Results for 'Competency'

8 found
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  1.  91
    The Bright Lights on Self Identity and Positive Reciprocity: Spinoza’s Ethics of the Other Focusing on Competency, Sustainability and the Divine Love.Ignace Haaz - 2018 - Journal of Dharma 43 (3):261-284.
    The claim of this paper is to present Spinoza’s view on self-esteem and positive reciprocity, which replaces the human being in a monistic psycho-dynamical affective framework, instead of a dualistic pedestal above nature. Without naturalising the human being in an eliminative materialistic view as many recent neuro-scientific conceptions of the mind do, Spinoza finds an important entry point in a panpsychist and holistic perspective, presenting the complexity of the human being, which is not reducible to the psycho-physiological conditions of life. (...)
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  2. Cruelty, Competency, and Contemporary Abolitionism.Michael Cholbi - 2005 - In A. Sarat (ed.), Studies in Law, Politics, and Society. pp. 123-140.
    After establishing that the requirement that those criminals who stand for execution be mentally competent can be given a recognizably retributivist rationale, I suggest that not only it is difficult to show that executing the incompetent is more cruel than executing the competent, but that opposing the execution of the incompetent fits ill with the recent abolitionist efforts on procedural concerns. I then propose two avenues by which abolitionists could incorporate such opposition into their efforts.
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  3.  62
    La compétence de contextualisation au coeur de la situation d’enseignement-apprentissageThe Competency of Contextualization At the Heart of the Teaching-Learning Situation.Laetitia Sauvage Luntadi & Frédéric Tupin - 2012 - Revue Phronesis 1 (1):102-117.
    The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The (...)
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  4.  39
    Nobody’s Perfect: Moral Responsibility in Negligence.Ori Herstein - 2019 - Canadian Journal of Law and Jurisprudence 31 (1):109-125.
    Given the unwittingness of negligence, personal responsibility for negligent conduct is puzzling. After all, how is it that one is responsible for what one did not intend to do or was unaware that one was doing? How, therefore, is one’s agency involved with one’s negligence so as to ground one’s responsibility for it? Negligence is an unwitting failure in agency to meet a standard requiring conduct that falls within one’s competency. Accordingly, negligent conduct involves agency in that negligence is (...)
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  5. Learning in Lithic Landscapes: A Reconsideration of the Hominid “Toolmaking” Niche.Peter Hiscock - 2014 - Biological Theory 9 (1):27-41.
    This article reconsiders the early hominid ‘‘lithic niche’’ by examining the social implications of stone artifact making. I reject the idea that making tools for use is an adequate explanation of the elaborate artifact forms of the Lower Palaeolithic, or a sufficient cause for long-term trends in hominid technology. I then advance an alternative mechanism founded on the claim that competency in making stone artifacts requires extended learning, and that excellence in artifact making is attained only by highly skilled (...)
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  6. La compétence de contextualisation au coeur de la situation d'enseignement-apprentissage.Laetitia Sauvage Luntadi & Frédéric Tupin - 2012 - Revue Phronesis 1 (1):102-117.
    The notion of «professional situation,» as we propose to examine it, entails questioning simultaneously the place of contexts and the role of actors in teaching-learning situations. We propose to examine the contextualization of the teaching process in light of the groups welcomed and the conditions in which the teacher’s profession is practiced. Defining contextualization as «an art of doing» in line with a professional competency thus means postulating the legitimacy of the «context(s)» as an explanatory medium or media. The (...)
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  7. Why We Need the Arts: John Macmurray on Education and the Emotions.Esther McIntosh - 2015 - Educational Philosophy and Theory 47 (1):47-60.
    This article argues that Macmurray’s work on education is deserving of serious consideration, because it offers an account of the person that highlights the significance of the emotions and the arts. In particular, the article examines and teases out the areas of Macmurray’s concept of the person that are pertinent to the philosophy of education, which includes the contention that the emotions can and should be educated. Furthermore, on the basis of Macmurray’s work, this article argues that emotional competency (...)
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  8.  94
    After “Mental Illness” What? A Philosophical Endorsement of Statutory Reform.Edmund Byrne - 1980 - Bowling Green Studies in Applied Philosophy 2:122-131.
    This article argues in favor of modifying the medical model of severe psychiatric disturbances that underlies calling them "mental illness." The key reason for this proposal is that numerous specialists other than physicians as well as non-specialists contribute to the process of assisting a person recover from what the author suggests might better be called "extraordinary functional disability." There is little uniformity in existing definitions under state laws, but all involve three types of intervention: civil commitment; civil determination of legal (...)
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