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. Holobionts and the ecology of organisms: Multi-species communities or integrated individuals?Derek Skillings - 2016 - Biology and Philosophy 31 (6):875-892.
    It is now widely accepted that microorganisms play many important roles in the lives of plants and animals. Every macroorganism has been shaped in some way by microorganisms. The recognition of the ubiquity and importance of microorganisms has led some to argue for a revolution in how we understand biological individuality and the primary units of natural selection. The term “holobiont” was introduced as a name for the biological unit made up by a host and all of its associated microorganisms, (...)
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  3.  62
    Mechanistic Explanation of Biological Processes.Derek John Skillings - 2015 - Philosophy of Science 82 (5):1139-1151.
    Biological processes are often explained by identifying the underlying mechanisms that generate a phenomenon of interest. I characterize a basic account of mechanistic explanation and then present three challenges to this account, illustrated with examples from molecular biology. The basic mechanistic account is insufficient for explaining nonsequential and nonlinear dynamic processes, is insufficient for explaining the inherently stochastic nature of many biological mechanisms, and fails to give a proper framework for analyzing organization. I suggest that biological processes are best approached (...)
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  4.  20
    Trojan Horses and Black Queens: ‘causal core’ explanations in microbiome research.Derek Skillings - 2019 - Biology and Philosophy 34 (6):60.
    Lynch et al., in an article in this issue, argue that an entire microbiome is rarely, if ever, the right target of analysis for causal explanations in microbiome research. They argue, using interventionist criteria of proportionality, specificity and stability, for restricting causal claims to the smallest subset of microbes—a causal core—that generate the effect of interest. A further question remains: what kind of interactions generate a consortium of microbes that can operate as causal agents in this manner? Here I introduce (...)
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  5.  11
    Trojan Horses and Black Queens: ‘causal core’ explanations in microbiome research.Derek Skillings - 2019 - Biology and Philosophy 34 (6):1-6.
    Lynch et al., in an article in this issue, argue that an entire microbiome is rarely, if ever, the right target of analysis for causal explanations in microbiome research. They argue, using interventionist criteria of proportionality, specificity and stability, for restricting causal claims to the smallest subset of microbes—a causal core—that generate the effect of interest. A further question remains: what kind of interactions generate a consortium of microbes that can operate as causal agents in this manner? Here I introduce (...)
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  6.  16
    The Buddhist World of Southeast Asia.Peter Skilling & Donald K. Swearer - 1997 - Journal of the American Oriental Society 117 (3):579.
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  7. There Are No Intermediate Stages: An Organizational View on Development.Leonardo Bich & Derek Skillings - 2023 - In Matteo Mossio (ed.), Organization in Biology. Springer. pp. 241-262.
    Theoretical accounts of development exhibit several internal tensions and face multiple challenges. They span from the problem of the identification of the temporal boundaries of development (beginning and end) to the characterization of the distinctive type of change involved compared to other biological processes. They include questions such as the role to ascribe to the environment or what types of biological systems can undergo development and whether they should include colonies or even ecosystems. In this chapter we discuss these conceptual (...)
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  8.  8
    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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  9.  33
    An Arapacana Syllabary in the Bhadrakalpika-SūtraAn Arapacana Syllabary in the Bhadrakalpika-Sutra.Peter Skilling - 1996 - Journal of the American Oriental Society 116 (3):522.
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  10.  18
    Assessing whether CEOs deserve their pay.Peter Skilling & Peter McGhee - 2012 - Australian Journal of Professional and Applied Ethics 14 (1):78-91.
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  11.  27
    Consolidating a new approach in the philosophy of science: Otávio Bueno, Ruey-Lin Chen, and Melinda Bonnie Fagan (eds.): Individuation, process, and scientific practices. New York: Oxford University Press, 2018, 307 pp, $90.00 HB.Derek Skillings - 2021 - Metascience 30 (1):111-114.
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  12.  12
    Calligraphic Magic: Abhidhamma Inscriptions from Sukhodaya.Peter Skilling - 2018 - Buddhist Studies Review 35 (1-2):161-187.
    The article presents five fifteenth- to sixteenth-century Pali inscriptions from Sukhodaya, Thailand. Three of them are engraved in the Khom alphabet on large square stone slabs, with considerable attention to format; they seem to be unique in Thai epigraphy. Two of these carry extracts from the Abhidhamma; the third gives a syllabary followed by the recollection formulas of the Three Gems. The other two epigraphs are written not on stone slabs but are inscribed on small gold leaves; they contain the (...)
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  13.  7
    Comments on 'Two Sutras on Dependent Origination'.Peter Skilling & John Cooper - 1983 - Buddhist Studies Review 1 (2):136-142.
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  14.  26
    Correction to: Holobionts and the ecology of organisms: Multi-species communities or integrated individuals?Derek Skillings - 2018 - Biology and Philosophy 33 (3-4):28.
    In the original publication, the acknowledgment was published incorrectly. The correct version is given below.
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  15.  21
    Impermanence.Peter Skilling - 2020 - Buddhist Studies Review 37 (1):15-25.
    The Udanavarga is a grand compendium of Buddhist verse, compiled by a Dharmatrata about whom we know next to nothing. In Sarvastivadin and Mulasarvastivadin circles the Udanavarga was as popular as is the Dhammapada in Theravadin circles, and it circulated widely in South and Central Asia. Here I give an English translation from the Tibetan of the first chapter, ‘Impermanence’.
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  16.  13
    Jinamahanidana.Peter Skilling - 1990 - Buddhist Studies Review 7 (1-2):115-118.
    Jinamahanidana. The National Library - Fine Arts Dept, Bangkok B.E. 2530. 2 vols: 1 - Pali text, 2 - Thai translation.
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  17.  11
    Lokapannatti.Peter Skilling - 1990 - Buddhist Studies Review 7 (1-2):119-120.
    Cakkavaladipani. The National Library - Fine Arts Dept, Bangkok B.E. 2523.
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  18.  65
    Prior probabilities.John Skilling - 1985 - Synthese 63 (1):1 - 34.
    The theoretical construction and practical use of prior probabilities, in particular for systems having many degrees of freedom, are investigated. It becomes clear that it is operationally unsound to use mutually consistent priors if one wishes to draw sensible conclusions from practical experiments. The prior cannot usefully be identified with a state of knowledge, and indeed it is not so identified in common scientific practice. Rather, it can be identified with the question one asks. Accordingly, priors are free constructions. Their (...)
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  19.  7
    Samskrtasamskrta-viniscaya of Dasabalasrimitra.Peter Skilling - 1987 - Buddhist Studies Review 4 (1):3-23.
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  20.  12
    Synonyms of Nirvana According to Prajñavarman, Vasubandhu and Asanga.Peter Skilling - 1994 - Buddhist Studies Review 11 (1):29-49.
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  21.  5
    Traibhumikatha hru'traibhumi brah rvn.Peter Skilling - 1990 - Buddhist Studies Review 7 (1-2):121.
    Traibhumikatha hru'traibhumi brah rvn. Fine Arts Dept, Bangkok. B.E. 2526.
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  22.  8
    Three Similes.Peter Skilling - 1981 - Buddhist Studies Review 6 (2):105-112.
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  23.  5
    Uddaka Ramaputta and Rama.Peter Skilling - 1981 - Buddhist Studies Review 6 (2):99-104.
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  24.  47
    Methodological Strategies in Microbiome Research and their Explanatory Implications.Maureen A. O’Malley & Derek J. Skillings - 2018 - Perspectives on Science 26 (2):239-265.
    . Early microbiome research found numerous associations between microbial community patterns and host physiological states. These findings hinted at community-level explanations. “Top-down” experiments, working with whole communities, strengthened these explanatory expectations. Now, “bottom-up” mechanism-seeking approaches are dissecting communities to focus on specific microbes carrying out particular biochemical activities. To understand the interplay between methodological and explanatory scales, we examine claims of “dysbiosis,” when host illness is proposed as the consequence of a community state. Our analysis concludes with general observations about (...)
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  25.  10
    Beiträge / Contributions. Adolescents’ Preferences for Participation - Alternative Versus Conventional Sports. A Norwegian Case / Sportpräferenzen von Jugendlichen - alternativer und konventioneller Sport im Vergleich. Eine norwegische Studie. [REVIEW]Eivind Åsrum Skille - 2005 - Sport Und Gesellschaft 2 (2):107-124.
    Comparing preferences for sport participation between alternative and conventional sports, this article exhibits some differences across sport contexts, as well as across gender and class. However, the main finding is the major similarities of preferences and dominating social groups across the contexts. This indicates that a similar habitus is in play in the alternative context as in the conventional one, and that "real alternatives" are merely to occur inside established frames of sport provision.
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  26. EXPERIMENT 2 Method Subjects. Twenty-seven undergraduates from Hamilton College par-ticipated in Experiment 2. Each subject was paid $3 for an initial session and $9 for keeping a diary concerning appointments for a 3-week period. [REVIEW]Prospective Memory Skill - 1991 - Bulletin of the Psychonomic Society 29 (4-6):305.
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  27.  13
    Elite Athletes’ Perspectives on Providing Whereabouts Information: A Survey of Athletes in the Norwegian Registered Testing Pool / Das Meldesystem und die Anti-Doping-Bestimmungen aus der Sicht der Athleten: Eine Befragung norwegischer Athleten.Miranda Thurston, Eivind A. Skille & Dag V. Haristad - 2009 - Sport Und Gesellschaft 6 (1):30-46.
    Summary This paper reports on the perspectives of elite athletes on anti-doping work in general and on the whereabouts system in particular, and uses a figurational perspective to explore the unintended consequences of the planned introduction of the whereabouts system. A cross-sectional survey of all the athletes in the Norwegian registered testing pool was carried out in 2006, using a structured questionnaire. Overall, 70.6% of the athletes agreed that doping was a problem in elite sport in general, but paradoxically only (...)
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  28.  18
    Obligation for transparency regarding treating physician credentials at academic health centres.Paul J. Martin, N. James Skill & Leonidas G. Koniaris - 2018 - Journal of Medical Ethics 44 (11):782-786.
    Academic health centres have historically treated patients with the most complex of diseases, served as training grounds to teach the next generations of physicians and fostered an innovative environment for research and discovery. The physicians who hold faculty positions at these institutions have long understood how these key academic goals are critical to serve their patient community effectively. Recent healthcare reforms, however, have led many academic health centres to recruit physicians without these same academic expectations and to partner with non-faculty (...)
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  29. The Skill of Imagination.Amy Kind - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy 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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  30. Skill and expertise in perception.Susanna Siegel - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York, NY: 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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  31. 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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  32. Perceptual Skill And Social Structure.Jessie Munton - 2017 - Philosophy and Phenomenological Research 99 (1):131-161.
    Visual perception relies on stored information and environmental associations to arrive at a determinate representation of the world. This opens up the disturbing possibility that our visual experiences could themselves be subject to a kind of racial bias, simply in virtue of accurately encoding previously encountered environmental regularities. This possibility raises the following question: what, if anything, is wrong with beliefs grounded upon these prejudicial experiences? They are consistent with a range of epistemic norms, including evidentialist and reliabilist standards for (...)
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  33.  53
    Skill and Mastery Philosophical Stories from the Zhuangzi.Karyn Lai & Wai Wai Chiu (eds.) - 2019 - London: 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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  34.  92
    The Skillfulness of Virtue: Improving Our Moral and Epistemic Lives.Matt Stichter - 2018 - New York: 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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  35.  67
    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, (...)
  36. Skilled Guidance.Denis Buehler - 2021 - Review of Philosophy and Psychology 12 (3):641-667.
    Skilled action typically requires that individuals guide their activities toward some goal. In skilled action, individuals do so excellently. We do not understand well what this capacity to guide consists in. In this paper I provide a case study of how individuals shift visual attention. Their capacity to guide visual attention toward some goal (partly) consists in an empirically discovered sub-system – the executive system. I argue that we can explain how individuals guide by appealing to the operation of this (...)
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  37. Skill and expertise in three schools of classical Chinese thought.Hagop Sarkissian - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy 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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  38. Know How and Skill: The Puzzles of Priority and Equivalence.Yuri Cath - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York: 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 (...)
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  39. 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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  40. Skill and motor control: intelligence all the way down.Ellen Fridland - 2017 - Philosophical Studies 174 (6):1-22.
    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 (...)
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  41. 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 (...)
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  42. 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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  43.  2
    Reading skills in individuals with macular degeneration.Daniela Dimitrova - Radojičić - 2019 - Годишен зборник на Филозофскиот факултет/The Annual of the Faculty of Philosophy in Skopje 72:465-472.
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  44. Thrasymachus’ Unerring Skill and the Arguments of Republic 1.Tamer Nawar - 2018 - Phronesis 63 (4):359-391.
    In defending the view that justice is the advantage of the stronger, Thrasymachus puzzlingly claims that rulers never err and that any practitioner of a skill or expertise (τέχνη) is infallible. In what follows, Socrates offers a number of arguments directed against Thrasymachus’ views concerning the nature of skill, ruling, and justice. Commentators typically take a dim view of both Thrasymachus’ claims about skill (which are dismissed as an ungrounded and purely ad hoc response to Socrates’ initial (...)
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  45. The skill of self-control.Juan Pablo Bermúdez - 2021 - Synthese 199 (3-4):6251-6273.
    Researchers often claim that self-control is a skill. It is also often stated that self-control exertions are intentional actions. However, no account has yet been proposed of the skillful agency that makes self-control exertion possible, so our understanding of self-control remains incomplete. Here I propose the skill model of self-control, which accounts for skillful agency by tackling the guidance problem: how can agents transform their abstract and coarse-grained intentions into the highly context-sensitive, fine-grained control processes required to select, (...)
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  46.  90
    Emotional skillfulness and virtue acquisition.Mario De Caro, Maria Silvia Vaccarezza & Ariele Niccoli - 2022 - In Daniel Dukes, Andrea Samson & Eric Walle (eds.), The Oxford Handbook of Emotional Development. Oxford University Press. pp. 503-512.
    In this chapter, we will offer a sketch of the state of the art as concerns existing accounts of virtue acquisition in relation to automaticity. In particular, we will focus on the so-called “skill model,” which we aim to improve by questioning its rather common underlying dualistic picture of the mind. Then we will propose an account of skillful emotions by identifying the features that make them both automatic and embedded in an intelligent practice. Finally, we will show how (...)
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  47. 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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  48. If Skill is Normative, Then Norms are Everywhere.Kristin Andrews & Evan Westra - 2021 - Analyse & Kritik 43 (1):203-218.
    Birch sketches out an ingenious account of how the psychology of social norms emerged from individual-level norms of skill. We suggest that these individual-level norms of skill are likely to be much more widespread than Birch suggests, extending deeper into the hominid lineage, across modern great ape species, all the way to distantly related creatures like honeybees. This suggests that there would have been multiple opportunities for social norms to emerge from skill norms in human prehistory.
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  49. Skill-based acquaintance : a non-causal account of reference.Jean Gové - 2024 - Dissertation, University of St. Andrews
    This thesis provides an account of acquaintance with abstract objects. The notion of acquaintance is integral to theorising on reference and singular thought, since it is generally taken to be the relation that must exist between a subject and an object, in order for the subject to refer to, and entertain singular thoughts about the object. The most common way of understanding acquaintance is as a form of causal connection. However, this implies a problem. We seem to be able to (...)
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  50.  93
    Skills, procedural knowledge, and knowledge-how.Benoit Gaultier - 2017 - Synthese 194 (12):4959-4981.
    My main intention in this article is to settle the question whether having the ability to \ is, as Ryleans think, necessary for knowing how to \, and to determine the kind of role played by procedural knowledge in knowing how to \ and in acquiring and possessing the ability to \. I shall argue, in a seemingly anti-Rylean fashion, that when it comes to know-hows that are ordinarily categorised as physical skills, or—to be, for the moment, philosophically neutral—as enabling (...)
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