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  1. Merleau–Ponty on the Body.Sean Dorrance Kelly - 2002 - Ratio 15 (4):376-391.
    The French philosopher Maurice Merleau–Ponty claims that there are two distinct ways in which we can understand the place of an object when we are visually apprehending it. The first involves an intentional relation to the object that is essentially cognitive or can serve as the input to cognitive processes; the second irreducibly involves a bodily set or preparation to deal with the object. Because of its essential bodily component, Merleau–Ponty calls this second kind of understanding ‘motor intentional’. In this (...)
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  • Merleau–ponty on the body.Sean Dorrance Kelly - 2002 - Ratio 15 (4):376–391.
    The French philosopher Maurice Merleau-Ponty claims that there are two distinct ways in which we can understand the place of an object when we are visually apprehending it. The first involves an intentional relation to the object that is essentially cognitive or can serve as the input to cognitive processes; the second irreducibly involves a bodily set or preparation to deal with the object. Because of its essential bodily component, Merleau-Ponty calls this second kind of understanding ‘motor intentional’. In this (...)
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  • The Ethical Implications of the Five-Stage Skill-Acquisition Model.Stuart E. Dreyfus & Hubert L. Dreyfus - 2004 - Bulletin of Science, Technology and Society 24 (3):251-264.
    We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert learns to respond appropriately to each unique situation. The skills model thus supports an ethics of situated involvement such as that of Aristotle, John Dewey, (...)
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