New York, in 1991.) After citing numerous sources and experiments, Cox equivocates as follows: "It seems that young children may know the difference between a picture and the real object it represents, but their behaviour is often confusing" (25); to me, this seems exactly right. We simply cannot accept a blanket statement meant to cover all cases, and, as with many or even most of the topics under consideration in this book, there are no definitive answers. Thus, the fact that Cox chooses to present intriguing research but leave the conclusions open seems preferable to joining sides in a spurious debate and one, perforce, with huge cultural and historical contingencies, contingencies to which indeed she pays heed from time to time... (shrink)

American Academy of Pediatrics (AAP) and American College of Medical Genetics (ACMG) recently provided two recommendations about predictive genetic testing of children. The Clinical Sequencing Exploratory Research Consortium's Pediatrics Working Group compared these recommendations, focusing on operational and ethical issues specific to decision making for children. Content analysis of the statements addresses two issues: (1) how these recommendations characterize and analyze locus of decision making, as well as the risks and benefits of testing, and (2) whether the guidelines conflict or (...) come to different but compatible conclusions because they consider different testing scenarios. These statements differ in ethically significant ways. AAP/ACMG analyzes risks and benefits using best interests of the child and recommends that, absent ameliorative interventions available during childhood, clinicians should generally decline to order testing. Parents authorize focused tests. ACMG analyzes risks and benefits using the interests of the child and other family members and recommends that sequencing results be examined for additional variants that can lead to ameliorative interventions, regardless of age, which laboratories should report to clinicians who should contextualize the results. Parents must accept additional analysis. The ethical arguments in these statements appear to be in tension with each other. (shrink)

From Edison’s invention of the phonograph through contemporary field recording and sound installation, artists have become attracted to those domains against which music has always defined itself: noise, silence, and environmental sound. Christoph Cox argues that these developments in the sonic arts are not only aesthetically but also philosophically significant, revealing sound to be a continuous material flow to which human expressions contribute but which precedes and exceeds those expressions. Cox shows how, over the course of the twentieth and twenty-first (...) centuries, philosophers and sonic artists have explored this “sonic flux.” Through the philosophical analysis of works by John Cage, Maryanne Amacher, Max Neuhaus, Christian Marclay, and many others, Sonic Flux contributes to the development of a materialist metaphysics and poses a challenge to the prevailing positions in cultural theory, proposing a realist and materialist aesthetics able to account not only for sonic art but for artistic production in general. (shrink)

Jean-Paul Sartre is an undisputed giant of twentieth-century philosophy. His intellectual writings popularizing existentialism combined with his creative and artistic flair have made him a legend of French thought. His tumultuous personal life - so inextricably bound up with his philosophical thinking - is a fascinating tale of love and lust, drug abuse, high profile fallings-out and political and cultural rebellion. This substantial and meticulously researched biography is accessible, fast-paced, often amusing and at times deeply moving. Existentialism and Excess covers (...) all the main events of Sartre's remarkable seventy-five-year life from his early years as a precocious brat devouring his grandfather's library, through his time as a brilliant student in Paris, his wilderness years as a provincial teacher-writer experimenting with mescaline, his World War II adventures as a POW and member of the resistance, his post-war politicization, his immense amphetamine fueled feats of writing productivity, his harem of women, his many travels and his final decline into blindness and old age. Along the way there are countless intriguing anecdotes, some amusing, some tragic, some controversial: his loathing of crustaceans and his belief that he was being pursued by a giant lobster, his escape from a POW camp, the bombing of his apartment, his influence on the May 1968 uprising and his many love affairs. Cox deftly moves from these episodes to discussing his intellectual development, his famous feuds with Aron, Camus, and Merleau-Ponty, his encounters with other giant figures of his day: Roosevelt, Hemingway, Heidegger, John Huston, Mao, Castro, Che Guevara, Khrushchev and Tito, and, above all, his long, complex and creative relationship with Simone de Beauvoir. Existentialism and Excess also gives serious consideration to Sartre's ideas and many philosophical works, novels, stories, plays and biographies, revealing their intimate connection with his personal life. Cox has written an entertaining, thought-provoking and compulsive book, much like the man himself. (shrink)

An introduction to philosophy through film, _Thinking Through Film: Doing Philosophy, Watching Movies_ combines the exploration of fundamental philosophical issues with the experience of viewing films, and provides an engaging reading experience for undergraduate students, philosophy enthusiasts and film buffs alike. An in-depth yet accessible introduction to the philosophical issues raised by films, film spectatorship and film-making Provides 12 self-contained, close discussions of individual films from across genres Films discussed include Total Recall, Minority Report, La Promesse, Funny Games, Ikuru, The (...) Dark Knight, Memento, AI and more Explores concepts that span epistemology, metaphysics, fate, choice, robot love, time travel, personal identity, spectacle, ethics, luck, regret, consequentialism, deontology and the philosophy of film itself A uniquely flexible resource for courses in philosophy and film that encourages student reflection, as well as being an engaging read for the film enthusiast. (shrink)

On the Life of Abraham displays Philo's philosophical, exegetical, and literary genius at its best. Philo begins by introducing the biblical figures Enos, Enoch, Noah, Abraham, Isaac, and Jacob as unwritten laws. Then, interweaving literal, ethical, and allegorical interpretations, Philo presents the life and achievements of Abraham, founder of the Jewish nation, in the form of a Greco-Roman bios, or biography. Ellen Birnbaum and John Dillon explain why and how this work is important within the context of Philo's own (...) oeuvre, early Jewish and Christian exegesis, and ancient philosophy. They also offer a new English translation and detailed analyses, in which they elucidate the meaning of Philo's thought, including his perplexing notion that Israel's ancestors were laws in themselves. (shrink)

This chapter contains sections titled: Music, Science, and the Interpretation of Existence Dionysus and Apollo The Music of Dionysus Music, Science, and the Interpretation of Existence (Reprise).

A Hard-Hitting Critique... Brings Together Fine Essays That Speak Directly To The Underlying Assumptions Of Postmodernism And Offer A Stunning Critique Of Its Usefulness In Both Understanding And Critiquing The Current Historical Epoch. Contemporary Sociology.

The book shows one individual's (the author) experience of the world, through contacts with government officials and scholars in the Middle East and Asia, Europe and Latin America during the post-Second World War years up to the later 1960s; and then that individual's reflections and study during the succeeding decades, up to and including the first decade of the 21st century, concerning the future of the world and the critical choices that confront the world both in inter-state relations and in (...) maintaining the security of the biosphere. (shrink)

This paper explores the grounds upon which moral judgment of a person's beliefs is properly made. The beliefs in question are non-moral beliefs and the objects of moral judgment are individual instances of believing. We argue that instances of believing may be morally wrong on any of three distinct grounds: (i) by constituting a moral hazard, (ii) by being the result of immoral inquiry, or (iii) by arising from vicious inner processes of belief formation. On this way of articulating the (...) basis of moral judgment of belief it becomes clear that rational and epistemic norms do not exhaust the kinds of normative judgment properly made of a person's state of believing. We argue that there are instances of believing that are both rational and true and yet morally wrong. (shrink)

What's wrong with high executive pay? Beyond envy, is some issue of justice or fairness at stake? And what can anyone do about it? (A lot, as it turns out.).

Inside Out takes people on a journey into terrain not often explored in animated films – the inner workings of the developing 11‐year‐old self. Inside Out takes a girl's emotional development as important, primary, and worthy of attention. Along the way, audiences come to appreciate that even though emotions often feel singular, solitary, and intense, some aspects of emotions are universal and cut across age, gender, and culture. The movie also highlights the social dimension of emotional expressiveness. The directors were (...) originally going to include many more emotions than the five core emotions they depict: joy, sadness, anger, disgust, and fear. The choice to focus on five primary emotions allows people to better appreciate how emotions are central to selfhood and how one's emotions influence his/her memories and self‐understanding. (shrink)

In this groundbreaking work, Ellen Meiksins Wood rewrites the history of political theory, from Plato to Rousseau. Treating canonical thinkers as passionately engaged human beings, Wood examines their ideas not simply in the context of political languages but as creative responses to the social relations and conflicts of their time and place. She identifies a distinctive relation between property and state in Western history and shows how the canon, while largely the work of members or clients of dominant classes, (...) was shaped by complex interactions among proprietors, labourers and states. Western political theory, Wood argues, owes much of its vigour, and also many ambiguities, to these complex and often contradictory relations. In this new edition, incorporating both volumes, the book takes us from classical antiquity to the age of enlightenement. In the first volume, Wood traces the development of the Western tradition from classical antiquity through to the Middle Ages in the perspective of social history--a significant departure not only from the standard abstract history of ideas but also from other contextual methods. In the second volume, Wood moves on to explore the formation of the modern state, the rise of capitalism, the Renaissance and Reformation, the scientific revolution and the Age of Enlightenment. In her focus on canonical thinkers through the ages, Wood illuminates a rich and provocative legacy of political ideas unmatched in Western history"--Publisher's website. (shrink)

As Douglas Adams points out, if there is no final answer to question, 'What is the meaning of life?', '42' is as good or bad an answer as any other. Indeed, 42 quotes might be even better! Gary Cox guides us through 42 of the most misunderstood, misquoted, provocative and significant quotes in the history of philosophy providing a witty and compelling commentary along the way. This entertaining and illuminating collection of quotes doesn't merely list who said what and when. (...) Gary Cox claims that each quote is a philosophical thesis in itself. By exploring who a particular philosopher is and what he or she really meant when they said what they said, this book looks for the philosophy within the quote. Using the writings of everyone from Douglas Adams to A.J. Ayer and Thomas Aquinas to Karl Marx, Gary Cox takes us on a philosophical journey through history, culture and writing to bring us to a deeper understanding of why we think the way we do. (shrink)

All Christians read the Bible differently, pray differently, value their traditions differently, and give different weight to individual and corporate judgment. These differences are the basis of conflict. The question Christian ethics must answer, then, is, "What does the good life look like in the context of conflict?" In this new introductory text, Ellen Ott Marshall uses the inevitable reality of difference to center and organize her exploration of the system of Christian morality. What can we learn from Jesus' (...) creative use of conflict in situations that were especially attuned to questions of power? What does the image of God look like when we are trying to recognize the divine image within those with whom we are in conflict? How can we better explore and understand the complicated work of reconciliation and justice? This innovative approach to Christian ethics will benefit a new generation of students who wish to engage the perennial questions of what constitutes a faithful Christian life and a just society. (shrink)

Das vorliegende Open-Access-Buch zeigt, wie Kinder im Grundschulalter auf philosophische Gedanken reagieren. Diese werden den Kindern in Form von Kürzesttexten dargeboten. Auf Veranschaulichungen wird bewusst verzichtet. Dieser Zugang zum Philosophieren erscheint ungewöhnlich, wird doch in der Regel beim Philosophieren mit Kindern auf anschauliche Zugänge zurückgegriffen. Es zeigt sich jedoch, dass Kinder auf diese ungewöhnliche Einladung auf ebenso ungewöhnliche, eigenwillige und kreative Weise reagieren. Die vorliegende empirische Studie kommt mithin zu dem Ergebnis: Der Einsatz von Kürzesttexten erweist sich als lohnend. Die (...) Autorin Ellen Franziska Möller ist ausgebildete Lehrerin (Sek I und Sek II) für die Fächer Philosophie, praktische Philosophie und Physik. Zwischen 2019 und 2022 hat sie am Philosophischen Seminar der Universität zu Köln das Forschungsprojekt "Philosophie in der Primarstufe" vertreten. (shrink)

Overview -- Why social workers earn less than accountants : pay equity -- Can you have a job and a life? -- Can a woman do a man's job? -- You want to see my what? : sexual harassment -- Nine to five : not just a movie--the right to organize -- Working other than nine to five : part-time and temporary jobs -- What this nation really thinks of motherhood : welfare reform -- Revaluing women's work outside of work (...) -- How you can help get there. (shrink)

Mimetic comprehension -- Mimetic comprehension of music -- Metaphor and related means of reasoning -- Pitch height -- Temporal motion and musical motion -- Perspectives on musical motion -- Music and the external senses -- Musical affect -- Applications -- Review and implications.

Our earliest mythologies tell us we all start as a little bit of dirt. These stories carry a profound message: each of us is born with a deep and abiding connection to the earth, one that many of us have lost touch with. The Silent Spring for today's environmental activists, this book offers an invitation to reestablish our relationship with nature to repair our damaged environment. Chapter 1 examines the threats to the planet's health through the lens of the human (...) energy system known as the chakras, describing how the broken first chakra relates to our disconnection from our biosphere. Chapter 2 shows how our current environmental crises--global warming, climate change, dwindling water resources, natural disasters such as wildfires and hurricanes--represent severe manifestations of our disconnection from the earth. Chapter 3 describes how the preponderance of oil in our culture--especially agribusiness--compounds this disconnection, from our dependence on other countries for our energy, to current issues of oil depletion, peak oil, and fracking, to the dumbing down of our agricultural polyculture. Chapter 4 explains how the most basic building blocks of our nourishment--seeds--are being compromised with a loss of biodiversity and rise of GMOs, and how that adversely affects the farmers whose sacred connection to the land has in many cases been severed. Chapter 5 describes the ways in which we as individuals can begin to wake up to climate activism as a spiritual practice. This chapter includes specific activities that you can use to implement change and heal your own connection to the earth. By learning and practicing ritual and understanding the earth's rhythms and seasonal rites of passage, each of us can find unique ways to heal our own connections and help others heal theirs. Chapter 6 looks at stories of how people are responding to their inner callings with generosity, innovation, and dedication--exactly the traits our nation and our planet need now. (shrink)

Excerpt from The Fundamental Principle of Fichte's Philosophy The purpose of this monograph is to make a careful study of Fichte's conception of the ultimate principle. In his various writings the principle appears under many different names. 'The Ego, ' 'the Idea of the Ego, ' 'the moral world-order, ' 'God, ' 'the Absolute, ' 'Being, ' 'the Light, ' are some of the phrases by which it is most commonly designated. It is not the main purpose of this study (...) to examine tile much discussed question of the relation between the two periods of Fichte's philosophy. But the question is so intimately connected with the problem which I have undertaken that some discussion of it is inevitable. I have tried, however, to keep well within the limits of my theme, and instead of considering the relation between the two periods in all its aspects, have sought merely to determine how far the conception of the fundamental principle which we find in Fichte's later writings differs from that which appears in the earlier ones. The references to Fichte's writings are to the Sammtliche Werke (Berlin, 1845-1846, 8 vols.) and to the Nachgelassene Werke (Bonn, 1834-1835, 3 vols.). References to the Sammtliche Werke are indicated by the letters S. W.; to the Nachgelassene Werke, by the letters N. W. References to the Kritik der remen Vernunft arc indicated by the letters A (for the First Edition) and B (for the Second). All other references to Kant's writings are made to Hartenstein's second edition of the Sammtliche Werke (Leipzig, 1867-1868, 8 vols.) and are indicated by the letter H. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.". (shrink)

The Catholic Tradition requires the faithful to form and follow their conscience. This is the case even with the recognition that consciences can be malformed and one can make errors in practical judgments. Water Shaping Stone examines various aspects of this tradition regarding conscience by using, among other sources, twentieth-century magisterial documents, theologians' works, and Scripture. Kathryn Lilla Cox argues that while the Magisterium retains teaching authority, and a responsibility to help form consciences through its teaching, focusing only on the (...) Magisterium leads to incomplete formation. A more holistic vision of conscience formation means considering the formation of the moral agent to be a multifaceted process that draws on, for example, teaching, prayer, rituals, Scripture, practices, and virtues, along with relationships with the Triune God and communities of accountability. This vision of conscience formation retains the magisterial teaching authority while acknowledging discipleship as the theological basis for making and assessing practical judgments of conscience. (shrink)

In this paper, I submit that it is the controlled part of skilled action, that is, that part of an action that accounts for the exact, nuanced ways in which a skilled performer modifies, adjusts and guides her performance for which an adequate, philosophical theory of skill must account. I will argue that neither Jason Stanley nor Hubert Dreyfus have an adequate account of control. Further, and perhaps surprisingly, I will argue that both Stanley and Dreyfus relinquish an account of (...) control for precisely the same reason: each reduce control to a passive, mechanistic, automatic process, which then prevents them from producing a substantive account of how controlled processes can be characterized by seemingly intelligent features and integrated with personal-level states. I will end by introducing three different kinds of control, which are constitutive of skilled action: strategic control, selective, top–down, automatic attention, and motor control. It will become clear that Dreyfus cannot account for any of these three kinds of control while Stanley has difficulty tackling the two latter kinds. (shrink)

In the 21st century what the future holds for young learners is unclear, what is clear is that they need to be confident, capable and resilient. As wider communication about education is increasing there is a developing understanding that children in settings across the globe learn in the same ways and have the same needs. This book considers international and multicultural learning environments from both theoretical and practical perspectives, written by specialists in early years education in the UK and in (...) international contexts. The theoretical perspectives are supported by eight case studies, from Uganda, Indonesia, Mexico, Qatar, Netherlands, Italy, the United Kingdom and Romania. (shrink)

The central problem of this dissertation arises from reflecting on Euthyphro’s often neglected final attempt to define piety and the discussion (elenchos) that follows. He claims that piety is knowledge of how to give to the gods what is pleasing in prayer and sacrifice. Socrates, without much argument, reduces Euthyphro’s answer to his earlier, already refuted one – that piety is what is dear to the gods – inviting the question of whether this is all the elenchos is meant to (...) accomplish. If it is not, we should expect to find its purpose in the brief discussion that falls between Euthyphro’s definition and the final reduction of this definition to its predecessor. At the center of this discussion Socrates compares Euthyphronic piety to commerce. This comparison has classically been interpreted as showing Euthyphro’s definition to imply that humans can benefit gods, and since Euthyphro has elsewhere rejected this idea, his definition is refuted by contradiction. But this strands the reduction withoutpurpose, and scrutiny of the text suggests this is not the correct way to interpret the inference structure of this intervening discussion. In this dissertation I argue for two main theses: (i) the disambiguation thesis, which claims that the comparison to commerce is not the philosophical point of the elenchos, and does not result in the refutation of Euthyphro’s definition. It is instead intended to elicit which of two possible models of piety Euthyphro means to describe, the language of his definition being equivocal in at least one important respect, namely whether or not a met need necessarily confers a benefit upon the recipient; (ii) the translation thesis, which claims that there are some important observations to be made about the Greek of Euthyphro’s definition, observations that will make the dis- ambiguation thesis more plausible, and which are obscured by traditional translations of the passage under discussion. These observations concern kecharismena, a word often translated as ‘pleasing’, but is better understood as denoting a broad set of social and religious norms, and for which there is no simple English equivalent. Together, these two theses allow us to see that the main philosophical lesson of the last elenchos is that Euthyphro’s account of piety as ritual is an application of his more famous third attempt to define piety voluntaristically, and that any philosophical concerns over the last definition are consequences of it being an extension of the third one. This is why Plato puts the two side-by-side to close the dialogue, and we are kept from seeing this clearly when we take the comparison to commerce to be accomplishing the main work of the elenchos, rather than as clarifying Euthyphro’s answer so that its conceptual similarities to the previous answer are plainly visible. I conclude the project by defending the venerable view that Socratic piety is service to the gods instantiated by rational inquiry, and show how this model of piety is the antithesis to, and moral remedy for, Euthyphronic piety. (shrink)

The History of Psychology course occupies an unusual but critical place in the psychology curriculum at most universities. As the field has become ever more specialized, with the various subdisciplines branching off, The History of Psychology is often the one course where the common roots of all of these areas are explored. Asking not only "What is psychology?" but also "What is science?" "Why is psychology a science?" and "How did it become one?" this book examines how the paradigm of (...) Psychology was built. Discussing key figures in history in the context of their time, it takes students on a carefully formulated, chronological journey through the build-up of psychology from ancient times to the present, and seeks to draw students into the way science is done, rather than merely presenting them with historical fact. Students will learn not only the "what," but the "why" of the history of psychology and will acquire the necessary background historical material to fully understand those concepts. Organized around a series of moments and cases--such as a shift from scholasticism to rationalism or empiricism, and a shift from idealism to materialism--the book seeks to portray psychology as an on-going, evolving process, rather than a theory.--page i. (shrink)

Abstract This paper defends an argument from interpretation against the possibility of massive error. The argument shares many important features with Donald Davidson's famous argument, but also key differences. I defend the argument against claims that it begs the question against scepticism and that it leaves the sceptic with an obvious means of escape.

Re-Reading: Judith Jarvis Thompson, 'A Defense of Abortion'.

It is not rare in philosophy and psychology to see theorists fall into dichotomous thinking about mental phenomena. On one side of the dichotomy there are processes that I will label “unintelligent.” These processes are thought to be unconscious, implicit, automatic, unintentional, involuntary, procedural, and non-cognitive. On the other side, there are “intelligent” processes that are conscious, explicit, controlled, intentional, voluntary, declarative, and cognitive. Often, if a process or behavior is characterized by one of the features from either of the (...) above lists, the process or behavior is classified as falling under the category to which the feature belongs. For example, if a process is implicit this is usually considered sufficient for classifying it as “unintelligent” and for assuming that the remaining features that fall under the “unintelligent” grouping will apply to it as well. Accordingly, if a process or behavior is automatic, philosophers often consider it to be unintelligent. It is my goal in this paper to challenge the conceptual slip from “automatic” to “unintelligent”. I will argue that there are a whole range of properties highlighted by the existing psychological literature that make automaticity a much more complex phenomenon than is usually appreciated. I will then go on to discuss two further important relationships between automatic processes and controlled processes that arise when we think about automatic processes in the context of skilled behavior. These interactions should add to our resistance to classifying automaticity as unintelligent or mindless. In Sect. 1, I present a few representative cases of philosophers classifying automatic processes and behaviors as mindless or unintelligent. In Sect. 2, I review trends in the psychology of automaticity in order highlight a complex set of features that are characteristic, though not definitive, of automatic processes and behaviors. In Sect. 3, I argue that at least some automatic processes are likely cognitively penetrable. In Sect. 4, I argue that the structure of skilled automatic processes is shaped diachronically by practice, training and learning. Taken together, these considerations should dislodge the temptation to equate “automatic” with “unintelligent”. (shrink)

When reflecting on the nature of skilled action, it is easy to fall into familiar dichotomies such that one construes the flexibility and intelligence of skill at the level of intentional states while characterizing the automatic motor processes that constitute motor skill execution as learned but fixed, invariant, bottom-up, brute-causal responses. In this essay, I will argue that this picture of skilled, automatic, motor processes is overly simplistic. Specifically, I will argue that an adequate account of the learned motor routines (...) that constitute embodied skills cannot be given in a purely bottom-up, brute-causal fashion. Rather, motor control is intelligent all the way down. To establish this, I will first review two recent accounts of skill, Stanley and Krakauer and Papineau, which characterize the automatic motor control responsible for the fine-grained movements constitutive of motor skill as brute, low-level phenomena. I will then isolate five key features that should apply to skilled motor control, if these accounts are correct. Together, the accounts posit that motor control is: ballistic, invariant, independent of general action trajectories, Insensitive to semantic content, and independent of personal-level intentions. In the final section of this paper, I will appeal to optimal control theory for empirical evidence to challenge the commitment to skilled action as qualified by the above features. (shrink)

From the beginning in 1932, LEGO toys have expressed and were designed with an ethos grounded in simplicity, care, fun, and sustainability. The LEGO corporation's emphasis on openness parallels the philosopher Martin Heidegger's emphasis on openness, releasement, and working creatively within the structures and limitations of history and culture. When one play with LEGO toys, he/she eventually realize his/her creations can be taken apart or knocked down. Heidegger explains that these moments of destruction are opportunities for understanding. For Heidegger, play (...) is especially important because it reconnects them with the awe and wonder. The open structure of LEGO toys invites openness from creators. Other toys might create, require, and sustain different moods and modes of play. However, LEGO play reveals moods and desires in a unique way. LEGO play often extends over a sustained period of time, inviting play with the same bricks in diverse environments with different emotional settings. (shrink)