This compilation of references includes all references for the knowledge-how chapters included in Bengson & Moffett's edited volume. The volume and the compilation of references may serve as a good starting point for people who are unfamiliar with the philosophical literature on knowledge-how.

In this study, I clarify and defend the critique of the ‘sages’ and ‘robbers’ that is found in the _Zhuangzi_. As detailed in Chapter 8 of the _Zhuangzi_, both the (non-Daoist) ‘sages’ and ‘robbers’ are equally responsible for society’s ills. This is because both the ‘sages’ and ‘robbers’ are perceptually alienated from nature. This perceptual alienation involves the inability to perceive nature as fundamentally indeterminate (_wu_, 無). The Daoist alternative to the ‘sages’ and ‘robbers’ is to cultivate awareness of our (...) interdependence with nature. This study calls this process an ‘attunement to nature’ or, as Chapter 8 describes it, to not depart from ‘the actuality of their endowed circumstances’ (其性命之情) and to ‘see oneself when you see others/things’ (自見而見彼). Attunement involves an awareness of how nature primordially forms an indeterminate continuum (_wu_). (shrink)

Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transf...

Design research has been positioned as an important methodological contribution of the learning sciences. Despite the publication of a handbook on the subject, the practice of design research in education remains an eclectic collection of specific approaches implemented by different researchers and research groups. In this paper, I examine the learning sciences as a design science to identify its fundamental goals, methods, affiliations, and assumptions. I argue that inherent tensions arise when attempting to practice design research as an analytic science. (...) Drawing inspiration and insight from Chinese philosophy and the practice of Chinese medicine, I propose that the learning sciences may better attain its claims to science through greater reliance on inductive synthesis rather than linear causal analysis. In so doing, I reposition the endeavor of science making within the metaphysics of process philosophy instead of classical Western philosophy. I suggest that theory building will be strengthened empirically and pragmatically by more careful observation and systematic generalization of the stability patterns of design related phenomena. It also needs to be more situated in its orientation. (shrink)