This chapter argues that emotion recognition is a skill. A skill perspective on emotion recognition draws attention to underappreciated features of this cornerstone of social cognition. Skills have a number of characteristic features. For example, they are improvable, practical, and flexible. Emotion recognition has these features as well. Leading theories of emotion recognition often draw inadequate attention to these features. The chapter advances a theory of emotion recognition that is better suited to this purpose. It proposes that emotion (...) recognition involves scripts. Emotion scripts describe how people are likely to behave in different emotional contexts. Scripts can be improved with the addition of richer social knowledge, they are practical in that they describe and guide social interaction, and they are flexible because they must accommodate the fact that emotions have different behavioral impact depending on the agents involved and the circumstances at play. Learning to recognize emotions through scripts qualifies as a skill. (shrink)

Following the success of editions one and two, this revised, updated and extended edition of _Social Skills in Interpersonal Communication_ will continue as the core textbook for students of interpersonal communication. The professional groups for whom these skills are most important include counsellors, psychiatrists, doctors, nurses, social workers, psychologists, teachers, occupational and speech therapists, physioptherapists and industrial personnel. New chapters in the third edition include the increasingly popular area of interpersonal influence and there is a chapter on (...) the theoretical basis of the authors' approach. (shrink)

This paper examines whether discussions with parents about cultural-historical knowledge and social skills and participation in multicultural school events improve children’s and youth’s tolerance toward different viewpoints.

This study evaluated the effectiveness of four game-based activities (GBAs) in teaching ecosystems to Grade 7 Biology students. Involving 69 students (34 control, 35 experimental), the quasi-experimental study used a mixed-methods approach. The researcher utilized a static-group comparison design for the quantitative phase and a thematic analysis for the qualitative phase. Quantitative analysis revealed significant improvements in the experimental group's social skills (p<0.05; Cohen’s d = 0.63) and conceptual understanding (p<0.05; Cohen’s d = 0.86). Descriptive statistical analysis also (...) suggests that GBAs can foster positive attitudes toward using GBAs and learning. Qualitative data from journal entries and teacher-observer interviews highlighted enhanced communication, collaboration, confidence, and participation among students using GBAs. The study also recognized the interconnection between conceptual understanding, social skills, and attitude toward learning, not just as pedagogical tools but also as practical tools in improving students’ affective domain, creating a safe environment beneficial for the learning process in general. (shrink)

The objective of the study was to develop a structural model that explores the relationship between Mathematics Performance and students’ self-regulated learning skills, grit, and expectancy-value towards science, technology, engineering and mathematics (STEM). The research collected survey data from 664 senior high school students from 17 STEM high schools, and conducted a covariance-based structural equation modeling (SEM) analysis. The results of the SEM analysis indicate that the Re-specified Self-Regulated Learning Skill – Expectancy-Value towards STEM – Grit – Mathematics Performance (...) (Re-specified SRL-EV-GR-MP) model is the most parsimonious fit, offering the best empirical support for the theoretical model of the study. The research findings suggest that the mathematics performance of senior high school students in STEM curriculum is attributed to their high expectancies for success and perceived values of the STEM tasks, high grit, and high self-regulated learning skills. Moreover, the research also observed evidence of mediating and moderating grit effects in the concurrent effects of expectancy-values towards STEM and self-regulated learning skills towards students’ mathematics performance. (shrink)

Thanks to the Internet, Information Communication Technology (ICT), and international transportation, the world has become more globalized than ever. In such an era, people are required to obtain high tolerance and inclusiveness levels. For the young generation to survive and thrive, equipping them with a mindset with high tolerance and inclusiveness is essential while they are schooling. The current study has two objectives: Examine whether discussions with parents about cultural-historical knowledge and social skills and participation in multicultural school (...) events improve children’s and youth’s tolerance toward different viewpoints; Examine whether discussions with parents about cultural-historical knowledge and social skills and participation in multicultural school events improve children’s and youth’s general inclusiveness. (shrink)

Today's new technology has dramatically changed children's lives. Electronic media continues to impact the lives of young children, and its impact should never be underestimated. With its strong influence, media technology can be vain or gain to the lives of toddlers and preschoolers. This study aims to describe the effects of electronic media use on the expressive and receptive language of very young children as well as their social skills from the parent's perspective. Looking at parents' experiences with (...) their children's use of electronic media reveals the impact of electronic media on their children's language and social skills. An inductive qualitative approach was used to analyze data collected from interviews with parents of preschool children and used this as the primary data source. This study shows that electronic media exposure to children strongly influences their expressiveness and receptivity in language. The results further indicate that electronic media have adverse impact on children's social skills. (shrink)

Traditional medical practices and relationships are changing given the widespread adoption of AI-driven technologies across the various domains of health and healthcare. In many cases, these new technologies are not specific to the field of healthcare. Still, they are existent, ubiquitous, and commercially available systems upskilled to integrate these novel care practices. Given the widespread adoption, coupled with the dramatic changes in practices, new ethical and social issues emerge due to how these systems nudge users into making decisions and (...) changing behaviours. This article discusses how these AI-driven systems pose particular ethical challenges with regards to nudging. To confront these issues, the value sensitive design approach is adopted as a principled methodology that designers can adopt to design these systems to avoid harming and contribute to the social good. The AI for Social Good factors are adopted as the norms constraining maleficence. In contrast, higher-order values specific to AI, such as those from the EU High-Level Expert Group on AI and the United Nations Sustainable Development Goals, are adopted as the values to be promoted as much as possible in design. The use case of Amazon Alexa's Healthcare Skills is used to illustrate this design approach. It provides an exemplar of how designers and engineers can begin to orientate their design programs of these technologies towards the social good. (shrink)

Humans are uncontroversially better than other species at learning from their peers. A key example of this is imitation, the ability to reproduce both the means and ends of others’ behaviours. Imitation is critical to the acquisition of a number of uniquely human cultural and cognitive traits. However, while authors largely agree on the importance of imitation, they disagree about the origins of imitation in humans. Some argue that imitation is an adaptation, connected to the ‘Mirror Neuron System’ that evolved (...) to facilitate action understanding and the learning of social behaviours. Others argue that imitation is a cultural practice learned in childhood, and that there is no evidence that it evolved genetically. We offer a third alternative that is consistent with both data that the human brain is optimised for imitation, and consistent with its being substantially learned. We hypothesise that at some point in human history humans underwent natural selection for two imitation-relevant abilities – specifically, (i) the tendency to be more attentive to our peers, and (ii) fine motor skill in the manual and oro-facial domains. These changes enabled us to excel at both learning to imitate, and learning by imitating. (shrink)

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.

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.

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. I argue that empathy is comprised of both skills and habits. Both skills and habits can be improved, though the process for improvement is quite different for each. I argue that theoretical and empirical considerations support the idea that we can improve both the skills and habits that underlie empathy. If this is right, it shows that it is possible to harness the positive outcomes of empathy while avoiding some of the darker sides of empathy. Finally, I consider whether empathy is an intellectual or moral virtue. (shrink)

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 Bhagwati replied in the negative. He imagined a tax on the income earned by the skilled migrants in the destination country, to the benefit of the source country. He thus sought to reconcile the right to emigration and the brain drain effects. -/- This article argues that there is no need to tax skilled migrants in order to reconcile the right to emigration and social justice. Social justice is not incompatible with the right to emigration but rather with restrictions on mobility. If it is both the case that equal opportunities are a minimal requisite for social justice, and that access to opportunities implies freedom of movement, as I shall argue, then the brain drain criticism doesn't satisfy the minimal requirements of social justice. -/- The article is divided into three parts. Each part rejects one of the possible justifications of the Bhagwati tax, that is, as a way, for skilled migrants, (i.) to compensate the welfare loss occasioned to their country of origin; (ii.) to discharge for their obligation to the national community when it publicly financed their education; and (iii.) to compensate for the resulting inequality of opportunities between themselves and their non-migrant compatriots. (shrink)

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 (...) human agents, the limitations of human skill learning and reason-sensitivity, and the failure of moral considerations to respect the social and institutional boundaries we develop to structure our practical lives. (shrink)

Many high-income countries have skill-selective immigration policies, favoring prospective immigrants who are highly skilled. I investigate whether it is permissible for high-income countries to adopt such policies. Adopting what Joseph Carens calls a " realistic approach " to the ethics of immigration, I argue first that it is in principle permissible for high-income countries to take skill as a consideration in favor of selecting one prospective immigrant rather than another. I argue second that high-income countries must ensure that their skill-selective (...) immigration policies do not contribute to the non-fulfillment of their duty to aid residents of low-and middle-income countries. (shrink)

Social psychologists often describe “implicit” racial biases as entirely unconscious, and as mere associations between groups and traits, which lack intentional content, e.g., we associate “black” and “athletic” in much the same way we associate “salt” and “pepper.” However, recent empirical evidence consistently suggests that individuals are aware of their implicit biases, albeit in partial, inarticulate, or even distorted ways. Moreover, evidence suggests that implicit biases are not “dumb” semantic associations, but instead reflect our skillful, norm-sensitive, and embodied engagement (...) with social reality. This essay draws on phenomenological and hermeneutic methods and concepts to better understand what social-psychological research has begun to reveal about the conscious access individuals have to their own racial attitudes, as well as the intentional contents of the attitudes themselves. -/- First, I argue that implicit racial biases form part of the “background” of social experience. That is, while they exert a pervasive influence on our perceptions, judgments, and actions, they are frequently felt but not noticed, or noticed but misinterpreted. Second, I argue that our unreflective racial attitudes are neither mere associations nor fully articulated, propositionally structured beliefs or emotions. Their intentional contents are fundamentally indeterminate. For example, when a white person experiences a “gut feeling” of discomfort during an interaction with a black person, there is a question about the meaning or nature of that discomfort. Is it a fear of black people? Is it anxiety about appearing racist? There is, I argue, no general, determinate answer to such questions. The contents of our unreflective racial attitudes are fundamentally vague and open-ended, although I explain how they nevertheless take on particular shapes and implications—that is, their content can become determinate—depending on context, social meaning, and structural power relations. (If, for example, a perceived authority figure, such as a politician, parent, or scientist, encourages you to believe that your uncomfortable gut feeling is a justified fear of other social groups, then that is what your gut feeling is likely to become.). (shrink)

This paper presents pretending as an enacted and fundamentally social activity. First, it demonstrates why we should think of pretense as inherently social. Then, it shows how that fact affects our theory in terms of what is needed in order to pretend. Standardly, pretense is seen as requiring a mechanism that allows one to bypass the “obvious” re- sponse to the environment in order to opt for a symbolic response; that mechanism is im- aginative and representational. This paper (...) shows that the Enactive Account of Pretense reconsiders the idea that one needs to respond to an absent environment when pretending, proposing instead that socially con- stituted perceptual affordances for play allow for non-obvious ways of responding to the present environment. The enactive account of pretense suggests that one need not posit special cognitive pretense mechanisms and mental scripts in order to account for pretend- ing, as available capacities for active perception and re-enactment of routines suffice. This paper concludes with suggestions for the kinds of cognitive skills that should be sought out to explain pretense. (shrink)

We propose to understand social affordances in the broader context of responsiveness to a field of relevant affordances in general. This perspective clarifies our everyday ability to unreflectively switch between social and other affordances. Moreover, based on our experience with Deep Brain Stimulation for treating obsessive-compulsive disorder (OCD) patients, we suggest that psychiatric disorders may affect skilled intentionality, including responsiveness to social affordances.

According to a widely accepted constraint on the content of intentions, here called the exclusivity constraint, one cannot intend to perform another agent’s action, even if one might be able to intend that she performs it. For example, while one can intend that one’s guest leaves before midnight, one cannot intend to perform her act of leaving. However, Deborah Tollefsen’s (2005) account of joint activity requires participants to have intentions-in-action (in John Searle’s (1983) sense) that violate this constraint. I argue (...) that the exclusivity constraint should not be accepted as an unconditional constraint on the contents of intentions-in-action: one may intend to perform a basic action that belongs both to oneself and to another agent. Based on the phenomenology of tool use, I first argue that intentions-in-action of one’s basic actions may be technologically extended, meaning that their contents are not restricted to concern the agent’s bodily movements. In analogy with this, I then argue that the phenomenology of some skillful joint activities supports the idea that one’s basic intentions-in-action may be socially extended, in violation of the widely accepted exclusivity constraint. Tollefsen’s account is specifically constructed to account for the joint activities of infants and toddlers who lack the capacity to think of others as planning agents and grasp their plan-like intentions (a capacity required by Michael Bratman’s (1992, 1993, 2009a, b) influential account of joint activity). At the end of the paper, I raise some doubts regarding the extent to which infants and toddlers have socially extended intentions-in-action. (shrink)

This article compares the moral significance of two types of immigration, that which is based on the unification of citizens and non-citizens and that which is based on the skilled labor needs of the receiving society. I assess the interests of both citizens and non-citizens affected by each of these types of inflows and argue that unification admissions should be given priority over skilled workers but states retain a qualified moral permission to incentivize skilled worker migration.

The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules of obligation, and (...) that the norms that guide social interaction are dynamic, situated, and heterogeneous. It is argued that normativity is intersubjective and negotiable and starts to develop in the first year, emerging as a practical skill that depends on participatory engagement. Three sources of compliance are discussed: emotional engagement, nonverbal agreement, and conversation. (shrink)

At least since Aristotle, practical skill has been thought to be a possible model for individual ethical development and action. Jonathan Birch’s ambitious proposal is that practical skill and tool-use might also have played a central role in the historical emergence and evolution of our very capacity for normative guidance. Birch argues that human acquisition of motor skill, for example in making and using tools, involves formation of an internal standard of correct performance, which serves as a basis for normative (...) guidance in skilled thought and action, and in the social transfer of skills. I suggest that evaluativemodeling, guidance, and learning play a more basic role in motor skill than standards of correctness as such-indeed, such standards can provide effective normative guidance thanks to being embedded within evaluative modeling and guidance. This picture better fits the evidence Birch cites of the flexibility, adaptability, and creativity of skills, and can support a generalized version of Birch’s ‘skill hypothesis’. (shrink)

This paper proposes a conceptual framework for evaluating how social networking platforms fare as epistemic environments for human users. I begin by proposing a situated concept of epistemic agency as fundamental for evaluating epistemic environments. Next, I show that algorithmic personalisation of information makes social networking platforms problematic for users’ epistemic agency because these platforms do not allow users to adapt their behaviour sufficiently. Using the tracing principle inspired by the ethics of self-driving cars, I operationalise it here (...) and identify three requirements that automated epistemic environments need to fulfil: (a) the users need to be afforded a range of skilled actions; (b) users need to be sensitive to the possibility to use their skills; (c) the habits built when adapting to the platform should not undermine the user’s pre-existing skills. I then argue that these requirements are almost impossible to fulfil all at the same time on current SN platforms; yet nevertheless, we need to pay attention to these whenever we evaluate an epistemic environment with automatic features. Finally, as an illustration, I show how Twitter, a popular social networking platform, will fare regarding these requirements. (shrink)

As recently highlighted, despite a burgeoning field of sensory ethnography, the practices, production, and accountability of the senses in specific social interactional contexts remain sociologically under-explored. To contribute original insights to a literature on the sensuous body in physical–cultural contexts, here we adopt an ethnomethodologically sensitive perspective to focus on the accomplishment, social organization, and accountability of sensoriality in interaction. Exploring instances of the senses at work in social interaction, we utilize data from two ethnographic research projects (...) to investigate the production of running-together and swimming-together by skilled, experienced practitioners. We focus on two interlinked sensory modalities: auditory attunement, and vision and intercorporeality, identified as key dimensions of sensory embodiment and “togethering” in these particular domains. (shrink)

This study aimed to examine the influence it is to study skills and academic‐related stress in the academic performance of the students of the university. A descriptive research project was used. The study was carried out among students of engineering at the University of Dire Dawa. The study involved 400 students of the engineering bachelor's degrees, one hundred and from the second to the 5th year which has been evaluated for the academic stress and to study skills. A (...) random sample is used to select objects for the study of the system. Three tools were used: Tool I: Socio‐demographic Profile Sheet, Tool II: Study Skills Assessment Questionnaire, Tool III: Perceived Stress Scale. The results of this study showed that the students performed well in all the subjects, except for the time‐management method and writing skills. More than two‐thirds of the surveyed students have a low level of stress. Academic stress is higher in senior and female students. There was a negative correlation between the student’s stress and their study skills. Statistically significant relationships were found between academic performance, study skills and the stress level of the students surveyed. (shrink)

This paper argues for a reinterpretation of the skill analogy in virtue ethics. It argues that the skill analogy should not be understood as proposing that being virtuous is analogous to possessing a practical skill but, rather, as proposing that being virtuous is analogous to being a good occupant of a skill-involving role. The paper argues for this by engaging with various standard objections to the analogy, two recent defences of it, and Aristotle’s treatment of it in developing his account (...) of virtue in the Nicomachean Ethics. It aims to show that neither virtue nor the skill analogy is correctly understood without recourse to the notion of a role and that once we have recourse to that notion, many objections to the analogy are met. (shrink)

Charlotte Witt covers a remarkable amount of ground in this concise and elegantly written book. Coming in at under 150 pages, she artfully weaves together Aristotle’s theory of functions with contemporary work on cultural transmission and apprenticeship, ideas about self-creation with theories of aspiration and transformative experience, and reflections on the relationships among social norms and games with thoughts about social roles and the nature of hierarchy. At the heart of it is an elaboration and defense of a (...) thoroughly externalist account of social normativity. Witt takes skilled experts, especially artisans like chefs and carpenters, as paradigm cases for theorizing about social normativity. She uses them to argue that the ultimate source of many normative obligations is found not in the acquiescence, attitudes, or any other features internal to those on whom those obligations fall. Rather, the demands are rooted in the world itself, and flow from specific circumstances, especially from the constraints those circumstances impose on different actors in virtue of the tasks they need to perform. The result is a view that depicts social normativity not just as external to individuals but also unavoidably role specific; what is right for a chef is not necessarily right for a carpenter, and what makes for a good nurse might make for a poor drill sergeant. Witt’s presentation of this package of ideas is both careful and austere, and it makes for a wonderfully thought provoking read. Social Goodness: On the Ontology of Social Norms will reward the careful attention of anyone interested in social ontology, especially the metaphysical foundations of normativity, the nature of social norms, and the relationship between social roles and the self. (shrink)

In The Deep History of Ourselves, Joseph LeDoux distinguishes between behavioral and physiological responses caused by the activation of defense circuits, and the emotion of fear. Although the former is found in nearly all bilateral animals, the latter is supposedly a unique human adaptation that requires language, reflective self-awareness, among other cognitive capacities. In this picture, fear is an autonoetic conscious experience that happens when defense circuit activation is integrated into self-awareness and the experience labeled with the “fear” concept. In (...) this commentary I will propose a different view, in which fear is a skillful activity that we coordinate with others as our social interactions unfold in time. If this is true, two important conclusions will follow. Firstly, the relevant brain circuits we should be looking for in our theory of emotions are those involved in affective social learning, social cognition, embodied intersubjectivity, and so on. Secondly, emotions may not be uniquely human, and may be present in any creature with the right kinds of social skills required for affective enactments. Therefore, although LeDoux is right to hold that emotions are not as deep as defense circuits, they are not as shallow as other cognitively sophisticated human capacities. (shrink)

The society could be understood through data around us. Hence, each individual must be equipped with knowledge and skills in managing data. This study aimed to describe data management skills of the college students. It made use of a mixed method of the qualitative and quantitative type of research, particularly descriptive approach. The study was conducted in the undergraduate schools of Saint Mary’s University at Bayombong, Nueva Vizcaya, Philippines. The data management skills assessment is a researcher-made questionnaire (...) that intended to measure the ability of senior students to properly handle data for easy access like sorting or arranging and coding. Findings revealed that most of the senior students were moderately skillful in managing data. It suggests that the data management skills of the students are not yet fully achieved. Hence, data management skills should be taught as much as writing or computational skills are taught because of the importance it plays in the society. (shrink)

While children’s interaction with digital technologies is a matter of interest around the world, evidence based on nationally representative data about how integrated these tools are in children’s everyday life is still limited in New Zealand. This research report presents findings from a study that explores children’s internet access, online skills, practices, and opportunities. This report is part of Netsafe’s research project Ngā taiohi matihiko o Aotearoa - New Zealand Kids Online, and our first publication as a member of (...) Global Kids Online. Generating insightful, reliable evidence about New Zealand children’s online experiences is vital to develop adequate support that reflects children’s experiences and needs. This, in turn, will help them to manage online risks and potential harm from behaviours such as cyberbullying, harassment, and other forms of abuse and intimidation. (shrink)

We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and (...) too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills. (shrink)

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 (...) reasons for acting as a necessary condition for acting virtuously; (2) his comparison of expertise and virtue with respect to apt motivations and practical wisdom; and (3) whether his thesis invites a comparison of virtue and familiar non-moral expertise that is ultimately unfavourable to the adoption of virtue ethics as a normative ethical theory. I present no devastating objections, for I agree with most of what Stichter presents in the book. Rather, my aim is to raise points of clarification that might further the stimulating discussion of virtues and skills that Stichter’s book already provides. (shrink)

Mathematics textbooks teach logical reasoning by example, a practice started by Euclid; while logic textbooks treat logic as a subject in its own right without practical application to mathematics. Stuck in the middle are students seeking mathematical proficiency and educators seeking to provide it. To assist them, the article explains in practical detail how to teach logic-based skills such as: making mathematical reasoning fully explicit; moving from step to step in a mathematical proof in logically correct ways; and checking (...) to make sure inferences are logically correct. The methodology can easily be extended beyond the four examples analyzed. (shrink)

Cambodians are still vulnerable. To reverse those conditions, National Social Protection Strategy (N.S.P.S) was developed for the poor and vulnerable people to promote their livelihoods. Royal Government of Cambodia (R.G.C) has paid attention to social assistance. In strategic plans, highlights on strengthening, and collectively developing social security, consistent and effective. With these issues, the government establishes a national social protection policy framework to help all people in particular poor and vulnerable people (M.o.E.F, 2017, p.1). The research (...) aims at reviewing the institutional capacity of government institutions in charge of the National Social Protection Framework (N.S.P.P.F) toward its goal achievement The Department for International Development (D.E.F.I.D) capacity approach is proposed as a framework for this institution of government toward its goal achievement. The D.E.F.I.D (2003) cited in Kay amp Franks (2003) identifies the approach for assessing capacities in three-level. The strengths and the weakness of the seven points were identified. Those included an Overview of N.S.P.P.F, financial resources, relationship with others, policies and systems, strategies, structures, and technical skills and competencies. It was concluded that budget limitations and lack of data and guidelines for implementing the frameworks were limited. Recommendations were identification of People with Disability (P.W.D) data, people close to the poverty line, the inclusion of P.W.D, increase in budget, and budget decentralization. (shrink)

In this article, we argue that there is an essential difference between social intelligence and creative intelligence, and that they have their foundation in human sexuality. For sex differences, we refer to the vast psychological, neurological, and cognitive science research where problem-solving, verbal skills, logical reasoning, and other topics are dealt with. Intelligence tests suggest that, on average, neither sex has more general intelligence than the other. Though people are equals in general intelligence, they are different in special (...) forms of intelligence such as social intelligence and creative intelligence, the former dominant in women, the latter dominant in men. The dominance of creative intelligence in men needs to be explained. The focus of our research is on the strictly anthropological aspects, and consequently our explanation for this fact is based on the male-female polarity in the mating systems. Sexual dimorphism does not only regard bodily differences but implies different forms of sex life. Sex researchers distinguish between two levels of sexual intercourse: procreative sex and recreational sex, and to these we would add “creative sex.” On all three levels, there is a behavioral difference between men and women, including the subjective experience. These differences are as well attributed to culture as genetically founded in nature. Sexual reproduction is only possible if females cooperate. Their biological inheritance makes females play a decisive role in mate choice. Recreational sex for the purpose of pleasure rather than reproduction results from female extended sexual activity. Creative sex, on the contrary, is a specifically male performance of sexuality. We identify creative sex with eroticism. Eroticism evolved through the transformation of the sexual drive into a mental state of expectation and fantasizing. Hence, sex differences (that nowadays are covered up by cultural egalitarianism) continue to be the evolutionary origin of the difference between social and creative intelligence. (shrink)

Some, if not most, philosophy program admissions committee members assume that they can determine that one applicant will likely manifest a higher degree of philosophical skill than another applicant on the basis of differences between their materials. I challenge this assumption by explaining how applicants’ materials in significant measure reflect the racially unjust environment in which they manifest their philosophical skill. I explain how applicants’ racial-group membership in similar measure determines what these materials consist in.

Contemporary critical instincts, in early modern studies as elsewhere in literary theory, often dismiss invocations of mind and cognition as inevitably ahistorical, as performing a retrograde version of anachronism. Arguing that our experience of time is inherently anachronistic and polytemporal, we draw on the frameworks of distributed cognition and extended mind to theorize cognition as itself distributed, cultural, and temporal. Intelligent, embodied action is a hybrid process, involving the coordination of disparate neural, affective, cognitive, interpersonal, ecological, technological, and cultural resources. (...) Because the diverse elements of such coupled systems each have their own histories and dynamics, many distinctive or competing times are built in to the very mechanisms of remembering and reasoning. We make this argument by means of two distinct case histories: a reading of the site-specific audio walk of Canadian artist Janet Cardiff; and an extended discussion of a famously anachronistic moment in William Shakespeare’s King Lear. These readings reveal the inherent polytemporalities of human mental and social life. (shrink)

In this research, I‟m interested in exploring the question as to whether government appointments on the basis of patronage undermine the delivery of social goods and service and the obligations of and social justice in South Africa. One of the norms of social justice relates to the distribution of goods and services in ways that are just. As Rawls shows in A Theory of Justice, justice is not only the first virtue of society, it is one that (...) should be thought of in terms of fairness — where fairness has to do with skewing society or the principles that govern society in ways that are responsive to the interest and good of all (rather than that of an individual or a select few or particular group). One conclusion that can be drawn from this is that to meet this requirement it is imperative that social institutions are calibrated to be sensitive to justice and with regard to appointments to government positions such appointments are done on the basis of ability to meet such obligation. As part of investigating the above question, I will discuss a number of examples that highlight that certain government appointments in South Africa are done on the basis of party affiliation and not based on skills and qualifications. As such, the most qualified people do not often hold those positions. One consequence of this is the inadequacies and inefficiencies in the distribution of social goods and services that has gradually become the norm in South Africa. (shrink)

The chapter presents the prototyping of a thinking routine designed to foster good inference habits in children ages 6 to 11. The prototyping was developed at Ninho, an educational project for children from underprivileged households in Brazil. The thinking routines by Ritchhart and colleagues (2006) served as our starting point. Following a Virtue Education (VE) approach, we supposed that the repeated application would conduce to habituation. In addition, to increase peer-to-peer interactions, the teacher applying the routines worked as a facilitator (...) in a Community of Inquiry (CI). After six months of application, the results were partially successful. We identified that the repeated exposition to the magic question “What makes you say that?” made children more aware of the evidence supporting their assumptions. Furthermore, the interactions between peers made them recognize different perspectives. However, we also identified some shortcomings. Most of them seemed to arise from cognitive biases. At the individual level, belief perseverance kept children too attached to their first assumptions. They preferred self-serving rationalizations instead of accepting a counter-argument. At the group level, we identified problems of social contagion such as information cascades. The effects of a first opinion rhetorically voiced were hard to efface. Since none of the steps on the previous routines addressed these biases, we prototyped a routine to start filling this gap. Following Critical Thinking (CT) theorists, we added a step of structured instruction concerning one specific reasoning technique - the inference to the best explanation. Moreover, the recommendation of cognitive psychologists motivated the inclusion of some extra features to avoid groupthink biases. For instance, a visual table that juxtaposes contrasting arguments should facilitate comparative evaluations. Also, a star-based evaluation scale should help different individuals to discuss their assessments based on a common ground. As described in the end, the prototype with elements from VE, CI and CT presented promising results. (shrink)

Human aesthetic practices show a sensitivity to the ways that the appearance of an artefact manifests skills and other qualities of the maker. We investigate a possible origin for this kind of sensibility, locating it in the need for co-ordination of skill-transmission in the Acheulean stone tool culture. We argue that our narrative supports the idea that Acheulian agents were aesthetic agents. In line with this we offer what may seem an absurd comparison: between the Acheulian and the Quattrocento. (...) In making it we display some hidden richness in what counts as an aesthetic response to an artefact. We conclude with a brief review of rival explanations—biological and/or cultural—of how this skills-based sensibility became a regular feature of human aesthetic practices. (shrink)

The COVID-19 pandemic led to social restrictions that often prevented us from hugging the ones we love. This absence helped some realize just how important these interactions are to our sense of care and connection. Many turned to digitally mediated social interactions to address these absences, but often unsatisfactorily. Some theorists might blame this on the disembodied character of our digital spaces, e.g., that interpersonal touch is excluded from our lives online. However, others continued to find care and (...) connection in their digitally mediated interactions despite not being able to touch. Inspired by such contrasting cases, we ask if ‘digital hugs’ can work? We use the Mixed Reality Interaction Matrix to examine hugging as a social practice. This leads us to several claims about the nature of our embodied social interactions and their digital mediation: (1) all social interaction is mediated; (2) all virtual experiences are embodied; (3) technology has become richer and more supportive of embodiment; and (4) expertise plays a role. These claims help make the case that quality social connections online are substantially dependent upon the dynamic skilful resourcing of multiple mediating components, what we term digital tact. By introducing and developing this concept, we hope to contribute to a better understanding of our digital embodied sociality and the possibilities for caring connections online. (shrink)

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n (...) = 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p < 0.001 and χ2 (105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education. (shrink)

Although other animals can make simple tools, the expanded and complex material culture of humans is unprecedented in the animal kingdom. Tool making is a slow and late-developing ability in humans, and preschool children find making tools to solve problems very challenging. This difficulty in tool making might be related to the lack of familiarity with the tools and may be overcome by children's long term perceptual-motor knowledge. Thus, in this study, the effect of tool familiarity on tool making was (...) investigated with a task in which 5-to-6-year-old children (n = 75) were asked to remove a small bucket from a vertical tube. The results show that children are better at tool making if the tool and its relation to the task are familiar to them (e.g., soda straw). Moreover, we also replicated the finding that hierarchical complexity and tool making were significantly related. Results are discussed in light of the ideomotor approach. (shrink)

Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother’s involvement in home- reading sessions on students’ English reading skill performance in Bau, Sarawak. Prior to carrying out the intervention of reading at home (...) with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students’ post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students’ reading performance. This finding suggests that parental reading socialisation can facilitate students’ literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents’ participation in home-literacy activities, and encourage early literacy in children. (shrink)

This article discusses the conditions under which dialogical learner-researchers can move out of the philosophical laboratory of a community of philosophical inquiry into the field of social activism, engaging in a critical and creative examination of society and seeking to change it. Based on Matthew Lipman’s proposal that communities of philosophical inquiry can serve as a model of social activism in the present, it presents the community of philosophical inquiry as a model for social activism in the (...) future. In other words, Lipman’s central ideas in his earlier and later thought—including meaning as a mode of action, relevance as a way of examining life and stimulating influence for change as a form of creating a democratic society—establish two parallel circle of influence: the present time, in the shape of the philosophical community of inquiry that allows activist skills to be honed, and a social space that extends into the future as a forum for applying principles and bettering society. Finally, this paper adduces several forms of social activism that may be anchored in philosophical awareness of real conditions and their contexts. Through them, the community of philosophical inquiry not only constitutes a place in which young people’s thought processes can be developed but also one in which they can aspire to become activists in various areas. (shrink)

The research on social science eventually comes through any meaning about the human and society. Its message is directed to the society and the principal object of research would be its components, generally research participants or samples in terms of research method. As for nature, it is per se obvious that humans or populace act on various factors to influence their decision. This complex nature of human strands generally prevail that the multivariate analysis is an usual challenge for the (...) social science researchers. For example, the researchers may like to know the relationship of special training on math and achievement of math score. He or she may apply a multivariate analysis from several variables, in which one may be controlled and pretest or post test will be administered. So he groups two classes in test and for a longitudinal study over one semester between the specially trained students and normal class. Then he adds one other variable of family income level that he supposes one important factor to affect the achievement of student in math subject. This would be quantitatively answered by applying a multivariate test, called specifically as factoral ANOVA. The simple ANOVA test may be dosed in several times to understand more a complex interaction or control among the variables. Nevertheless, it has the weakness that unnecessary time and effort would be consumed. Additionally, MANOVA or other multivariate analysis of data would lead us to the more intense and precise result when the variables in consideration all interact to affect the outcome variables. It can be made distinct from mere aggregation of each result from one way ANOVA or univariate and bivariate analysis. Like these, in various ways. the quantitative studies are used to find the scientific truth. Through the Quantitative Reasoning and Analysis (QRA), we could achieve much progress which would be helpful to accelerate the interest and skills in the empirical studies. Most of all, the studies in concern of quantitative method might be a leapfrog for one, who fears of the difficult quantitative skills of analysis. Many of researchers may be fragile since the math courses in the high school and one pass in the college days are all we may have experienced. It is challenging also because the days might be far gone of middle age. For this reason, it never is a puffery that we would fear of quantitative skills. I hope that this paper could be a small help to adapt with the quantitative paradigm. Additionally, it would be great to realize that the quantitative reasoning is fairly powerful and very persuasive to frame a scientific message not only for the peer professionals, but also for lay world. We don’t have to cite the belief of empiricists and its modern evolution backed up by the mathematicians and statisticians. The benefit from this research method is obvious from many realities. The SPSS program facilitates to save from the difficult hand-on works in the earlier quantitative research. The empirical studies, particularly in the sphere of quantitative studies, typically are related with a mass of survey experiment which flavors the kind of political engraft with the research circle. (shrink)

Humanities and social science majors are frequently misunderstood, in Singapore as in many other parts of the world. The value of their education is regularly questioned, and many employers are unaware of the value such majors can bring to the table. They prefer to hire graduates with more explicitly “practical” degrees for jobs that humanities and social sciences students could excel in. As a result, humanities and social sciences students are not typically considered for many organisations and (...) roles, despite offering relevant and useful skills. In this article, I describe how I engaged with local employers to open internship opportunities to humanities and social sciences students who would not previously have been considered. (shrink)

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 (...) class='Hi'>skills when winning, and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning. (shrink)