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  1. Longer, Smaller, Faster, Stronger: On Skills and Intelligence.Ellen Fridland - 2019 - Philosophical Psychology 32 (5):760-784.
    ABSTRACTHow does practice change our behaviors such that they go from being awkward, unskilled actions to elegant, skilled performances? This is the question that I wish to explore in this paper. In the first section of the paper, I will defend the tight connection between practice and skill and then go on to make precise how we ought to construe the concept of practice. In the second section, I will suggest that practice contributes to skill by structuring and automatizing the (...)
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  • Motor Skill and Moral Virtue.Ellen Fridland - 2017 - Royal Institute of Philosophy Supplement 80:139-170.
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  • Wisdom as an Expert Skill.Jason D. Swartwood - 2013 - Ethical Theory and Moral Practice 16 (3):511-528.
    Practical wisdom is the intellectual virtue that enables a person to make reliably good decisions about how, all-things-considered, to live. As such, it is a lofty and important ideal to strive for. It is precisely this loftiness and importance that gives rise to important questions about wisdom: Can real people develop it? If so, how? What is the nature of wisdom as it manifests itself in real people? I argue that we can make headway answering these questions by modeling wisdom (...)
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  • Euthyphro’s Elenchus Experience: Ethical Expertise and Self-Knowledge. [REVIEW]Robert C. Reed - 2013 - Ethical Theory and Moral Practice 16 (2):245-259.
    The paper argues that everyday ethical expertise requires an openness to an experience of self-doubt very different from that involved in becoming expert in other skills—namely, an experience of profound vulnerability to the Other similar to that which Emmanuel Levinas has described. Since the experience bears a striking resemblance to that of undergoing cross-examination by Socrates as depicted in Plato’s early dialogues, I illustrate it through a close reading of the Euthyphro, arguing that Euthyphro’s vaunted “expertise” conceals a reluctance to (...)
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  • Moral Criteria and Character Education: A Reply to Welch.Daniel Lapsley & Darcia Narvaez - 2011 - Journal of Moral Education 40 (4):527-531.
    Most of the views ascribed to us we do not recognise and suggest that several misunderstandings flavour Welch?s commentary. We clarify some of our position here and recommend further collaboration among philosophers and psychologists.
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  • Skillful Coping with and Through Technologies.Mark Coeckelbergh - 2019 - AI and Society 34 (2):269-287.
    Dreyfus’s work is widely known for its critique of artificial intelligence and still stands as an example of how to do excellent philosophical work that is at the same time relevant to contemporary technological and scientific developments. But for philosophers of technology, especially for those sympathetic to using Heidegger, Merleau-Ponty, and Wittgenstein as sources of inspiration, it has much more to offer. This paper outlines Dreyfus’s account of skillful coping and critically evaluates its potential for thinking about technology. First, it (...)
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  • Aristotle's Ethics and the Crafts: A Critique.Thomas Peter Stephen Angier - unknown
    This dissertation is a study of the relation between Aristotle’s ethics and the crafts (or technai). My thesis is that Aristotle’s argument is at key points shaped by models proper to the crafts, this shaping being deeper than is generally acknowledged, and philosophically more problematic. Despite this, I conclude that the arguments I examine can, if revised, be upheld. The plan of the dissertation is as follows – Preface: The relation of my study to the extant secondary literature; Introduction: The (...)
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  • Scrooge and Significant Moral Change.Angela Knobel - 2019 - Journal of Moral Education 48 (2):147-164.
    ABSTRACTVirtue theorists commonly assert that significant moral change, such as the cultivation of a virtue or the elimination of a vice, can only occur over a prolonged period of time. Many scholars who make this claim also accept the comparison between virtues and skills. In this article I argue that if one accepts the comparison between virtues and skills, there should be instances in which significant moral change can occur relatively quickly.
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  • Political Philosophy and the Nature of Expertise.Robert Lamb - forthcoming - Critical Review of International Social and Political Philosophy:1-21.
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  • Virtues, Skills, and Right Action.Matt Stichter - 2011 - Ethical Theory and Moral Practice 14 (1):73-86.
    According to Rosalind Hursthouse’s virtue based account of right action, an act is right if it is what a fully virtuous person would do in that situation. Robert Johnson has criticized the account on the grounds that the actions a non-virtuous person should take are often uncharacteristic of the virtuous person, and thus Hursthouse’s account of right action is too narrow. The non-virtuous need to take steps to improve themselves morally, and the fully virtuous person need not take these steps. (...)
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  • I Can Trust You Now … but Not Later: An Explanation of Testimonial Knowledge in Children.Joshue Orozco - 2010 - Acta Analytica 25 (2):195-214.
    Children learn and come to know things about the world at a very young age through the testimony of their caregivers. The challenge comes in explaining how children acquire such knowledge. Since children indiscriminately receive testimony, their testimony-based beliefs seem unreliable, and, consequently, should fail to qualify as knowledge. In this paper I discuss some attempted explanations by Sandy Goldberg and John Greco and argue that they fail. I go on to suggest that what generates the problem is a hidden (...)
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  • A Developmental Theory for Aristotelian Practical Intelligence.Matt Ferkany - forthcoming - Journal of Moral Education:1-18.
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  • Changing the Paradigm for Engineering Ethics.Jon Alan Schmidt - 2014 - Science and Engineering Ethics 20 (4):985-1010.
    Modern philosophy recognizes two major ethical theories: deontology, which encourages adherence to rules and fulfillment of duties or obligations; and consequentialism, which evaluates morally significant actions strictly on the basis of their actual or anticipated outcomes. Both involve the systematic application of universal abstract principles, reflecting the culturally dominant paradigm of technical rationality. Professional societies promulgate codes of ethics with which engineers are expected to comply, while courts and the public generally assign liability to engineers primarily in accordance with the (...)
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  • Ethical Expertise and the Articulacy Requirement.Cheng-Hung Tsai - 2016 - Synthese 193 (7):2035-2052.
    Recently virtue ethicists, such as Julia Annas and Matt Stichter, in order to explain what a moral virtue is and how it is acquired, suggest modeling virtue on practical expertise. However, a challenging issue arises when considering the nature of practical expertise especially about whether expertise requires articulacy, that is, whether an expert in a skill is required to possess an ability to articulate the principles underlying the skill. With regard to this issue, Annas advocates the articulacy requirement, while Stichter (...)
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  • Skill, Practical Wisdom, and Ethical Naturalism.John Hacker-Wright - 2015 - Ethical Theory and Moral Practice 18 (5):983-993.
    IntroductionRecent work in virtue theory has breathed new life into the analogy between virtue and skill.See, for example, Annas ; Bloomfield ; Stichter ; Swartwood . There is good reason to think that this analogy is worth pursuing since it may help us understand the distinctive nexus of reasoning, knowledge, and practical ability that is found in virtue by pointing to a similar nexus found outside moral contexts in skill. In some ways, there is more than an analogy between skill (...)
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  • The Structure of Practical Expertise.Cheng-Hung Tsai - 2014 - Philosophia 42 (2):539-554.
    Anti-intellectualists in epistemology argue for the thesis that knowing-how is not a species of knowing-that, and most of them tend to avoid any use of the notion “knowing-that” in their explanation of intelligent action on pain of inconsistency. Intellectualists tend to disprove anti-intellectualism by showing that the residues of knowing-that remain in the anti-intellectualist explanation of intelligent action. Outside the field of epistemology, some philosophers who try to highlight the nature of their explanation of intelligent action in certain fields, such (...)
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  • Intelligence, Practice and Virtue: A Critical Review of the Educational Benefits of Expertise in Physical Education and Sport.Malcolm Thorburn - 2017 - Sport, Ethics and Philosophy 11 (4):453-463.
    The paper calls for a re-evaluation of physical education’s cognitive value claims, as this issue is fundamental to many of the conceptual difficulties the subject faces. Current epistemological challenges are reviewed before analysing the structural connections between intelligent practice and intelligent virtues, and the possibilities for physical education to better articulate its’ intrinsic and instrumental values claims. The paper evaluates arguments made on this basis and reviews revised curriculum planning and pedagogical practices, which could support an enhanced focus on learners’ (...)
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  • Virtue as Mastery in Early Confucianism.Aaron Stalnaker - 2010 - Journal of Religious Ethics 38 (3):404-428.
    This essay explores the interrelation of skills and virtues. I first trace one line of analysis from Aristotle to Alasdair MacIntyre, which argues that there is a categorical difference between skills and virtues, in their ends and intrinsic character. This familiar distinction is fine in certain respects but still importantly misleading. Virtue in general, and also some particular virtues such as ritual propriety and practical wisdom, are not just exercised in practical contexts, but are in fact partially constituted by the (...)
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