Practical knowledge

In erkenntnistheoretischen Zusammenhängen hat sich für praktisches Wissen seit Ryle die Unterscheidung zwischen propositionalem knowing that und nicht-propositionalem knowing how etabliert. In der Handlungstheorie wird praktisches Wissen dagegen als ein im Handeln selbst als Wissen wirksames Wissen verstanden. Umstritten ist nach wie vor wie die Besonderheit dieser Wissensform angemessen zu erfassen ist. Der Band nimmt die Thematik des praktischen Wissens auf, indem unterschiedliche Diskussionsstränge zu diesem Begriff in historischer und systematischer Orientierung aus Handlungstheorie, Metaethik und Erkenntnistheorie zusammengeführt werden. Die Beiträge wollen das Konzept eines praktischen Wissens hinsichtlich seiner Potentiale und weiterer Forschungsfragen erschließen und dabei als essentiell für die Grundlagen der praktischen Philosophie herausstellen.

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 of competences opens up the possibility of instinctual knowledge (knowledge by mere instincts) as well as the possibility of habitual knowledge (knowledge by mere habits), alongside knowledge by skills (or alongside knowledge by yet other sorts of competences). If instinctual knowledge were possible, it is suggested that it might not be of the sort that deserves credit at all. By piggybacking from the literature in evolutionary psychology, I suggest that, as inborn social learners, merely instinctual—and so not fully creditable—knowledge might be a reality for us.

Cet article s'intéresse à la toute première « école d'ingénierie scénique », fondée au xvii e siècle à Florence par Giulio Parigi, et à la diffusion du savoir qui en résulta parmi les artistes de cour européens. Il montre comment, depuis le xv e et le xvi e siècles, les ingénieurs scénographes ont transmis leurs connaissances au-delà des seules publications, et retrace l'apparition d'écoles dédiées à l'« ingénierie scénique » et la parution des premiers manuels et collections de dessins de machines. Avec ce changement, l'ingénierie scénique acquit de nouvelles valeurs épistémiques.

Abstract: Two different processes are found in human evolution: the process of hominization and the process of humanization (Jordana, 1988, p. 97) (Polo, 2016, p.9). The first refers to the morphological changes that culminate in H sapiens and the second refers to the cultural achievements. Until the end of the last century it was thought that cultural achievements of hominid types such as Australopithecines, H. habilis and H. erectus obeyed to sensitive knowledge, specifically the cognitive operation of the imagination which does not require the abstraction to think in a sensory way. Intellectual thought was only recognized in H. sapiens including the archaic H. sapiens because of the symbolic meaning associated with works and behaviours such as rock art and burials. Sensitive knowledge refers to the imaginative association and the use of the most rudimentary conditional reasoning: if A then B (Polo, 2016, p. 17). However, the discoveries in experimental archaeology of the last two decades claim abstract knowledge for the manufacture of the oldest stone tools known which date to 3.3 million years ago (Byrne, 2018, in press) (Harman et al, 2015, p. 310). What philosophical validity have these archaeological advances? How are such recent advances integrated into Polo's transcendental anthropology? This article is a brief answer to these questions.

According to the initial investigations, the word " Tawakkul"(Trust) has no compatibility with the meanings of the verb form (bāb) "tafaʿʿul ". As the rules related to the meanings of the tafaʿʿul verb form in the Arabic literature do not correspond with this word, the issue of its jurisprudential decree remains ambiguous. So, using a text-based qualitative approach and through an extensive analysis that is based on the available data in the Arabic language and literature, this writing tries to solve the problem. It is possible for Tawakkul to be used in three meanings of tafaʿʿul verb form, namely Ittikhādh (adoption), Moṭāwiʿah (associative) with three justifications, and Thulāthī mujarrad (triliteral verb form). According to the results, adapting each of these meanings to this word has one or more problems. Also, it is impossible to select a clear and definite meaning for the word "Tawakkul" from the common meanings of this bāb. Still, by ignoring some rules or proving their inaccuracy, Ittikhādh, and Thulāthī mujarrad can be considered as its meanings. The meaning Thulāthī mujarrad is more compatible with the uses of Tawakkul. Accordingly, as the most important outcome of this article, the issue of the jurisprudential decree of acquiring and strengthening Tawakkul is clarified. Also, the exact and rigorous lexical analysis of a word is another outcome neglected by moral and educational sciences in the past and it was done with less precision.

The present study is a combination of sequential (qualitative-quantitative) exploratory type in terms of applied purpose and in terms of data collection method. First, in order to identify the components of employability skills, semi-structured interviews were conducted with purposeful samples consisting of 10 faculty members, educational psychology professors, skill based textbook authors, and employers. The analysis was performed and finally 56 indicators were identified as the main components of employability skills. Then, in the quantitative section, in order to evaluate the employability and entrepreneurial abilities of students from their own point of view as well as their teachers, first a researcher-made questionnaire was designed and then along with the entrepreneurial spirit questionnaire, on a sample of 375 male and female students. The second-high school in theoretical fields and 250 teachers were conducted in Amol city. Findings indicate that in assessing the employability skills and entrepreneurial spirit of students from their own point of view, they have acceptable and relatively high skills, while the evaluation of teachers showed that they do not have sufficient ability in problem solving skills and in the field of entrepreneurial spirit. They have a spirit of self-esteem, a source of internal control and moderate risk-taking. Also, the comparison of students in three fields of study in the extent to which they benefit from employability skills indicates the weakness of mathematics-physics students in teamwork skills as well as weakness in the spirit of motivation for progress as one of the dimensions of entrepreneurial spirit.
Keywords:
Employability skills, Entrepreneurial spirit, Secondary high school, Theoretical disciplines.

In 1622, Francis Bacon published his Historia naturalis et experimentalis. Many of the features of Bacon's natural and experimental histories were entirely new. This paper studies this literary form as a new epistemic genre. In particular, it analyzes its origin and evolution in Bacon's work, focusing on how its basic template and features were influenced by his specific epistemic requirements. It shows that Bacon devised these features in the process of developing a Historia mechanica, or a history of the mechanical arts, drawing on the particular case of the technical recipe. Since antiquity, the recipe had been the dominant epistemic genre for recording and communicating technical knowledge. However, this paper suggests that the recipe format did not meet Francis Bacon's epistemic needs. In particular, the format was incompatible with the goal of keeping experimentation and its reporting open-ended and flexible. More generally, the acknowledgment of the provisional, historical character of knowledge was a tenet of what Bacon called an "initiative" method of knowledge transmission, or a method of "probation." According to this approach, knowledge "ought to be delivered and intimated, if it were possible, in the same method wherein it was invented" and discovered. Only the display of its tentative features would encourage and stimulate others to improve and advance it. The format of the new genre of natural and experimental

This paper aims at answering the following two questions; one is “How can social studies move from contents-focused to contents-skill-balanced?” and the other is “How can social studies’ unique skills and competency that extend beyond the boundary of individual subject be cultivated simultaneously?” To answer these questions, authors analyzed “The College, Career, and Civic Life (C3) Framework” and its four example units, which are designed by NCSS to promote inquiry-based curriculum and cultivating competency within social studies. The four example units were based on the “Inquiry Arc,” which is the core of the framework: (a) developing questions and planning inquiries, (b) applying disciplinary tools and concepts, (c) evaluating sources and using evidence, and (d) communicating conclusions and taking informed action. After the analysis, authors could discover the framework’s three characteristics. (1) C3 Framework integrates social science disciplines into social studies by using ...

The approach of vocational Bildung didactics has been developed to investigate practical knowledge in matters of education for Bildung and phronesis (practical wisdom). Case narratives of unusual richness or success are at the core of the approach, each case representing an articulation of someone's practical knowledge. The concept of a practice as developed by MacIntyre is introduced here as a way of situating the practical knowledge of Bildung and phronesis gained from case narratives. A series of case studies are discussed to examine the practices that surfaced. The result is a differentiation of MacIntyre's concept in two directions: one more specific called vocational practice and one more general called a cultural practice. This differentiation is then applied to the case studies and it is argued that it helps illuminate aspects of them that previously were difficult to comprehend within the framework of vocational Bildung didactics. The conclusion is that biographical cases where cultural and vocational practices intersect are uniquely positioned to afford knowledge of how such intersections have been achieved through education and what they have meant for the person initiated into such matrixes. This, in turn, contributes to the insight with which we are able to design vocational education and training curricula that support initiation into dynamic vocational practices with a focus on the goods and virtues possible to develop through them.

Der weitaus größte Teil des menschlichen Lebens besteht aus Alltäglichem, aus eingespielten Abläufen und praktischen Routinen in wohlvertrauten Kontexten und Umwelten. Umso überraschender ist es, dass die Frage nach den spezifischen Strukturen und Gelingensbedingungen alltäglichen Lebens in den breiten Debatten um Theorien des guten Lebens kaum eine Rolle spielt. Der vorliegende Aufsatz enthält einen Vorschlag zur Konzeptualisierung gelingenden Alltags und seiner Voraussetzungen. Dazu führe ich zunächst eine politische Theorie des Guten ein, den capability approach in der von Martha Nussbaum entwickelten Fassung (Abschnitt 1), und argumentiere anschließend für die These, dass Alltag als routinierter Lebensvollzug in der je eigenen Lebenswelt verstanden werden sollte (Abschnitt 2). Auf Grundlage dieser Überlegungen kann die Leitfrage beantwortet werden: Wie gelingt Alltag (Abschnitt 3)? Dabei gehe ich davon aus, dass das Gelingen individuellen Alltags maßgeblich von gesellschaftlichen Voraussetzungen abhängt, die sich im Rahmen einer politischen Theorie des Guten analysieren und kritisieren lassen.

English version:

Most of the time, human life is everyday life, life based on well-established procedures and practical routines within familiar contexts and environments. Therefore, it is particularly surprising that the question of everyday life’s specific structures and circumstances hardly plays a role in the ongoing broad debates in normative ethics on theories of the good life. This paper offers a proposal to conceptualize the notion of a good everyday life and its preconditions. To this end, I adapt a political theory of the good, Martha Nussbaum’s capability theory (section 1), and argue that we should understand a person’s everyday life as structured by routinized patterns of conduct and grounded within their very own lifeworld (section 2). Based on these considerations, the paper’s key question can be answered: What does it take to live a good everyday life (section 3)? My answer rests on the assumption that flourishing everyday lives depend on social conditions that a political theory of the good must analyze and criticize.

人工知能の大規模言語モデルの中で、今日最も普及しているのはChatGPTであり、バージョン3と4の「幻覚」とは対照的に、そのバージョン4oはすでに信頼できる知識を保証していますが、これは確かに2024年夏までに約束されているバージョン5に調整できます。したがって、ChatGPT は、トレーニングとインターネットのコンテンツへの直接アクセスを通じて、適切な質問をした後、数秒で世界に蓄積された知識のほとんどを受け取ることができます。科学研究とは、知識のフロンティアで働くこと、つまり、特定の研究分野で蓄積された知識の特定の側面を所有し、これに基づいて、新しい文脈について質問し、創造的なアプローチでそのための情報を取得することを意味します。このように、ChatGPTとその仲間が、世界中のすべての知識を所有することで、知識のフロンティアに直接立っているという事実が、これまでの必要な活動に現れています。 この変化は、これまでの自然科学や技術科学の研究者の活動に異なる影響を与えており、これまでの自然科学や技術科学では、社会活動の関係性を明らかにする書物や研究に蓄積された知識に基づいて科学研究を行い、それを論駁し、新たなつながりを明らかにする知識の獲得に努めています。このように、人工知能に基づく大規模言語モデルの最も高度なバージョンは、社会科学の場合に大きな変化をもたらす可能性があるため、この短い記事ではこれを念頭に置いています。大規模言語モデルの限界として、学習とオンライン知識への直接アクセスを通じて、既存の社会科学的知識のすべてを所有することはできても、新しい科学的知識を創造的に創造することはできないことを事前に述べることが重要です。

Des auteurs dénoncent le vide scientifique important quant à la réalité des familles d’accueil (FA) (Boyer & Noël, 2008), mais plus spécifiquement sur le plan des pratiques qui leur sont propres (Cébula, 2011; Turbiaux, 2010). Leur travail se réalise pourtant grâce à une médiation entre plusieurs acteurs impliqués au sein de la protection de l’enfance, qui reste encore méconnue. Recenser les savoirs au cœur de cette médiation est fort pertinent, à la fois pour mieux comprendre et reconnaître le travail des FA qui peine à être socialement légitimé et pour influencer positivement le processus de déplacement en contexte de protection de la jeunesse. Cet article vise à présenter les résultats d’une recherche de maîtrise qui s’est inscrit dans le courant de l’analyse des pratiques professionnelles et qui a cherché à dégager les savoirs pratiques que déploient les FA québécoises sur le déplacement d'enfants.Une méthodologie qualitative, de nature descriptive et exploratoire, des entre...

The aim of this research is to understand how teachers take ownership of content given them in formative intervention modules and transform it into suggestions and materials for teaching. To this end a module on optics was designed for a group of kindergarten, primary and lower secondary school teachers which sought to integrate meta-cultural, experiential and situated approaches with various context specific factors. The study investigated how teachers deal with conceptual difficulties in the module and how they adapt it to their school situations with data being gathered through a variety of tools. It emerged that the most difficult concepts teachers encountered at the formative stage were those they most often incorporated into their materials. The steps taken in this process of appropriation were then reviewed via a collaborative discussion among the teachers themselves on the materials they had produced.

I snart 30 år har norske journalister sendt inn bidrag for å vinne den årlige SKUP-prisen. Sammen med nominasjonen sendes en metoderapport. Hensikten er å belønne arbeidsprosessen, ikke bare de ferdige sakene. En annen viktig hensikt er å dele kunnskaper med kolleger på tvers av redaksjoner, slik at bransjen som helhet kan laere. I denne undersøkelsen er metoderapportene for 2016 gjennomgått for å finne ut hvilke journalistiske fremgangsmåter og skriftlige kilder som er brukt. Undersøkelsen er til dels kvantitativ og til dels kvalitativ. I den kvantitative delen identifiseres og telles de journalistiske metoder og kildene for å kunne gi et bilde av hva som går igjen. I den kvalitative delen identifiseres utdypende metodebeskrivelse, og disse blir, i den grad det lar seg gjøre, kategorisert og analysert for å gi et helhetlig bilde av hva journalistene anser som «ny metode». Den sentrale problemstillingen er å se om metodebeskrivelsene i disse rapportene kan brukes til å si noe om journalistikken som profesjon og hvordan metoder som tradisjonelt ikke hører hjemme i journalistikken, blir løst. Nøkkelord undersøkende journalistikk, prisvinnende journalistikk, journalistisk metode, profesjon, yrkesideologi, SKUP

Dans le cadre de la lutte contre l'échec en premier cycle supérieur, le LabSET et des enseignants de physique de l'université de Liège ont développé un dispositif en ligne d'entraînement à la résolution de problèmes en physique. Deux problématiques sont abordées ici : le diagnostic de la maîtrise des processus cognitifs à mobiliser pour résoudre des problèmes de physique et le lien entre entraînement en ligne et performance des étudiants lors de la résolution de problèmes à l'examen. Les analyses reposent sur une étude menée auprès de 876 étudiants inscrits en première année en médecine. Elles ont été effectuées sur la base des données subjectives (auto-évaluation du processus et du produit) et objectives (nombre de connexions aux exercices en ligne, résultats de maîtrise des questions spécifiques aux processus cognitifs étudiés, taux de réussite et notes aux examens). Les résultats indiquent que le processus d'analyse est celui posant le plus de difficultés aux étudiants. De plus, une dépendance est observée entre travail en ligne et réussite aux problèmes présentés à l'examen de juin. Les notes des étudiants ayant travaillé en ligne sont supérieures à celles des étudiants n'ayant réalisé aucun problème en ligne. Cependant, étant donné que les étudiants ayant réussi l'examen de physique sont aussi ceux ayant réussi les épreuves dans les autres matières scientifiques, il est difficile d'établir un rapport de causalité entre travail en ligne et performances. : télé-apprentissage, résolution de problèmes, diagnostic, entraînement à une tâche, processus cognitif Online training platform for resolution of problems in physics As part of projects aiming to reduce failure during bachelor studies, LabSET and physics teachers of the university of Liège developed an online package designed to improve skills in solving physics problems. Research focuses, on one hand, on diagnosis as to whether cognitive processes used in solving physics problems are mastered by the user or not and, on the other hand, on the link between effective online training and students performance at solving examination problems. Analyses rely on a

La metáfora neoplatónica “regio dissimilitudinis” invoca, negativamente, el concepto de semejanza, y ésta, según el modo en que san Agustín leyó a Plotino, implica a la vez un imperativo del regreso al Creador o “imitatio Christi”. Este fundamento doctrinal tiene también raíces biográficas, durante el tiempo en que san Agustín fue parte de la gnosis maniquea; luego, la lectura de los “Libri Platonicorum” le dio los elementos para un acercamiento metafísico a las Escrituras; nos ocupamos, en definitiva, de los supuestos teóricos y existenciales de la conversión de san Agustín, comprendidos como un modo de participar en la vida divina. Nuestro método es filológico en un doble sentido, pues nos ocupamos de la letra en sí (Confessiones) y de las lecturas comprendidas en aquellas confesiones, recorriendo esa tierra de desemejanza que es el lenguaje.

Este artículo presenta la experiencia y los dilemas de enseñanza de un grupo de docentes en la formación inicial de profesorado del Grado en Educación Infantil, en su adaptación a la virtualidad ocasionada por la COVID-19. Un proyecto que, con 10 años de andadura, ofrece una oportunidad para repensar la formación inicial en el marco del confinamiento. Inicialmente se describe el complejo e incierto contexto social actual y los retos ineludibles para la formación inicial del profesorado: la reconstrucción del conocimiento práctico de nuestras estudiantes y el diseño de un habitus vivencial y crítico como sostén de los principios pedagógicos de la experiencia que describimos en la segunda parte. Un triángulo didáctico en relación permanente con las reflexiones de las estudiantes y los debates e inquietudes que como docentes hemos compartido en los espacios de coordinación y adaptación a la virtualidad. Las conclusiones de esta experiencia sitúan la coordinación y la tutorización como ...

Gilbert Ryle's The Concept of Mind was published in 1949 both to wide acclaim and to general bemusement. It was anticipated by its critics as a book that would, if not set the agenda for philosophy of mind, then at least preoccupy it for the then foreseeable future. Now, more than sixty years after its initial publication, we are in a better position to appreciate its legacy. Although Ryle published on a wide range of topics in philosophy (notably in the history of philosophy-especially Plato-and in philosophy of language), including a series of lectures centred on philosophical dilemmas, The Concept of Mind remains his best known and most important work. Through this work, Ryle is thought to have accomplished two major tasks. First, he was seen to have put the final nail in the coffin of Cartesian dualism. Second, as he himself anticipated, he is thought to have argued on behalf of, and suggested as dualism's replacement, the doctrine known as philosophical (and sometimes analytical) behaviourism. Sometimes known as an 'ordinary language', sometimes as an 'analytic', philosopher, Ryle-even when mentioned in the same breath as Wittgenstein and his followers-is considered to be on a different, somewhat idiosyncratic (and difficult to characterise), philosophical track. To credit Ryle with demolishing substance dualism and paving the way for behaviourism is to underestimate his achievement. Hardly anyone 1 On the one hand, in his letters he seemed dismissive of Ryle's work (Ludwig Wittgenstein: Cambridge Letters, B. McGuinness and G.H. Von Wright, eds (Blackwell, Oxford, 1995), 284); on the other, he is quoted as having told Ryle's cousin that Ryle was one of only two philosophers who understood his work.

With the aim of helping to enrich teacher training processes, using an approach based on Practical Knowledge and Practical Thinking (Schon's knowledge-in-action), the present paper strives to explore and understand the relationships between espoused theories and theories-in-use (action theories by Argyris) of a group of seven pre-school teachers involved in a process of in-service training based on Lesson Study, a powerful methodological tool to identify, contrast and review such theories both autonomously and cooperatively. The conclusion reached is that this training strategy is a rich proposal for the questioning of teaching theory and practice, and, in consequence, for the reconstruction of more unconscious Practical Knowledge, albeit with some circumstantial and personal nuances.

Abstract: We explore new connections between the epistemologies of mental rehearsal and suppositional reasoning to offer a novel perspective on skilled behavior and its relationship to practical knowledge. We argue that practical knowledge is "easy" in the sense that, by manifesting one's skills, one has a priori propositional justification for certain beliefs about what one is doing as one does it. This proposal has wider consequences for debates about intentional action and knowledge: first, because agents sometimes act intentionally in epistemically hazardous environments, these justified beliefs do not always rise to the level of (practical) knowledge. Second, practical knowledge is more intimately related to basic knowledge than has been appreciated. Third, an attractive "middle way" opens between the Anscombian tradition of defending a necessary connection between intentional action and practical knowledge and the more recent tradition of explaining away substantive epistemic conditions on intentional action.

Background The Nursing and Midwifery Council (NMC), the regulatory body in the UK, is in the process of opening a new part of the register for Advanced Nurse Practitioners. This presents a potential opportunity for clinical research nurses within cancer care. Objectives To explore the role of the clinical research nurse in cancer care whilst considering whether the role can be performed at a level that could be considered advanced practice. Consequently, a developmental model to enable the clinical research nurse to work towards an advanced level of practice is explored. Method A literature review of the clinical research role in cancer care and analysis of published frameworks of advancing practice in nursing. Discussion Advanced practice is not defined by the role but by the level of skill to which it is performed. There is scope within the role of the clinical research nurse to practice at a level beyond initial registration. A framework for development towards advanced practice within the cancer clinical research nurse role is suggested. Conclusion Advanced practice within clinical research nursing is possible and provides a further level of career development that may facilitate movement between research and 2 of 28 clinical practice. This could aid awareness, recruitment and retention of research staff within cancer care and other specialities.

Mi propósito en este artículo es resaltar la conexión entre tres capacidades (dynámeis) intelectuales: anchínoia, synesis y euphyía. Pretendo mostrar que son funciones o aspectos del noüs (poder de intelección o intuición , como función opuesta a discurso o diánoia), que las tres sirven como puente entre el conocimiento universal y el conocimiento del singular, para concluir, finalmente, su insuficiente valor explicativo en la epistemología aristotélica.

En la tradición analítica, un punto de inflexión en el desarrollo de una teoría de la acción intencional se produjo con la publicación de la obra “Intention”, de Elizabeth Anscombe, en 1957. Lo innovador de la misma radica en haber hecho una primera aproximación a una teoría integral de la intención, donde se incluyen todos los sentidos en que el término es utilizado cotidianamente y se logra tender un puente entre la acción intencional y la motivación por medio de razones. Luego, es bajo este aparato conceptual ―el cual posteriormente fuera profundizado por Donald Davidson― que se desarrolla la presente investigación.
Así, el objetivo de las siguientes líneas es proponer un modelo teórico de acción intencional que dé cuenta, adecuadamente, de la relación entre intenciones, razones para actuar, acción intencional y consecuencias, tanto desde una perspectiva lógica (o conceptual) como causal.
Para emprender esta tarea nos tomaremos, principalmente, de los trabajos de Donald Davidson, los cuales, a nuestro entender, consiguen captar los elementos esenciales de lo que debe ser una correcta caracterización de una acción intencional y, al mismo tiempo, logran lidiar con aquellos casos difíciles que ponen en cuestión su vínculo (el de la acción) con la motivación por medio de razones.
Luego de levantar nuestra propuesta teórica de lo que es actuar intencionalmente, pondremos a prueba el rendimiento de la misma en casos de imputación de consecuencias.
Finalmente, después de este ejercicio teórico concluiremos que el concepto de acción intencional es lo suficientemente dúctil como para dar cuenta de la imputación de consecuencias previstas, pero no así de la atribución de consecuencias imprevistas. En este último caso, cuando la imputación de responsabilidad se sustenta en un actuar previo intencional, el fundamento, en lo esencial, es el merecimiento del agente, anclado sobre una inadecuada configuración (moral) de sus deseos.

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In this paper, we present results of cross-linguistic studies of Japanese and English knowing how constructions that show radical differences in knowledge-how attributions with large effect sizes. The results suggest that the relevant ability is neither necessary nor sufficient for knowledge-how captured by Japanese constructions. We shall argue that such data will open up a gap between otherwise indistinguishable two conceptions of the very topic of knowledge-how, or the debate between intellectualism and anti-intellectualism, namely a debate about the nature of knowledge-how and a debate about the state captured by “know how,” which we call the knowledge-how interpretation and the state interpretation, respectively. Consequently, the results have not only various possible philosophical implications that have not been considered or discussed in the literature but also provide new topics in the theory of knowledge-how, including the question of which interpretation of the topic is correct itself.

This article aims to focus on the versatile material of glass and to explore the unique potential of glassblowing techniques for creating organic and transient glass forms for site-specific installations. The objective is to transform something mundane into something new and unexpected and deepen our appreciation for the natural world. Through defamiliarizing glass, this article explores its qualities and properties, examining the way light interacts with it, how it reflects and refracts, and the innumerable ways it can be moulded and shaped. Site-specific installations will invite the viewer to engage with the art in a specific context, creating a deeper connection between the artwork and its environment. The scope of this article is to push the boundaries of the traditional use of glass, and to explore new ways of creating and experiencing art through defamiliarization. Ultimately, this research aims to inspire a greater appreciation for the world around us and encourage viewers to see the beauty in the ordinary. The construction stages and resulting site-specific installations were recorded by photography, and the figure section provides visual representations of these documented stages. This research employs a qualitative approach, including a review of relevant literature, and will primarily utilize an experimental, practice-based methodology.

The critique of Gilbert Ryle's work raises valid points, and it's important to acknowledge that philosophical perspectives can be interpreted and evaluated in various ways. Moreover, it highlights shifting trends in society that continue to question Ryle's inability to challenge Cartesian dualism based in Platonic epistemology.

As part of the Course 2024 DLS2 Seminar Question: What does Ryle mean by knowing how to do something and knowing that something is the case? What does knowing how to do anything have to do with knowing that something is the case? What difference does it make if something is the case when one has to do it to create the case that one wants? Reflections on Gilbert Ryle's Work. Gilbert Ryle, in his famous work, Presidential Address to the Aristotelian Society in 1945, titled "Knowing How and Knowing That" (aristotelian46-0001.pdf (georgetown.edu) challenged the prevailing Platonic-Socratic doctrine that intelligence is solely related to internal acts of thinking, particularly

What is the nature and structure of phronesis or practical wisdom? According to the view widely held by philosophers and psychologists, a person S is wise if and only if S knows how to live well. Given this view of practical wisdom, the guiding question is this: What exactly is "knowing how to live well"? It seems that no one has a clear idea of how to answer this simple but fundamental question. This paper explores knowing how to live well (or "life know-how") by showing how its nature and structure can be understood through contemporary epistemology of knowledge-how. I will achieve this by doing the following. In Section I, I highlight the two as-yet unanswered "integration questions" about life know-how. In Section II, I explain why the epistemology of knowledge-how has good potential to address the integration questions. In Sections III and IV, I construct two positions-intellectualism and anti-intellectualism-for the epistemology of life know-how and show how they address the two integration questions. In Section V, I show how the epistemology of life know-how established in the previous sections can be used in the philosophy of wisdom and the psychology of wisdom.

We are now planning a Special Workshop in IVR Seoul 2024, i.e., on "Human Rights/Constitutional Rights and Practical Knowledge". This SW is co-organized by Prof. Dr. Martin Borowski (Heidelberg), Lecturer Dr. Wei Feng (Beijing), and Dr. Arnulfo Daniel Mateos Durán (Genoa).
You can find the Proposal below. Fresh ideas and other contributions in the English language are welcome. Please send your abstract (max. 500 words) to us ([email protected]) before 15. April 2024.
Until 1. January, we have the following invited members. They are Prof. Dr. Hidehiko Adachi (Kanazawa), Prof. Dr. Carsten Bäcker (Bayreuth), Prof. Dr. Alexandre Travessoni Gomes Trivisonno (Belo Horizonte-MG), Dr. Po-Jung Su (Taipei).
Please note: Since the regular registration days end on 30. April, the deadline for personal submission to our SW is not 15. January (as the link shows), but 15. April 2024.

The purpose of this chapter is to examine what the notion of a call can bring to our understanding of professional practice and practical knowledge. I begin with a brief consideration of why the notion of a call fell out of favour. I argue that far from being a trivial change in the way we make sense of work, the absence of the call makes it more difficult to integrate subjective and objective senses of the justification of work. Drawing on the ethical phenomenology of Emmanuel Lévinas, I go on to argue that both subjective identity as well as social practices and institutions are held together by the experience of a call to responsibility which unites subjective and objective moments of justification in the personal/ethical. In the final part of the paper, I show how the notion of the call is not just concerned with the original entry into a practice, but is a structure in everyday practice which helps to make sense of the motivation of students of practical knowledge to make their practice as a whole an object of reflection.

In this chapter I develop a framework for a comprehensive account of knowledge from the perspective of people engaged in practices in the world. This form of knowledge, with the key notion of knowing one's ways about, can be seen as a form of knowing how. It is in particular designed to accommodate tacit and practical forms of knowing, but at the same time acknowledges that it, like other kinds of human knowing, is also dependent, directly or indirectly, on language use. The framework is inspired by pragmatist and enactivist perspectives.

چکیده در نظام های آموزشی سراسر دنیا، انگاره آموزش تفکر در سطوح عالیتر از یک سو و استفاده از مطالب درسی به عنوان ابزاری برای تفکر از سوی دیگر سبب شده تا تفکر نقادانه به عنوان یک مفهوم بنیادین و یک آرمان آموزشی مطرح شود. انجام پژوهش به منظور فهم اینکه تفکر نقادانه به عنوان آرمانی آموزشی تا چه میزان واقعیت آموزشی پیدا کرده از اهمیت بسزایی برخوردار است. این پژوهش بر آنست تا جایگاه تفکر نقادانه در نظام آموزشی ایران را مطالعه و بررسی کند. در این راستا با بهره گیری از پرسشنامه های موجود و بومی سازی آنها از 300 شرکت کننده بزرگسال دارای مدرک دیپلم تا دکتری تخصصی مصاحبه به عمل آمد. نتایج پژوهش نشان داد که بیشتر شرکت کنندگان آشنایی کافی با تفکر نقادانه و نقش آن در آموزش ندارند و آموزش به شیوه سنتی که متمرکز بر حفظ مطالب درسی باشد را تجربه کرده اند. تفاوت معنا داری بین رشته های مختلف یا رده های تحصیلی مختلف مشاهده نشد.

Purpose: This work responds to the need for maintaining an ethic of care in the face of increased demands for cost effectiveness and efficiency. Findings are presented from a qualitative study describing how nurse practitioner (NP) faculty teach NP students about holistic nursing dimensions of NP practice. Data resources: Data collection consisted of face to face or telephone interviews with 24 experienced NP faculty members teaching in 22 NP programs across the country. Data were analyzed using the interpretive phenomenological approach. Aspects of scientific merit were addressed through reviewing transcripts for accuracy, consensual validation sessions, and member checking. Conclusions: The most common approaches used for teaching holistic nursing dimensions of NP practice were role modeling and sharing narratives of actual cases. Other approaches included: incorporation of holistic complementary diagnoses along with medical diagnoses into assessments, use of case scenarios and standardized patients, a rite of passage ceremony, and an entire narrative curriculum. Implications for practice: NP faculty advocate incorporating a holistic mindbody-spirit perspective into assessment and intervention and broadening the diagnostic process to include complementary components of nursing and medicine. Findings have implications for teaching/learning, curriculum planning, and evaluation as NP programs transition from the master's to the doctoral level.

This study investigated test anxiety as correlate of secondary school students’ attitude towards examination malpractice in Imo State, Nigeria. Three research questions were answered, and one null hypothesis tested at 0.05 level of significance guided the study. Correlation research design was adopted for this study. The population for this study consisted of 33,922 senior secondary school (SS2) students. Research sample consisted of 3,520 students selected through multi-stage sampling method. The instruments used for the study were Test Anxiety Inventory (TAI) and Examination Malpractice Attitude Scale (EMAS). Descriptive statistics, Pearson Product Moment Correlation and Regression analysis were used for data analysis. Results obtained from the study indicated that majority of students in Imo state have high level of test anxiety. The result also showed that most of the students in Imo state have negative attitude towards examination malpractice. Moreso, the result revealed high p...

El presente artículo versa sobre el papelque cumple la fotografía en el desarrolloprofesional de docentes en ejercicio. Seexponen los primeros resultados del pro-yecto de investigación llevado a cabo contres maestras y una directora de tres CEIP,durante dos cursos académicos. Las profe-soras utilizan la fotografía para representarsus principales preocupaciones, dilemasprofesionales y situaciones relevantes queobservan en su día a día. Cuestiones que,posteriormente, fueron puestas en comúny debatidas en el equipo de trabajo me-diante sesiones de foto-elicitación. El refe-rente teórico que fundamenta este estudioes que la reflexión en torno a la prácticaen el aula de un docente hace emerger suposicionamiento profesional, su conoci-miento teórico-práctico y las emocionesque experimentan. Se analiza y discute larelación existente entre la imagen mentalde las maestras en dichas situaciones ycómo la materializan mediante fotografías.En los resultados se muestra el papel rele-vante que tie...