Results for 'Skill'

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Bibliography: Skills in Philosophy of Action
  1. Of Variable Important to Teaching Performance. He Wanted to Get a List of Meas-Able Variables; He Wanted Variables for Which He Could Obtain Evidence. He Suc-Ceeded Well in Doing This. Another Example of a Skill, Evaluated in a Different Set of Studies, Was Skill of the Practitioner in Leaving a Patient. The Skilled Practitioner (1) Gives. [REVIEW]Evidence Of Skill Ffirtohmlmde & Anecdotal Records - 1965 - In Karl W. Linsenmann (ed.), Proceedings. St. Louis, Lutheran Academy for Scholarship.
     
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  2.  69
    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 (...)
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  3.  87
    Skill and the Critique of Descartes in Gilbert Ryle and Maurice Merleau-Ponty.Gabrielle Jackson - 2010 - In Kascha Semonovitch Neal DeRoo (ed.), Merleau-Ponty at the Limits of Art, Religion, and Perception. Continuum. pp. 63.
    The mechanistic concept of the body, as inherited from René Descartes, has generated considerable trouble in philosophy—including, at least in part, the mind-body problem itself. Still, the corps mécanique remains perhaps the most prevalent though least examined assumption in recent philosophy of mind. I discuss two notable exceptions. Gilbert Ryle and Maurice Merleau-Ponty rejected this assumption for surprisingly similar reasons. Writing at about the same time, though in different languages and in very different circles, they each attempted to articulate a (...)
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  4. Perceptual Skills.Dustin Stokes & Bence Nanay - 2020 - 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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  5.  15
    Skill and Mastery Philosophical Stories From the Zhuangzi.Karyn Lai & Wai Wai Chiu (eds.) - 2019 - Rowman and Littlefield International.
    Skill and Mastery: Philosophical Stories from the Zhuangzi presents an illuminating analysis of skill stories from the Zhuangzi, a 4th century BCE Daoist text. In this intriguing text that subverts conventional norms and pursuits, ordinary activities such as swimming, cicada-catching and wheelmaking are executed with such remarkable efficacy and spontaneity that they seem like magical feats. An international team of scholars explores these stories in their philosophical, historical and political contexts. Their analyses’ highlight the stories’underlying conceptions of agency, (...)
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  6. Cognitive Skills in Philosophy.Steven James Bartlett - 1978-1979 - Aitia 6 (3):12-21.
    Two fundamentally distinct approaches to the teaching of philosophy are contrasted: On the one hand, there is the “information-oriented” approach which has dominated classrooms and which emphasizes the understanding of historically important philosophical works. On the other hand, there is the “cognitive skills” approach. The two approaches may be distinguished under the headings of ‘knowing that’ as opposed to ‘knowing how’. This paper describes and discusses four perspectives relating to the teaching of cognitive skills: (i) the discovery-oriented approach, (ii) Piagetian (...)
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  7. Skill and Expertise in Three Schools of Classical Chinese Thought.Hagop Sarkissian - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook of Skill and Expertise. Routledge. pp. 40-52.
    The classical Chinese philosophical tradition (ca. 6th to 3rd centuries BCE) contains rich discussion of skill and expertise. Various texts exalt skilled exemplars (whether historical persons or fictional figures) who guide and inspire those seeking virtuosity within a particular dao (guiding teaching or way of life). These texts share a preoccupation with flourishing, or uncovering and articulating the constituents of an exemplary life. Some core features thought requisite to leading such a life included spontaneity, naturalness, and effortless ease. However, (...)
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  8.  23
    Skilled Workers, Family Unification, and Immigration.Kory P. Schaff - 2019 - Medium.
    This piece outlines an argument against recent changes in U.S. immigration policy that aim to give priority in admissions to skilled workers rather than family members seeking unification. I argue that democratic states have a moral obligation to admit individuals seeking unification with family members, rather than give priority to skilled workers.
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  9.  3
    Skill-In-Means, Fusion Philosophy, and the Requirements of Cosmopolitanism.Antoine Panaïoti - 2022 - Journal of World Philosophies 7 (1):61-80.
    At various junctures in its history, Buddhist thought has adapted in inventive ways to accommodate important ideological features of the new cultural spheres with which it came into contact. The concept of “skill-in-means” played an important role in most of these syncretistic developments by facilitating critical reflexivity, doctrinal flexibility, and expositional creativity. It is surprising that a principle that has favored crosscultural dialogue, co-integration, and hybridization throughout Buddhism’s history should elicit little interest amongst contemporary philosophers wishing to syncretize Anglo-American (...)
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  10. Skill and Mastery Philosophical Stories From the Zhuangzi.Karyn L. Lai & Wai-wai Chiu (eds.) - 2019 - Rowman and Littlefield International.
    Skill and Mastery: Philosophical Stories from the Zhuangzi presents an illuminating analysis of skill stories from the Zhuangzi, a 4th century BCE Daoist text. In this intriguing text that subverts conventional norms and pursuits, ordinary activities such as swimming, cicada-catching and wheelmaking are executed with such remarkable efficacy and spontaneity that they seem like magical feats. An international team of scholars explores these stories in their philosophical, historical and political contexts. Their analyses’ highlight the stories’underlying conceptions of agency, (...)
     
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  11. Skilled Migration: Who Should Pay for What?Speranta Dumitru - 2012 - Diversities 14 (1):8-23.
    Brain drain critiques and human rights advocates have conflicting views on emigration. From a brain drain perspective, the emigration harms a country when emigrants are skilled and the source country is poor. From the human rights perspective, the right "to leave any country, including one's own" is a fundamental right, protected for all, whatever their skills. Is the concern with poverty and social justice at odds with the right to emigrate? At the beginning of the l970s, the economist Jagdish Bhagwati (...)
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  12. Talent, Skill, and Celebrity.Catherine M. Robb & Alfred Archer - 2022 - Ethical Perspectives 29 (1):33-63.
    A commonly raised criticism against celebrity culture is that it celebrates people who become famous without any connection to their skills, talents or achievements. A culture in which people become famous simply for being famous is criticized for being shallow and inauthentic. In this paper we offer a defence of celebrity by arguing against this criticism. We begin by outlining what we call the Talent Argument: celebrity is a negative cultural phenomenon because it creates and sustains fame without any connection (...)
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  13. Skill and Expertise in Perception.Susanna Siegel - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook of Skill and Expertise, 2020. Routledge. pp. 306-313.
    Entry in Routledge handbook of skill and expertise. Discusses social perception, perceptual expertise, knowing what things look like, and a bit about about aesthetics at the end.
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  14. The Skill of Imagination.Amy Kind - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), Routledge Handbook of Skill and Expertise. Routledge. pp. 335-346.
    We often talk of people as being more or less imaginative than one another – as being better or worse at imagining – and we also compare various feats of imagination to one another in terms of how easy or hard they are. Facts such as these might be taken to suggest that imagination is often implicitly understood as a skill. This implicit understanding, however, has rarely (if ever) been made explicit in the philosophical literature. Such is the task (...)
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  15.  4
    Soft Skills for Kids: In Schools, at Home, and Online.Nancy Armstrong Melser - 2022 - Rowman & Littlefield Publishers.
    Soft skills help prepare kids for school and the workplace. They are a series of strategies that help children learn competencies such as manners, respect, and organization. This book focuses on fourteen soft skills that all kids need, as well as how teachers and parents can work together to help children both at home and in educational settings.
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  16. Argumentative Skills: A Systematic Framework for Teaching and Learning.David Löwenstein, Anne Burkard, Annett Wienmeister, Henning Franzen & Donata Romizi - 2021 - Journal of Didactics of Philosophy 5 (2):72-100.
    In this paper, we propose a framework for fostering argumentative skills in a systematic way in Philosophy and Ethics classes. We start with a review of curricula and teaching materials from the German-speaking world to show that there is an urgent need for standards for the teaching and learning of argumentation. Against this backdrop, we present a framework for such standards that is intended to tackle these difficulties. The spiral-curricular model of argumentative competences we sketch helps teachers introduce the relevant (...)
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  17.  54
    Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-Romantic Environmental Ethics.Mark Coeckelbergh - 2015 - Routledge.
    Today it is widely recognized that we face urgent and serious environmental problems and we know much about them, yet we do very little. What explains this lack of motivation and change? Why is it so hard to change our lives? This book addresses this question by means of a philosophical inquiry into the conditions of possibility for environmental change. It discusses how we can become more motivated to do environmental good and what kind of knowledge we need for this, (...)
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  18. Skill and Knowledge.Ernest Sosa & Laura Frances Callahan - 2021 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Skill and Expertise. London: Routledge. pp. 146-156.
     
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  19.  33
    Research Skills for the Future: An Interdisciplinary Perspective.Rick Szostak - 2013 - Journal of Research Practice 9 (1):Article V3.
    This article is a response to a Viewpoint & Discussion article published in this journal: Ulrich, W., & Dash, D. P. (2013). Research skills for the future: Summary and critique of a comparative study in eight countries. Journal of Research Practice, 9(1), Article V1.
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  20.  65
    Skill Learning and Conceptual Thought: Making Our Way Through the Wilderness.Ellen Fridland - 2014 - In Bana Bashour Hans Muller (ed.), Contemporary Philosophical Naturalism and Its Implications. Routledge.
  21. Thinking Skills and Philosophy for Children: The Bethlehem Program, 1982 - 1983.John F. Martin & Mark L. Weinstein - 1984 - Analytic Teaching and Philosophical Praxis 5 (2).
    During the past decade, the Philosophy for Children Program has offered teacher-training workshops throughout the United States and elsewhere. The workshops frequently supported by grants, enable teachers to work with a professional philosopher in developing the skills required for teaching critical thinking to elementary and intermediate schools.
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  22.  64
    Imitation, Skill Learning, and Conceptual Thought: An Embodied, Developmental Approach.Ellen Fridland - 2013 - In Liz Swan (ed.), Origins of Mind. pp. 203--224.
  23.  3
    Professional skills: an approach to training and development of writing in medical universities.Bembibre Mozo Dayami, Machado Ramírez Evelio Felipe & Pérez Téllez Karen Aurora - 2016 - Humanidades Médicas 16 (3):519-531.
    El término competencias profesionales se define en la actualidad, como la posesión por parte del individuo de los conocimientos, destrezas y actitudes necesarias para realizar su actividad. El actual estudio tiene como objetivo profundizar en el análisis de la literatura sobre las competencias profesionales con un enfoque de formación y desarrollo de la expresión escrita en las universidades médicas. Con la revisión documental, se corroboró que en estas instituciones, el tratamiento de los contenidos de los programas de las asignaturas, no (...)
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  24.  1
    The Education of a Canadian: My Life as a Scholar and Activist.Gordon Skilling - 2000 - Carleton University Press.
    Gordon Skilling writes candidly of each way station in this personal odyssey: the idealism of his student years at the University of Toronto and Oxford; his presence in Czechoslovakia on the eve of the Nazi, and later Soviet, invasions; his opposition to the Marshall Plan, NATO, and U.S. intervention in Korea; the effect of McCarthyism on his academic life; his involvement with the Czech and Slovak dissident movements and finally the Velvet Revolution. The Education of a Canadian also captures conversations (...)
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  25.  9
    Skills of clinical reasoning in medical students.Aquiles José Rodríguez López & Valdés de la Rosa - 2013 - Humanidades Médicas 13 (2):433-456.
    Se realizó un estudio descriptivo transversal en la Facultad de Ciencias Médicas de Camagüey en el período comprendido entre septiembre del 2011 y marzo del 2012 con el objetivo de caracterizar el desarrollo de las habilidades de razonamiento clínico en los estudiantes de la carrera de Medicina. La muestra fue de 14 profesores de la disciplina de Medicina Interna y 110 estudiantes que terminaron recientemente el tercer año de la carrera de Medicina. La información fue recogida a través de una (...)
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  26. The Skillful Body as a Concernful System of Possible Actions: Phenomena and Neurodynamics.Erik Rietveld - 2008 - Theory & Psychology 18 (3):341-361.
    For Merleau-Ponty,consciousness in skillful coping is a matter of prereflective ‘I can’ and not explicit ‘I think that.’ The body unifies many domain-specific capacities. There exists a direct link between the perceived possibilities for action in the situation (‘affordances’) and the organism’s capacities. From Merleau-Ponty’s descriptions it is clear that in a flow of skillful actions, the leading ‘I can’ may change from moment to moment without explicit deliberation. How these transitions occur, however, is less clear. Given that Merleau-Ponty suggested (...)
     
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  27. Social Skills in Interpersonal Communication: Third Edition.David Dickson, Owen Hargie & Christine Saunders - 1994 - Routledge.
    Following the success of editions one and two, this revised, updated and extended edition of _Social Skills in Interpersonal Communication_ will continue as the core textbook for students of interpersonal communication. The professional groups for whom these skills are most important include counsellors, psychiatrists, doctors, nurses, social workers, psychologists, teachers, occupational and speech therapists, physioptherapists and industrial personnel. New chapters in the third edition include the increasingly popular area of interpersonal influence and there is a chapter on the theoretical basis (...)
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  28.  14
    Research Skills for the Future: Research Workforce Under the Spotlight.Eva Dobozy - 2013 - Journal of Research Practice 9 (1):Article V4.
    The value and training needs of the future research workforce is under the spotlight. In this article, I take up Ulrich and Dash's (2013) somewhat provocative invitation to engage in discussion and debate about current and future research. In my three-tiered response, I first discuss Ulrich and Dash's article, followed by my own observations about the APEC/Deloitte (2010) research report: "Skills and Competencies Needed in the Research Field: Objectives 2020," and finally, I explore, in some detail, challenges of building a (...)
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  29.  21
    Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-Romantic Environmental Ethics by Mark Coeckelbergh.Lisa Kretz - 2016 - Ethics and the Environment 21 (1):109-118.
    In Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-Romantic Environmental Ethics, Mark Coeckelbergh presents an expansive approach to rethinking the ontological, epistemic, and ethical relationships humans have with the environment. It is a book with a wide historical scope rooted in the Western tradition, and it seeks to address the gap between humans’ ecological ideals and environmental practices.The text begins with an exploration of the psychological conditions for environmental change. Coeckelbergh seeks to bridge the gap between what (...)
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  30.  79
    Sensorimotor Skills and Perception: Cognitive Complexity and the Sensorimotor Frontier.Andy Clark - 2006 - Aristotelian Society Supplementary Volume 80:43-65.
    [Andy Clark] What is the relation between perceptual experience and the suite of sensorimotor skills that enable us to act in the very world we perceive? The relation, according to 'sensorimotor models' (O'Regan and Noë 2001, Noë 2004) is tight indeed. Perceptual experience, on these accounts, is enacted via skilled sensorimotor activity, and gains its content and character courtesy of our knowledge of the relations between (typically) movement and sensory stimulation. I shall argue that this formulation is too extreme, and (...)
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  31.  8
    Skill in Ancient Ethics: The Legacy of China, Greece and Rome.Tom P. S. Angier & Lisa Ann Raphals (eds.) - 2021 - New York: Bloomsbury Academic.
    This collection illustrates the centrality of skill within ancient ethics, including ancient Chinese ethics, showing how skill or techne has been a touchstone from the beginning of philosophical thought. Covering Socrates' search for expertise in virtue, the Republic's 'craft of justice', Aristotle's delineation of the politike techne and the Stoics' 'art of life'. Divided into four sections on Plato, Aristotle, the Stoics and Chinese ethics, it brings together world-leading philosophers working across this broad topic. Yet it is not (...)
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  32.  16
    Skills Development as Part of CSR: A South African Perspective.Elbe M. Kloppers & Henk J. Kloppers - 2007 - International Corporate Responsibility Series 3:415-427.
    In this paper it is argued that no CSR program can be successful in a development context in general, and in South Africa in particular, unless skills development and therefore empowerment is integrated in every part of the program. The Chinese proverb, “give a man a fish and he will eat for a day; teach him to fish and he will eat for a lifetime,” is the theme of this paper. While it is good to provide people with financial and (...)
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  33.  16
    Skills Development as Part of CSR: A South African Perspective.Elbe M. Kloppers & Henk J. Kloppers - 2007 - International Corporate Responsibility Series 3:415-427.
    In this paper it is argued that no CSR program can be successful in a development context in general, and in South Africa in particular, unless skills development and therefore empowerment is integrated in every part of the program. The Chinese proverb, “give a man a fish and he will eat for a day; teach him to fish and he will eat for a lifetime,” is the theme of this paper. While it is good to provide people with financial and (...)
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  34.  13
    Research Skills for the Future: A Consultant's Perspective.Richard J. Ormerod - 2013 - Journal of Research Practice 9 (1):Article V2.
    This article is a response to a Viewpoint & Discussion article published in this journal: Ulrich, W., & Dash, D. P. (2013). Research skills for the future: Summary and critique of a comparative study in eight countries. Journal of Research Practice, 9(1), Article V1.
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  35. Skill Learning Using A Bottom-Up Hybrid Model.Ron Sun - unknown
    top-down approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward lowlevel skill learning, where procedural knowledge develops rst and declarative knowledge develops from it. Clarionwhich follows this approach is formed by integrating connectionist, reinforcement, and symbolic learning methods to perform on-line learning. We compare the model with human data in a mine eld navigation task. A match between the model and human data is observed in several comparisons.
     
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  36.  14
    ‘Social Skills’: Following a Travelling Concept From American Academic Discourse to Contemporary Danish Welfare Institutions.Annick Prieur, Sune Qvotrup Jensen, Julie Laursen & Oline Pedersen - 2016 - Minerva 54 (4):423-443.
    The article traces the origin and development of the concept of social skills in first and foremost American academic discourse. As soon as the concept of social skills was coined, the concern for people lacking such skills started and has been on the increase ever since. After the analysis of the academic history of the concept follows an examination of the implementation of a range of assessment instruments and training programmes related to social skills in contemporary Danish welfare institutions. The (...)
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  37.  39
    Bodily Skill.Joshua Shepherd - forthcoming - In Adrian J. T. Alsmith & Matthew Longo (eds.), Routledge Handbook of Body Awareness. Routledge.
    To a first approximation, ‘bodily skill’ refers to the capacity to successfully utilize the body in the world to achieve goals. But the body is complex, and bodily skill manifests in many different ways. Further, work on bodily skill spans the philosophy of mind, action, and cognitive science, as well as the sciences of motor control and perception. This chapter aims to provide an overview of recent themes and key ideas. First, we review work on the nature (...)
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  38. Skill and Sensitivity to Reasons.Joshua Shepherd - 2021 - Review of Philosophy and Psychology 12 (3):669-681.
    In this paper I explore the relationship between skill and sensitivity to reasons for action. I want to know to what degree we can explain the fact that the skilled agent is very good at performing a cluster of actions within some domain in terms of the fact that the skilled agent has a refined sensitivity to the reasons for action common to the cluster. The picture is a little bit complex. While skill can be partially explained by (...)
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  39. Practical Skills and Practical Wisdom in Virtue.Matt Stichter - 2016 - Australasian Journal of Philosophy 94 (3):435-448.
    ABSTRACTThis paper challenges a frequent objection to conceptualizing virtues as skills, which is that skills are merely capacities to act well, while virtues additionally require being properly motivated to act well. I discuss several cases that purport to show the supposed motivational difference by drawing our attention to the differing intuitions we have about virtues and skills. However, this putative difference between virtue and skill disappears when we switch our focus in the skill examples from the performance to (...)
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  40.  39
    Skills, Knowledge and Expertise in Sport: Edited by Breivik, Gunnar, London & New York, Routledge, 2017, $155 (Hardback), $47.95 (Paperback), $47.95 (E-Book), ISBN 13:978-1138559677. [REVIEW]Jake Wojtowicz - forthcoming - Tandf: Journal of the Philosophy of Sport:1-4.
    Review of Breivik (ed) "Skills, knowledge and expertise in sport".
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  41.  4
    Skills and Virtues in Vitruvius' Book 101.Serafina Cuomo - 2010 - In Marco Formisano & Hartmut Böhme (eds.), War in Words: Transformations of War From Antiquity to Clausewitz. De Gruyter. pp. 19--309.
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  42. Manual Skill: Its Organization and Development.J. W. Cox - 1936 - Philosophy 11 (44):500-501.
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  43. Teacher Skills with Classroom Discussion: Impact on Student Mastery of Subject Matter, Self-Concept, and Oral Expression Skills.Cathy Collins - 1987 - Journal of Thought 22 (4):81-89.
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  44. 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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  45. Skills as Knowledge.Carlotta Pavese & Beddor Bob - forthcoming - Australasian Journal of Philosophy:1-16.
    This paper advances a unified theory of skillful and intentional action. According to our theory, the distinguishing feature of both skillful and intentional actions is that they are guided by the agent’s knowledge of the means of performing the task at hand. This theory leads naturally to an intellectualist view of skills, according to which skills are propositional knowledge states. We show that this view enjoys a number of explanatory advantages over more familiar dispositional accounts of skills.
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  46. Literacy Skills in Science Learning Among Linguistically Diverse Students.Okhee Lee & Sandra H. Fradd - 1996 - Science Education 80 (6):651-671.
     
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  47.  10
    Developing Skills for Ethical Management.Robin S. Snell - 1993 - Chapman & Hall.
  48. A Skill to Be Honored." Physicians" and" Civic Discourse" in Hellenistic Greece.N. Massar - 2001 - Revue Belge de Philologie Et D’Histoire 79 (1):175-201.
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  49. The Skill of Identifying Argumentation.Bert Meuffels, Rob Grootendorst, Frans Eemeren & Frans H. van Eemeren - 2015 - In Bert Meuffels, Rob Grootendorst, Frans Eemeren & Frans H. van Eemeren (eds.), Reasonableness and Effectiveness in Argumentative Discourse. Springer Verlag.
     
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  50. The Skill of Virtue.Matthew Stichter - 2007 - Philosophy in the Contemporary World 14 (2):39-49.
    Despite the prominence of the concept of virtue in contemporary ethical theory, accounts of virtue have often left readers with the impression that the virtuous person is an unattainable ideal or is just psychologically implausible. This article argues that reviving the ancient Greek idea that virtues are like practical skills can help provide a more plausible account of virtue and the virtuous person. The moral knowledge of the virtuous person is analogous to the practical knowledge of the expert in a (...)
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