Results for 'skill-building discussions'

973 found
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  1. A Skill-Based Framework for Teaching Morality and Religion.Jason D. Swartwood - 2019 - Teaching Ethics 18 (1):39-62.
    One important aim of moral philosophy courses is to help students build the skills necessary to make their own well-reasoned decisions about moral issues. This includes the skill of determining when a particular moral reason provides a good answer to a moral question or not. Helping students think critically about religious reasons like “because God says so” and “because scripture explicitly says so” can be challenging because such lessons can be misperceived as coercive or anti-religious. I describe a framework (...)
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  2. The shape of agency: Control, action, skill, knowledge.Joshua Shepherd - 2021 - Oxford: Oxford University Press.
    The Shape of Agency offers interlinked explanations of the basic building blocks of agency, as well as its exemplary instances. The first part offers accounts of a collection of related phenomena that have long troubled philosophers of action: control over behaviour, non-deviant causation, and intentional action. These accounts build on earlier work in the causalist tradition, and undermine the claims made by many that causalism cannot offer a satisfying account of non-deviant causation, and therefore fails as an account of (...)
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  3. A Structural Equation Model of Writing Skills: Mixed Method.Merlyn E. Arevalo & Melissa C. Napil - 2023 - International Journal of Multidisciplinary Educational Research and Innovation 1 (4):37-59.
    The study's general objective is to determine the students' stance on the most appropriate model of writing skills, using Structural Equation Modeling (SEM) as a basic design in the relationship of self-regulated learning strategies, communicative learning strategies, learning grammatical strategies, and writing skills. This study used a mixed-method sequential explanatory design, in which quantitative design is more widely used than qualitative Creswell, J., & Creswell, D. (2017). The researcher used the stratified random sampling technique for selecting respondents and, by using (...)
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  4. The Teaching of Reasonableness in Secondary Schools.Raymond Driehuis & Alan Tapper - 2023 - In Marella Ada Mancenido-Bolaños, Caithlyn Alvarez-Abarejo & Leander Penaso Marquez (eds.), The Cultivation of Reasonableness in Education: Community of Philosophical Inquiry. Springer. pp. 119-136.
    A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the (...)
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  5. A New Theory of Serendipity: Nature, Emergence and Mechanism.Quan-Hoang Vuong (ed.) - 2022 - Berlin, Germany: De Gruyter.
    When you type the word “serendipity” in a word-processor application such as Microsoft Word, the autocorrection engine suggests you choose other words like “luck” or “fate”. This correcting act turns out to be incorrect. However, it points to the reality that serendipity is not a familiar English word and can be misunderstood easily. Serendipity is a very much scientific concept as it has been found useful in numerous scientific discoveries, pharmaceutical innovations, and numerous humankind’s technical and technological advances. Therefore, there (...)
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  6. 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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  7. Garantía y Cooperación Epistémica.Rodrigo Laera - 2012 - Logos: Revista de la Facultad de Filosofia y Humanidades 21:193-211.
    This paper discusses there is no sustainable theoretical alternative for building knowledge without principles including cooperation –aimed at the preparation and distribution of beliefs– among individuals. This principle helps to conceive both the relation among internalist and externalist theories, and a cognitive explanation based on the concept of epistemic warrant. The concluding remark is that concepts, like evidence or reliability, can only be conceived as skills of subjects belonging to a community.
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  8. Towards Pedagogy supporting Ethics in Analysis.Marie Oldfield - 2022 - Journal of Humanistic Mathematics 12 (2).
    Over the past few years we have seen an increasing number of legal proceedings related to inappropriately implemented technology. At the same time career paths have diverged from the foundation of statistics out to Data Scientist, Machine Learning and AI. All of these new branches being fundamentally branches of statistics and mathematics. This has meant that formal training has struggled to keep up with what is required in the plethora of new roles. Mathematics as a taught subject is still based (...)
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  9. Students' Opinions on Philosophy Courses.Oleksandr Kulyk - 2020 - Granì 23 (6-7):111-118.
    Universities seeking to provide modern education face a constant need to update their courses. This study was conducted to collect and analyze empirical data to help philosophy course designers consider the views of Ukrainian students about effective ways to learn this subject. A survey was conducted among 40 humanities students and 34 social science students to determine participants’ views on a number of key issues related to the organization of the learning process in the Philosophy course. Most of the students (...)
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  10. ESP Teaching Today : Current Practices, Challenges and Perspectives.Hamza Andaloussi & Ouafa Ouarniki (eds.) - 2022 - Berlin, Germany: Democratic Arab Center: Strategic, Political & Economic Studies.
    As any other kind of language teaching, English for Specific Purposes is first and foremost based on the process of learning, a process which nevertheless addresses the needs of certain communities of learners, namely individuals interested in acquiring some professional skills and performing job related practices. Due to its oriented focus, ESP exhibits some characteristics that differentiate it from ESL (English as a Second Language) or EGP (English for General Purposes). First, it is language in context, this fact requiring real (...)
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  11. Environments and cultures that nurture serendipity strikes.Quan-Hoang Vuong, Minh-Hoang Nguyen, Quy Khuc & Tam-Tri Le - 2022 - In A New Theory of Serendipity: Nature, Emergence and Mechanism. Berlin, Germany: De Gruyter. pp. 157-174.
    Based on the properties and mechanism of serendipity presented in former chapters, this chapter discusses how to create an environment for higher serendipity encounters and attainment possibilities. We examine four types of environments with different navigational and useful information concentration combinations. Building a pro-serendipity culture will help create environments that value and supports serendipity across fields. Additionally, we also address the notion that serendipity is a skill. Thus, it can produce either good or bad impacts on a collective (...)
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  12. By what is the soul nourished? - On the art of the physician of souls in Plato’s Protagoras.Jens Kristian Larsen - 2016 - In Olof Pettersson & Vigdis Songe-Møller (eds.), Plato’s Protagoras: Essays on the Confrontation of Philosophy and Sophistry. Cham: Springer. pp. 79-97.
    This article explores the motif of psychic nourishment in Plato’s Protagoras. It does so by analyzing what consequences Socrates’ claim that only a physician of souls will be able adequately to assess the quality of such nourishment has for the argument of the dialogue. To this purpose, the first section of the article offers a detailed analysis of Socrates’ initial conversation with Hippocrates, highlighting and interpreting the various uses of medical metaphors. Building on this, this section argues that the (...)
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  13.  38
    Global democratic educational justice.Julian Culp - 2022 - In Randall R. Curren (ed.), Handbook of philosophy of education. New York, NY: Routledge. pp. 245-56.
    Philosophical debates about educational justice concern the justification, the contents, and the realization of rights to education, and they take place at the intersection of political philosophy and philosophy of education. On the one hand, theorists of educational justice turn to conceptions of justice within political philosophy and use them as normative foundations when developing their conceptions of educational justice. On the other hand, they draw on conceptions of moral and political education within philosophy of education to show how persons (...)
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  14. Architecture and Deconstruction. The Case of Peter Eisenman and Bernard Tschumi.Cezary Wąs - 2015 - Dissertation, University of Wrocław
    Architecture and Deconstruction Case of Peter Eisenman and Bernard Tschumi -/- Introduction Towards deconstruction in architecture Intensive relations between philosophical deconstruction and architecture, which were present in the late 1980s and early 1990s, belong to the past and therefore may be described from a greater than before distance. Within these relations three basic variations can be distinguished: the first one, in which philosophy of deconstruction deals with architectural terms but does not interfere with real architecture, the second one, in which (...)
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  15.  29
    Damaged Cultural Mentality: Causes and Solutions.Angelito Malicse - manuscript
    Damaged Cultural Mentality: Causes and Solutions -/- A damaged cultural mentality refers to the deeply ingrained patterns of thinking, beliefs, and behaviors within a society that limit personal and collective progress. These mentalities are shaped by historical events, societal norms, and traditional practices, and they often perpetuate harmful ideologies that can stifle innovation, critical thinking, and the well-being of individuals. Reforming such mentalities is a complex process because it requires addressing not only external behaviors but also the internalized beliefs and (...)
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  16. Marketing and Branding in Higher Education Institute.Mohajer Seyed Mohammad - 2020 - amazon.
    Dr. Seyed Mohammad Mohajer, author of this book, for the first time, on the subject of SEM (Student Experience Management) and TEM :(Teacher Experience Management), Expresses and writes In today’s competitive world in which men are looking for acquiring a better place for themselves and their properties, indeed it can be said that people who compete on a full scale in marketing and branding by learning knowledge and experience, are more successful. Apart from people, countries, cities, businesses, historical and religious (...)
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  17. The importance of applying the philosophy program for children.Altunsöz Fadime - 2022 - Dissertation,
    The importance of the philosophy education program for children and its implementation was investigated within the framework of this study. Philosophy for Children (P4C) is a program introduced and developed by Matthew Lipman. The building blocks of Philosophy Education for Children are education, philosophy and children. In this respect, the current study analyzed the place and importance of education, philosophy, the child in history, and various related implementations, as well as how they have evolved through the ages. The current (...)
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  18. 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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  19. 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 to (...)
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  20. 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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  21. 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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  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. 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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  24. Knowledge, Skills, and Creditability.Carlotta Pavese - forthcoming - Philosophical Studies:1-19.
    The article discusses the relation between skills (or competences), creditability, and aptness . The positive suggestion is that we might make progress understanding the relation between creditability and aptness by inquiring more generally about how different kinds of competences and their exercise might underwrite allocation of credit. Whether or not a competence is acquired and whether or not a competence is actively exercised might matter for the credit that the agent deserves for the exercise of that competence. A fine-grained taxonomy (...)
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  25. Bodily Skill.Joshua Shepherd - 2022 - In Adrian Alsmith & Matthew Longo (eds.), Routledge Handbook of body awareness. Routledge.
    To a first approximation, ‘bodily skill’ refers to the capacity to successfully utilize the body in the world to achieve goals. But the body is complex, and bodily skill manifests in many different ways. Further, work on bodily skill spans the philosophy of mind, action, and cognitive science, as well as the sciences of motor control and perception. This chapter aims to provide an overview of recent themes and key ideas. First, we review work on the nature (...)
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  26. 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, (...)
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  27. Impact of Capacity-Building Project on Socio-economic Well-being of Women in Higaonon Community.Gela Mae Zamayla, Astred Jill Catolpos, Gretchen Gonzaga & Manuel Caingcoy - 2024 - Asia Pacific Journal of Social and Behavioral Sciences 22:20-34.
    Capacity-building projects are crucial for developing the skills of indigenous communities, fostering sustainable business growth, and empowering individuals. However, women in the Higaonon community had limited access to modern technologies and business management training. To address this gap, a project was implemented by the Non-Timber Forest Products- Exchange Programme (NTFP-EP), in collaboration with the Food Technology Department of Bukidnon State University. After several years of implementation, the project’s impact on the community remained uncertain. To evaluate this impact, a convergent (...)
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  28. (1 other version)Attention, Moral Skill, and Algorithmic Recommendation.Nick Schuster & Seth Lazar - 2024 - Philosophical Studies 182 (1).
    Recommender systems are artificial intelligence technologies, deployed by online platforms, that model our individual preferences and direct our attention to content we’re likely to engage with. As the digital world has become increasingly saturated with information, we’ve become ever more reliant on these tools to efficiently allocate our attention. And our reliance on algorithmic recommendation may, in turn, reshape us as moral agents. While recommender systems could in principle enhance our moral agency by enabling us to cut through the information (...)
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  29. 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, (ii) Piagetian (...)
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  30. Refining the Skill Hypothesis: Replies to Andrews/Westra, Tomasello, Sterelny, and Railton.Jonathan Birch - 2021 - Analyse & Kritik 43 (1):253-260.
    I reflect on the commentaries on my ‘skill hypothesis’ from Andrews/westra, Tomasello, Sterelny, and Railton. I discuss the difference between normative cognition and the broader category of action-guiding representation, and I reflect on the relationship between joint intentionality and normative cognition. I then consider Sterelny and Railton’s variants on the skill hypothesis, which highlight some important areas where future evidence could help us refine the account: the relative importance of on-the-fly skill execution vs. longer-term strategizing, the relative (...)
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  31. Self-building technologies.François Kammerer - 2020 - AI and Society 35 (4):901-915.
    On the basis of two thought experiments, I argue that self-building technologies are possible given our current level of technological progress. We could already use technology to make us instantiate selfhood in a more perfect, complete manner. I then examine possible extensions of this thesis, regarding more radical self-building technologies which might become available in a distant future. I also discuss objections and reservations one might have about this view.
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  32. Epistemic Authorities and Skilled Agents: A Pluralist Account of Moral Expertise.Federico Bina, Sofia Bonicalzi & Michel Croce - 2024 - Topoi 43:1053-1065.
    This paper explores the concept of moral expertise in the contemporary philosophical debate, with a focus on three accounts discussed across moral epistemology, bioethics, and virtue ethics: an epistemic authority account, a skilled agent account, and a hybrid model sharing key features of the two. It is argued that there are no convincing reasons to defend a monistic approach that reduces moral expertise to only one of these models. A pluralist view is outlined in the attempt to reorient the discussion (...)
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  33. Building Bridges and Crossing Boundaries: Philosophy, Theology, and the Interruptions of Transcendence.Philip J. Rossi - 2014 - European Journal for Philosophy of Religion 6 (1):161--176.
    Discussions about theological realism within analytic philosophy of religion, and the larger conversation between analytic and continental styles in philosophy of religion have generated relatively little interest among Catholic philosophers and theologians; conversely, the work of major figures in recent Catholic theology seems to evoke little interest from analytic philosophers of religion. Using the 1998 papal encyclical on faith and reason, Fides et ratio, as a major point of reference, this essay offers a preliminary account of the bases for (...)
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  34. Skill-based acquaintance : a non-causal account of reference.Jean Gové - 2024 - Dissertation, University of St. Andrews
    This thesis provides an account of acquaintance with abstract objects. The notion of acquaintance is integral to theorising on reference and singular thought, since it is generally taken to be the relation that must exist between a subject and an object, in order for the subject to refer to, and entertain singular thoughts about the object. The most common way of understanding acquaintance is as a form of causal connection. However, this implies a problem. We seem to be able to (...)
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  35. Virtues as Skills in Virtue Epistemology.Matt Stichter - 2013 - Journal of Philosophical Research 38:333-348.
    One approach to understanding moral virtues is to compare them with practical skills, since both involve learning how to act well. This paper inquires whether this approach can be extended to intellectual virtues. The relevance of the analogy between virtues and skills for virtue epistemology can be seen in two prominent discussions of intellectual virtues and skills. Linda Zagzebski has argued that intellectual virtues can be modeled on moral virtues, and that a key component of virtue being understood as (...)
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  36. Portcityscapes as Liminal Spaces: Building Resilient Communities Through Parasitic Architecture in Port Cities.Asma Mehan & Sina Mostafavi - 2023 - In Saif Haq, Adil Sharag-Eldin & Sepideh Niknia (eds.), ARCC 2023 CONFERENCE PROCEEDING: The Research Design Interface. Architectural Research Centers Consortium, Inc.. pp. 631- 639.
    Port Cities are historically the places for paradigm shifts, radical changes, and socio-economic transitions. In particular, the interaction zone between the port infrastructure and urban activities creates liminal spaces at the forefront of many contemporary challenges. In these liminal spaces, the port's flows, form, and function intertwine with urban contexts and conflict with the living conditions. Conceptualizing the portcityscape and harborscape as liminal space and urban thresholds leads to (re)thinking about innovative participatory methods and technologies for building community resilience (...)
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  37. Building enduring objects out of spacetime.Cody Gilmore - 2014 - In Claudio Calosi & Pierluigi Graziani (eds.), Mereology and the Sciences: Parts and Wholes in the Contemporary Scientific Context. Cham: Springer Verlag. pp. 5-34.
    Endurantism, the view that material objects are wholly present at each moment of their careers, is under threat from supersubstantivalism, the view that material objects are identical to spacetime regions. I discuss three compromise positions. They are alike in that they all take material objects to be composed of spacetime points or regions without being identical to any such point or region. They differ in whether they permit multilocation and in whether they generate cases of mereologically coincident entities.
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  38. Discussive Logic. A Short History of the First Paraconsistent Logic.Fabio De Martin Polo - 2023 - In Jens Lemanski & Ingolf Max (eds.), Historia Logicae and its Modern Interpretation. London: College Publications. pp. 267--296.
    In this paper we present an overview, with historical and critical remarks, of two articles by S. Jaśkowski ([20, 21] 1948 and [22, 23] 1949), which contain the oldest known formulation of a paraconsistent logic. Jaśkowski has built the logic – he termed discussive (D2) – by defining two new connectives and by introducing a modal translation map from D2 systems into Lewis’ modal logic S5. Discussive systems, for their formal details and their original philosophical justification, have attracted discrete attention (...)
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  39. Building Inclusive Environments for All Ages with Citizens.Willeke van Staalduinen, Carina Dantas, Joost Van Hoof & Andrzej Klimczuk - 2021 - In Francisco Melero & Mike Burnard (eds.), Sheldon 3rd Online Conference Meeting: Solutions for ageing well at home, in the community and at work - Proceedings Book. Technical Research Centre of Furniture and Wood of the Region of Murcia. pp. 143–153.
    The paper provides an introduction to the public discourse around the notion of smart healthy inclusive environments. First, the basic ideas are explained and related to citizen participation in the context of implementation of a "society for all ages" concept disseminated by the United Nations. Next, the text discusses selected initiatives of the European Commission in the field of intergenerational programming and policies as well as features of the COST Action NET4Age-Friendly: Smart Healthy Age-Friendly Environments (SHAFE). The following sections are (...)
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  40. Thinking the Right Way (at the Right Time) about Virtues and Skills. [REVIEW]Scott Woodcock - 2020 - Ethical Theory and Moral Practice 24 (2):577-586.
    I discuss three features of Matt Stichter’s new book The Skillfulness of Virtue. The thesis of the book is that virtue is best conceptualized as a type of skill, and the chapters of the book explore the implications of this thesis for our understanding of moral development, social psychology and comparisons of virtuous agents with agents who exhibit familiar types of non-moral expertise. The features of the book that I examine are (1) Stichter’s rejection of an ability to articulate (...)
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  41. Building together / buildings together.David Kolb - 1990 - In Postmodern Sophistications: Philosophy, Architecture, and Tradition. Chicago: University of Chicago Press. pp. 171 – 184.
    A discussion of the problem of creating unified places in a pluralistic multicultural society.
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  42. Improving Algebraic Thinking Skill, Beliefs And Attitude For Mathematics Throught Learning Cycle Based On Beliefs.Widodo Winarso & Toheri - 2017 - Munich University Library.
    In the recent years, problem-solving become a central topic that discussed by educators or researchers in mathematics education. it’s not only as the ability or as a method of teaching. but also, it is a little in reviewing about the components of the support to succeed in problem-solving, such as student's belief and attitude towards mathematics, algebraic thinking skills, resources and teaching materials. In this paper, examines the algebraic thinking skills as a foundation for problem-solving, and learning cycle as a (...)
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  43. Building Objective Thoughts: Stumpf, Twardowski and the Late Husserl on Psychic Products.Hamid Taieb - 2018 - Archiv für Geschichte der Philosophie 100 (3):336-370.
    Some Austro-German philosophers considered thoughts to be mind-dependent entities, that is, psychic products. Yet these authors also attrib- uted “objectivity” to thoughts: distinct thinking subjects can have mental acts with “qualitatively” the same content. Moreover, thoughts, once built, can exist beyond the life of their inventor, “embodied” in “documents”. At the beginning of the 20th century, the notion of “psychic product” was at the centre of the debates on psychologism; a hundred years later, it is rather at the margins of (...)
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  44. Rethinking Thinking About Thinking: Against a Pedagogical Imperative to Cultivate Metacognitive Skills.Lauren R. Alpert - 2021 - Dissertation, City College of New York (Cuny)
    In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the appropriate (...)
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  45. The Building Blocks of Thought: A Rationalist Account of the Origins of Concepts.Stephen Laurence & Eric Margolis - 2024 - Oxford: Oxford University Press.
    The human mind is capable of entertaining an astounding range of thoughts. These thoughts are composed of concepts or ideas, which are the building blocks of thoughts. This book is about where all of these concepts come from and the psychological structures that ultimately account for their acquisition. We argue that the debate over the origins of concepts, known as the rationalism-empiricism debate, has been widely misunderstood—not just by its critics but also by researchers who have been active participants (...)
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  46. Administrative Modular Buildings/ Co-Working Spaces. A review.Klodjan Xhexhi - 2023 - International Journal of Advanced Natural Sciences and Engineering Researches 7:257-263.
    The paper presents an analysis of the current state of administrative modular buildings and co-working spaces in some European countries and Latin America. The study provides an overview of the concept of modular buildings and co-working spaces, including their history and evolution and their energy efficiency. They also examine the benefits and drawbacks of these types of buildings, as well as the factors that contribute to their success. The authors analyze several case studies of administrative modular buildings and co-working spaces (...)
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  47. Revisiting the Six Stages of Skill Acquisition.B. Scot Rousse & Stuart E. Dreyfus - 2021 - In B. Scot Rousse & Stuart E. Dreyfus (eds.), Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus & Dreyfus Model in Different Fields. Charlotte, NC, USA: pp. 3-28.
    The acquisition of a new skill usually proceeds through five stages, from novice to expert, with a sixth stage of mastery available for highly motivated performers. In this chapter, we re-state the six stages of the Dreyfus Skill Model, paying new attention to the transitions and interrelations between them. While discussing the fifth stage, expertise, we unpack the claim that, “when things are proceeding normally, experts don’t solve problems and don’t make decisions; they do what normally works” (Dreyfus (...)
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  48. (1 other version)Letting the Body Find Its Way: Skills, Expertise, and Bodily Reflection.Anna Petronella Foultier - 2022 - Phenomenology and the Cognitive Sciences:1-22.
    What forms of consciousness can the subject have of her body in action? This is a recurrent issue in contemporary research on skilled movement and expertise, and according to a widespread view, the body makes itself inconspicuous in performance in favour of the object or goal that the activity is directed to. However, this attitude to consciousness in bodily performance seems unsatisfying for an understanding of skilled action, and the work of several researchers can be seen as responding to this (...)
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  49. Building Epistemically Healthier Platforms.Dallas Amico-Korby, Maralee Harrell & David Danks - forthcoming - Episteme.
    When thinking about designing social media platforms, we often focus on factors such as usability, functionality, aesthetics, ethics, and so forth. Epistemic considerations have rarely been given the same level of attention in design discussions. This paper aims to rectify this neglect. We begin by arguing that there are epistemic norms that govern environments, including social media environments. Next, we provide a framework for applying these norms to the question of platform design. We then apply this framework to the (...)
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  50. (1 other version)The Epistemology of Skills.Carlotta Pavese - forthcoming - In Steup Matthias (ed.), Blackwell Companion to Epistemology.
    I demarcate skills from other kinds of cognitive and bodily abilities and I discuss old and novel issues that arise for the epistemology of skills.
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