Results for 'Pupils Journalism Skills'

969 found
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  1. (1 other version)ENHANCING THE MASTERY SKILLS OF PUPIL - JOURNALISTS IN BASIC NEWS WRITING THROUGH (CEB) CONTEXTUALIZED ERROR – BASED WORKTEXT.Alwin C. Garcia - 2023 - Get International Research Journal.
    This study aimed to enhance the mastery level of the campus journalists of Cuyo Central School, Division of Palawan in basic news writing through (CEB) Contextualized Error – Based Worktext. It used mixed methods, the quantitative approach was utilized to know the common errors committed by the participants of the study in writing news articles, their level of achievement and the testing of significant difference of their scores in pre-test and post – test. The challenges they met in utilizing the (...)
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  2. CREATIVE THINKING SKILLS AND PROBLEM-SOLVING SKILLS IN MATHEMATICS AMONG GRADE 6 PUPILS.Rose Angelie Turla, Grace Ej Dela Cruz, Jhastine Joson & Patricia Ann Royo - 2024 - Dissertation, Don Honorio Ventura State University
    This study focused on the significant relationship between Creative Thinking Skills and Problem-Solving Skills in Mathematics among Grade 6 pupils. The study's respondents were thirty (30) Grade 6 pupils from one of the elementary schools in the District of Sta. Ana, Pampanga. The respondents were selected using simple random sampling techniques. The study used a survey questionnaire comprising the Creative Thinking Skills Test (Pentang et al., 2022) and a researcher-made word problem-solving written test and rubrics. (...)
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  3. Challenges Kenyan Television Journalists Face in Spotting Fake News.Kabucua John Mutugi - 2020 - Journal of Development and Communication Studies 7 (1).
    A fake news story can travel half way across the world as the truth puts on its socks. There are myriads of challenges facing journalists in spotting fake news hence its wide proliferation. Fake news has become a prominent subject of enquiry especially following its alleged influence of the 2016 general elections in US. Unfortunately, research on fake news has focused on social media, politics, elections, and economies. Few studies have focused on the challenges that TV journalists face in spotting (...)
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  4. Appropriate Self-Perceived Behaviors in Primary Education Pupils During Sports Games.Pedro Gil-Madrona, José Luis Gómez, Miguel Ángel Aguilar-Jurado & Eva Cristina Gutiérrez-Marín - 2020 - Frontiers in Psychology 11:529563.
    Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills (...)
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  5. MATHEMATICS PROFICIENCY LEVEL AMONG THE GRADE THREE PUPILS IN CAGAYAN DE ORO CITY DIVISION.Atriah Fascia Dy & Conniebel Nistal - 2024 - International Journal of Research Publications 147 (1):98-114.
    Mathematics is an important subject taught in primary and secondary schools that equips students with foundational knowledge and skills for organizing their lives. This study determined the Mathematics proficiency level among the Grade Three pupils in Cagayan de Oro City in School Year 2022-2023. Specifically, it sought to determine the respondents’ profile in terms of language used at home, study habits, parental involvement, and attitude towards Mathematics; find out the proficiency level in Mathematics; and determine the significant relationship (...)
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  6. Teachers' Competency and Learners' Performance in English of Grade 2 Pupils: Basis for an Intervention Scheme.Rose Ann S. Toston - 2021 - Dissertation, Eulogio “Amang” Rodriguez Institute of Science and Technology
    Teachers, who are the most important factor of education, have the great task of inculcating to the learners the knowledge, skill and behavior needed in facing the everchanging society. Thus, the teachers’ task to transmit knowledge requires them to be a highly competent learning facilitators while remaining as a role model soaring with moral integrity. This means that a school must not only have educationally qualified teachers but teachers who are truly dedicated and committed to serve the public specially the (...)
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  7. Lecture Topics on the Importance of Literacy Culture and Its Relation to Curriculum: Implementing the Merdeka Belajar Curriculum in Learning and Strengthening Evaluation of Learning Literacy Culture.Sarbunan Thobias (ed.) - 2023 - University of New York: HUMANITIES COMMONS.
    Literacy culture helps pupils learn. Students typically need help finding difficult-to-understand English reading materials, making it challenging to find the newest information, research, or even get fresh ideas. The writers of this publication develop and translate literacy culture second-reading materials to overcome this issue. This translation structure helps pupils access language-barrier-restricted materials. Due to linguistic disparities, varied English skills, or a lack of credible Indonesian reading materials, students sometimes need help grasping English content. Thus, options enabling students (...)
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  8. The internet, cognitive enhancement, and the values of cognition.Richard Heersmink - 2016 - Minds and Machines 26 (4):389-407.
    This paper has two distinct but related goals: (1) to identify some of the potential consequences of the Internet for our cognitive abilities and (2) to suggest an approach to evaluate these consequences. I begin by outlining the Google effect, which (allegedly) shows that when we know information is available online, we put less effort into storing that information in the brain. Some argue that this strategy is adaptive because it frees up internal resources which can then be used for (...)
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  9. Exploring the Parents’ Disciplinary Strategies to Promote Children’s Learning Interest.Kwenberlin Hambala, Enid Chloe Lopez, Dhianne Cobrado, Genesis Naparan, Geraldine Dela Pena & Alfer Jann Tantog - 2023 - Edukasiana: Jurnal Inovasi Pendidikan 2 (4):237-250.
    Discipline and interest are aspects of parenting that affect children’s behavior and academic performance. This study explores the parents’ disciplinary strategies to promote children’s learning interests. The researchers conducted this study due to society’s issue and observation that elementary pupils have a low interest in learning and manifested inappropriate behaviors inside and outside the classroom. The participants were the ten selected parents with children enrolled in 5th Grade in one of the private Catholic elementary schools in Pagadian City, Philippines. (...)
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  10. SELECTION, INDUCTION AND EDUCATION OF SCHOLARS IN AYURVEDIC STREAM DURING ANCIENT ERA.Devanand Upadhyay & Bhola Nath Maurya - 2021 - International Ayurvedic Medical Journal 12 (9): 2320-5091.
    Ayurveda is considered one of the ancient systems of knowledge in India. Various compendiums of Ayurveda i.e., Charaka, Sushruta, or Vagbhatta have enumerated an education system based on Gurukuls i.e., An Educator and their pupils. It is evident from them that a very systematized and organized form of medical education starting from selection to induction and then to effective teaching and training were given during that ancient era. The triad of education viz. Adhyayan (studying), Adhyapan (teaching) and Sambhasha (an (...)
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  11. Chess Masters' Hypothesis Testing in Games of Dynamic Equilibrium.Michelle B. Cowley-Cunningham - 2016 - SSRN Econometrics: Econometric and Statistical Methods – General eJournal, Vol. 9, Issue 5: Jan 12, 2016.
    The purpose of this paper is to provide a detailed technical protocol analysis of chess masters' evaluative expertise, paying particular attention to the analysis of the structure of their memory process in evaluating foreseen possibilities in games of dynamic equilibrium. The paper has two purposes. First, to publish a results chapter from my DPhil thesis (in revised journal article form) attending to the measurement of foresight in chess masters' evaluation process, testing alternative theories of cognitive expertise in the domain of (...)
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  12. Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10.Philip Jenkins - 2010 - Language and Education 24 (6):459-472.
    The Philosophy for Children in Schools Project (P4CISP) is a research project to monitor and evaluate the impact of Philosophy for Children (P4C) on classroom practices. In this paper the impact of P4C on the thinking skills of you children aged 10 is examined. Standardised tests indicated the children had below-average reading ages. The pupils were video recorded while engaged in discussion of questions they had formulated themselves in response to a series of texts in preparation for a (...)
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  13. 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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  14. Pupils’ Study Habits and Academic Performance.Rosamie Dagoc & Richard Oco - 2024 - International Journal of Multidisciplinary Research and Analysis 7 (3):1336-1342.
    Reading, taking notes, and holding study sessions are all examples of routine, habitual study behaviors that pupils engage in to fulfill the learning objective. This study was conducted to the two hundred-five (n=205) grade 6 pupils at Malitbog 1 District, Division of Bukidnon, School Year 2022-2023. It attempted to answer the level of pupils’ study habits and academic performance and determine the significant relationship between the study habits and academic performance. The study utilized the descriptive-correlational research design (...)
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  15. Science Journalism and Epistemic Virtues in Science Communication: A defense of sincerity, transparency, and honesty.Carrie Figdor - 2023 - Episteme: A Journal of Social Epistemology (n.a.):1-12.
    In recent work, Stephen John (2018, 2019) has deepened the social epistemological perspective on expert testimony by arguing that science communication often operates at the institutional level, and that at that level sincerity, transparency, and honesty are not necessarily epistemic virtues. In this paper I consider his arguments in the context of science journalism, a key constituent of the science communication ecosystem. I argue that this context reveals both the weakness of his arguments and a need for further analysis (...)
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  16. The Skill of Imagination.Amy Kind - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York, NY: 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 of (...)
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  17. 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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  18. Skill and Sensitivity to Reasons.Joshua Shepherd - 2021 - Review of Philosophy and Psychology 12 (3):669-681.
    In this paper I explore the relationship between skill and sensitivity to reasons for action. I want to know to what degree we can explain the fact that the skilled agent is very good at performing a cluster of actions within some domain in terms of the fact that the skilled agent has a refined sensitivity to the reasons for action common to the cluster. The picture is a little bit complex. While skill can be partially explained by sensitivity to (...)
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  19. Perceptual skills.Dustin Stokes & Bence Nanay - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York, NY: Routledge.
    This chapter has four parts. I distinguishes some types of perceptual skills and highlights their importance in everyday perception. II identifies a well-studied class of perceptual skills: cases of perceptual expertise. III discusses a less studied possible instance of perceptual skill: picture perception. Finally, IV outlines some important mechanisms underlying perceptual skills, with special emphasis on attention and mental imagery.
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  20. 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 (...)
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  21. 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 (...)
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  22. 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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  23. Journalism for Peace and Justice: Towards a Comparative Analysis of Media Paradigms.Robert A. Hackett - 2010 - Studies in Social Justice 4 (2):179-198.
    This paper compares different normative and institutional paradigms of journalism with respect to peaceful conflict resolution and democratic communication. It begins with the problematic but still dominant 'regime of objectivity,' and then considers three contemporary challengers: peace journalism, alternative media, and media democratization/communication rights movements. The paradigms are compared in terms of such factors as public philosophy, epistemological assumptions, characteristic practices, institutional entailments, relationship to dominant institutions and power structures, allies and opponents, and antagonisms and synergies between them. (...)
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  24. 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 (...)
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  25. 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. New York, NY: 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, there (...)
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  26.  76
    The Skill Model: A Dilemma for Virtue Ethics.Nick Schuster - 2023 - Ethical Theory and Moral Practice 26 (3):447-461.
    According to agent-centered virtue ethics, acting well is not a matter of conforming to agent-independent moral standards, like acting so as to respect humanity or maximize utility. Instead, virtuous agents determine what is called for in their circumstances through good practical reason. This is an attractive view, but it requires a plausible account of how good practical reason works. To that end, some theorists invoke the skill model of virtue, according to which virtue involves essentially the same kind of practical (...)
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  27. 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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  28. Talent, Skill, and Celebrity.Catherine M. Robb & Alfred Archer - 2022 - Ethical Perspectives 29 (1):33-63.
    A commonly raised criticism against celebrity culture is that it celebrates people who become famous without any connection to their skills, talents or achievements. A culture in which people become famous simply for being famous is criticized for being shallow and inauthentic. In this paper we offer a defence of celebrity by arguing against this criticism. We begin by outlining what we call the Talent Argument: celebrity is a negative cultural phenomenon because it creates and sustains fame without any (...)
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  29. Play, Skill, and the Origins of Perceptual Art.Mohan Matthen - 2015 - British Journal of Aesthetics 55 (2):173-197.
    Art is universal across cultures. Yet, it is biologically expensive because of the energy expended and reduced vigilance. Why do humans make and contemplate it? This paper advances a thesis about the psychological origins of perceptual art. First, it delineates the aspects of art that need explaining: not just why it is attractive, but why fine execution and form—which have to do with how the attraction is achieved—matter over and above attractiveness. Second, it states certain constraints: we need to explain (...)
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  30. Skill in epistemology I: Skill and knowledge.Carlotta Pavese - 2016 - Philosophy Compass 11 (11):642-649.
    Knowledge and skill are intimately connected. In this essay, I discuss the question of their relationship and of which (if any) is prior to which in the order of explanation. I review some of the answers that have been given thus far in the literature, with a particular focus on the many foundational issues in epistemology that intersect with the philosophy of skill.
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  31. 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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  32. Skill and Collaboration in the Evolution of Human Cognition.John Sutton - 2013 - Biological Theory 8 (1):28-36.
    I start with a brief assessment of the implications of Sterelny’s anti-individualist, anti-internalist apprentice learning model for a more historical and interdisciplinary cognitive science. In a selective response I then focus on two core features of his constructive account: collaboration and skill. While affirming the centrality of joint action and decision making, I raise some concerns about the fragility of the conditions under which collaborative cognition brings benefits. I then assess Sterelny’s view of skill acquisition and performance, which runs counter (...)
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  33. Skills as Knowledge.Carlotta Pavese & Beddor Bob - 2023 - Australasian Journal of Philosophy 101 (3):609-624.
    1. What is the relation between skilful action and knowledge? According to most philosophers, the two have little in common: practical intelligence and theoretical intelligence are largely separate...
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  34. 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, revise and (...)
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  35. (1 other version)Empathy Skills and Habits.Shannon Spaulding - 2023 - In Christiana Werner (ed.), Empathy's Role in Understanding Persons, Literature, and Art. New York, NY: Routledge.
    Psychologists have long noted the correlation between empathy and prosocial outcomes. Empathetic people are happier, healthier, more cooperative, and more altruistic than people who are less empathetic. However, empathy is not a panacea for all social ills. Critics argue that empathy is idiosyncratic, easily manipulated, biased in favor of one's in-group, and exacerbates rather than relieves underlying inequalities. The praise and critique of empathy raise an interesting question: Can we improve empathy? It depends on what kind of capacity empathy is. (...)
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  36. 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, (...)
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  37. 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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  38.  93
    Fake news & bad science journalism: the case against insincerity.C. J. Oswald - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
    Philosophers and social scientists largely agree that fake news is not just necessarily untruthful, but necessarily insincere: it’s produced either with the intention to deceive or an indifference toward its truth. Against this, I argue insincerity is neither a necessary nor obviously typical feature of fake news. The main argument proceeds in two stages. The first, methodological step develops classification criteria for identifying instances of fake news. By attending to expressed theoretical and practical interests, I observe how our classification practices (...)
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  39. Skillful action in peripersonal space.Gabrielle Benette Jackson - 2014 - Phenomenology and the Cognitive Sciences 13 (2):313-334.
    In this article, I link the empirical hypothesis that neural representations of sensory stimulation near the body involve a unique motor component to the idea that the perceptual field is structured by skillful bodily activity. The neurophenomenological view that emerges is illuminating in its own right, though it may also have practical consequences. I argue that recent experiments attempting to alter the scope of these near space sensorimotor representations are actually equivocal in what they show. I propose resolving this ambiguity (...)
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  40. Skill, Drill, and Intelligent Performance: Ryle and Intellectualism.Stina Bäckström & Martin Gustafsson - 2017 - Journal for the History of Analytical Philosophy 5 (5).
    In this paper, we aim to show that a study of Gilbert Ryle’s work has much to contribute to the current debate between intellectualism and anti-intellectualism with respect to skill and know-how. According to Ryle, knowing how and skill are distinctive from and do not reduce to knowing that. What is often overlooked is that for Ryle this point is connected to the idea that the distinction between skill and mere habit is a category distinction, or a distinction in form. (...)
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  41. Cognitive Skills Achievement in Mathematics of the Elementary Pre-Service Teachers Using Piaget’s Seven Logical Operations.Jaynelle G. Domingo, Edwin D. Ibañez, Gener Subia, Jupeth Pentang, Lorinda E. Pascual, Jennilyn C. Mina, Arlene V. Tomas & Minnie M. Liangco - 2021 - Turkish Journal of Computer and Mathematics Education 12 (4):435-440.
    This study determined the cognitive skills achievement in mathematics of elementary pre-service teachers as a basis for improving problem-solving and critical thinking which was analyzed using Piaget's seven logical operations namely: classification, seriation, logical multiplication, compensation, ratio and proportional thinking, probability thinking, and correlational thinking. This study utilized an adopted Test on Logical Operations (TLO) and descriptive research design to describe the cognitive skills achievement and to determine the affecting factors. Overall, elementary pre-service teachers performed with sufficient understanding (...)
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  42. Skilled Migration: Who should pay for what?Speranta Dumitru - 2012 - Diversities 14 (1):8-23.
    Brain drain critiques and human rights advocates have conflicting views on emigration. From a brain drain perspective, the emigration harms a country when emigrants are skilled and the source country is poor. From the human rights perspective, the right "to leave any country, including one's own" is a fundamental right, protected for all, whatever their skills. Is the concern with poverty and social justice at odds with the right to emigrate? At the beginning of the l970s, the economist Jagdish (...)
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  43. Bodily skill and internal representation in sensorimotor perception.David Silverman - 2018 - Phenomenology and the Cognitive Sciences 17 (1):157-173.
    The sensorimotor theory of perceptual experience claims that perception is constituted by bodily interaction with the environment, drawing on practical knowledge of the systematic ways that sensory inputs are disposed to change as a result of movement. Despite the theory’s associations with enactivism, it is sometimes claimed that the appeal to ‘knowledge’ means that the theory is committed to giving an essential theoretical role to internal representation, and therefore to a form of orthodox cognitive science. This paper defends the role (...)
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  44. 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 this (...)
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  45. Imagining as a Skillful Mental Action.Seth Goldwasser - 2024 - Synthese 204 (38):1-33.
    I provide a novel, non-reductive, action-first skill-based account of active imagining. I call it the Skillful Action Account of Imagining (the skillful action account for short). According to this account, to actively imagine something is to form a representation of that thing, where the agent’s forming that representation and selecting its content together constitute a means to the completion of some imaginative project. Completing imaginative projects stands to the active formation of the relevant representations as an end. The account thus (...)
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  46. Truth in Journalism.Zeynep Soysal - 2019 - In James E. Katz & Kate K. Mays (eds.), Journalism and Truth in an Age of Social Media. Oxford University Press. pp. 103–116.
    In order to fulfill their role in society, professional journalists must deliver truths. But truth-telling is not the only requirement of the goal of journalism. What is more, some of the other requirements of journalism can make it difficult for journalists to deliver truths, and may even force them to depart from truth in certain ways. In this paper, I make the requirements of the goal of journalism explicit, and I explain how conflicts between them can arise. (...)
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  47. 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, NY: 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 of (...)
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  48. Practical Structure and Moral Skill.Joshua Shepherd - 2022 - Philosophical Quarterly 72 (3):713-732.
    I argue that moral skill is limited and precarious. It is limited because global moral skill—the capacity for morally excellent behaviour within an über action domain, such as the domain of living, or of all-things-considered decisions, or the same kind of capacity applied across a superset of more specific action domains—is not to be found in humans. It is precarious because relatively local moral skill, while possible, is prone to misfire. My arguments depend upon the diversity of practical structures confronting (...)
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  49. Late Pleistocene skill domains: commentary on Sterelny & Hiscock.John Sutton - forthcoming - Current Anthropology.
    Sterelny and Hiscock (S&H) argue against the centrality of high-fidelity copying in cumulative culture. I address one key strand of their case, the decoupling of expertise from precise imitation. This advances understanding of hominin skill acquisition, and underlines a puzzle about domain-specificity.
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  50. Skill and the Critique of Descartes in Gilbert Ryle and Maurice Merleau-Ponty.Gabrielle Jackson - 2010 - In Kascha Semonovitch Neal DeRoo (ed.), Merleau-Ponty at the Limits of Art, Religion, and Perception. Continuum. pp. 63.
    The mechanistic concept of the body, as inherited from René Descartes, has generated considerable trouble in philosophy—including, at least in part, the mind-body problem itself. Still, the corps mécanique remains perhaps the most prevalent though least examined assumption in recent philosophy of mind. I discuss two notable exceptions. Gilbert Ryle and Maurice Merleau-Ponty rejected this assumption for surprisingly similar reasons. Writing at about the same time, though in different languages and in very different circles, they each attempted to articulate a (...)
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