Skill and Mastery: Philosophical Stories from the Zhuangzi presents an illuminating analysis of skill stories from the Zhuangzi, a 4th century BCE Daoist text. In this intriguing text that subverts conventional norms and pursuits, ordinary activities such as swimming, cicada-catching and wheelmaking are executed with such remarkable efficacy and spontaneity that they seem like magical feats. An international team of scholars explores these stories in their philosophical, historical and political contexts. Their analyses’ highlight the stories’underlying conceptions of agency, character (...) and cultivation; and relevance to contemporary debates on human action and experience. The result is a valuable collection, opening up new lines of inquiry in comparative East-West philosophical debates on skill, cultivation and mastery, as well as cross-disciplinary debates in psychology, cognitive science and philosophy. (shrink)

Skill and Mastery: Philosophical Stories from the Zhuangzi presents an illuminating analysis of skill stories from the Zhuangzi, a 4th century BCE Daoist text. In this intriguing text that subverts conventional norms and pursuits, ordinary activities such as swimming, cicada-catching and wheelmaking are executed with such remarkable efficacy and spontaneity that they seem like magical feats. An international team of scholars explores these stories in their philosophical, historical and political contexts. Their analyses’ highlight the stories’underlying conceptions of agency, character (...) and cultivation; and relevance to contemporary debates on human action and experience. The result is a valuable collection, opening up new lines of inquiry in comparative East-West philosophical debates on skill, cultivation and mastery, as well as cross-disciplinary debates in psychology, cognitive science and philosophy. (shrink)

Skill and Mastery: Philosophical Stories from the Zhuangzi is part of Rowman & Littlefield International’s CEACOP (Center for East Asian and Comparative Philosophy) East Asian Comparative Ethics, P...

Over the last few decades, skepticism about political and moral experts has grown into a serious social problem, undermining the functioning of liberal democratic regimes. Indeed, meritocracy-that is, government by hard working, public-spirited people with high levels of relevant expertise-has never looked so promising as an alternative to the dangers of know-nothing populism. One cultural tradition has devoted sustained attention to the idea of meritocracy, as well as to the cultivation of true expertise or mastery: Confucianism. Mastery, Dependence, (...) and the Ethics of Authority presents a compelling analysis of expertise and authority, and examines classical Confucian conceptions of mastery, dependence, and human relationships in order to suggest new approaches to these issues in ethics and political theory. Contemporary Westerners are heirs to multiple traditions that are suspicious of authority, especially coercive political authority. We are also increasingly wary of dependence, which now often seems to signify weakness, neediness, and pathology. Analysts commonly presume that both authority and dependence threaten human autonomy, and are thus intrinsically problematic. But these judgments are mistaken. Our capacity for autonomy needs to be cultivated over time through deliberate practices of training, in which we depend on the guidance of virtuous and skilled teachers. Confucian thought provides a subtle and powerful analysis of one version of this training process, and of the social supports such an education in autonomy requires-as well as the social value of having virtuous and skilled leaders. Early Confucians also argue that human life is marked by numerous interacting forms of dependence, which are not only ineradicable, but in many ways good. On a Confucian view, it is natural, healthy, and good for people to be deeply dependent on others in a variety of ways across the full human lifespan. They teach us that individual autonomy only develops within a social matrix, structured by relationships of mutual dependence that can either help or hinder it, including a variety of authority relations. (shrink)

This essay explores the interrelation of skills and virtues. I first trace one line of analysis from Aristotle to Alasdair MacIntyre, which argues that there is a categorical difference between skills and virtues, in their ends and intrinsic character. This familiar distinction is fine in certain respects but still importantly misleading. Virtue in general, and also some particular virtues such as ritual propriety and practical wisdom, are not just exercised in practical contexts, but are in fact partially constituted (...) by the mastery of certain skills. This has implications for moral psychology, specifically how we might understand the acquisition of virtue, as well as its very nature. To try to make this claim plausible I analyze two case studies from early Confucianism: treatment of ritual propriety as a cardinal virtue, and Mencius's less carefully integrated treatment of excellence at moral discernment. I conclude by revisiting the question of the relations between skill and virtue, and exploring a few of the difficulties implied by my account of early Confucian ethics. (shrink)

To date, game-based learning programs that include comprehensive creativity skills and disposition training are still very limited. The present researchers developed a comprehensive game-based creativity learning program for fifth and sixth grade pupils. Further analysis presented relationship trends between mindful learning experience, flow experience, self-efficacy, and mastery experience. Eighty-three 5th and 6th grade participants undertook the six-week game-based creativity learning program. Upon the completion of experimental instruction, those who scored higher on the concerned variables improved more in self-evaluation (...) of both creativity ability and confidence, than their counterparts. Additionally, path model analysis revealed that mindful learning experience was a powerful predictor of both mastery experience and flow experience; it also influenced mastery experience through flow experience and self-efficacy during game-based creativity learning. The findings support the effectiveness of the game-based learning program developed in this study. Moreover, this study contributes to the theoretical construction of how game-based learning can be designed to facilitate mindful learning experience, flow experience, self-efficacy, and mastery experience during creativity training among pupils. Effective mechanisms include providing rewards for high-quality performance, challenging tasks, free choices of design components, immediate feedback, and idea sharing. The profound theoretical framework proposed in this study provides a valuable approach for creativity instruction through game-based learning or classroom instruction. (shrink)

What are the central features of mastery of an art or discipline? Is there a distinction between just being a master and high-level mastery? Does the concept of a master imply something more than mastery of techniques and skills? This paper investigates the conceptual topography of these concepts, attempts to answer these questions and others. It also sets forth general criteria for master-level Tuastery of any art or discipline. In addition, it explores some of the normative (...) questions related to the responsibilities of being a master. A master exemplifies the values of the art or discipline. Do these values stop at the edge of the subject or do they extend beyond it? In this direction two paradigms of masters are discussed. The broader of the two expands the conceptof a master to include self-mastery, mastery and proper relationships with others, and mastery of nocture as a non-coercive relationship. (shrink)

Contemporary theories of learning postulate one or at most a small number of different learning mechanisms. However, people are capable of mastering a given task through qualitatively different learning paths such as learning by instruction and learning by doing. We hypothesize that the knowledge acquired through such alternative paths differs with respect to the level of abstraction and the balance between declarative and procedural knowledge. In a laboratory experiment we investigated what was learned about patterned letter sequences via either direct (...) instruction in the relevant patterns or practice in solving letter‐sequence extrapolation problems. Results showed that both types of learning led to mastery of the target task as measured by accuracy performance. However, behavioral differences emerged in how participants applied their knowledge. Participants given instruction showed more variability in the types of strategies they used to articulate their knowledge as well as longer solution times for generating the action implications of that knowledge as compared to the participants given practice. Results are discussed regarding the implications for transfer, generalization, and procedural application. Learning theories that claim generality should be tested against cross‐scenario phenomena, not just parametric variations of a single learning scenario. (shrink)

This paper aims to explore and expand on Wittgenstein’s remarks on the nature of mental imagery. Despite some rather cryptic passages and obvious objections, his notion of mental imagery as possessing a constitutive (and not merely added) element of expressive thought and conceptuality offers critical insights linking perceptual capacities with our shared practices. In particular I seek to further develop Wittgenstein’s claim that perceptual impressions presuppose a “mastery of a technique.” I argue that this sense of technique, understood as (...) acquired conceptual capacities, can explain and capture the rich and varied spectrum of expressive visual content that can be accessed by human beings initiated and embedded in a variety of shared practices. Using Gilbert Ryle’s account of dispositions, I cash out the notion of acquired conceptual capacities as spanning a wide latitude of responsive dispositions from mere “blind” visual habits to more normatively-guided, intelligent, and deliberately-trained visual “skills.” Visual impressions construed as such are hardly perceptually (nor representationally) univocal and instead exhibit a dynamic and reflexive plurivocity manifested through one’s initiation into shared practices and forms of life. This plurivocity makes possible a rich array of visual affordances that would otherwise not be accessible outside the context of a shared practice. This suggests that human beings possess a distinctive kind of expressive and responsive intelligence which picks out visual affordances determined not so much by a merely receptive perceptual faculty but by the subject’s skillful, active, and responsive engagement with the world. (shrink)

Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking (...) class='Hi'>skills, but males and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics. (shrink)

Along with technological progress, vocational education and training (VET) is consistently changing. Workforce disruption has serious consequences for workers and international economies, often requiring adults to transition into different occupations or to upskill to maintain employment. We review recent literature covering VET trends, theoretical considerations for the 21st century, and present an approach to workforce training to help workers not only learn necessary skills but also become adaptable to constant change. We suggest a functional contextualist approach to mastery (...) learning achieves this aim. Specifically, we offer suggestions for pedagogy that not only develop skills but also encourage higher order thinking. Within a novice to expert continuum, we suggest deliberate practice, mental simulation, and reflective meaning making as methods to achieve efficiency and transfer—learning outcomes relevant to a changing workforce. This approach recognizes that learning is context bound and should promote broader human capabilities that support both employability and the continuing development of life literacies. (shrink)

The study of expertise is difficult to do in a laboratory environment due to the challenge of finding people at different skill levels and the lack of time for participants to acquire mastery. In this paper, we report on two studies that analyze naturalistic gameplay data using cohort analysis to better understand how skill relates to practice and habit. Two cohorts are analyzed, each from two different games. Our work follows skill progression through 7 months of Halo matches for (...) a holistic perspective, but also explores low-level in-game habits when controlling game units in StarCraft 2. Players who played moderately frequently without long breaks were able to gain skill the most efficiently. What set the highest performers apart was their ability to gain skill more rapidly and without dips compared to other players. At the beginning of matches, top players habitually warmed up by selecting and re-selecting groups of units repeatedly in a meaningless cycle. They exhibited unique routines during their play that aided them when under pressure. (shrink)

What occurs in the mind of an expert who is performing at their very best? In this paper, I survey the history of debate concerning this question. I suggest that expertise is neither solely a mastery of the automatic nor solely a mastery of intelligence in skilled action control. Experts are also capable of performing automatic actions intelligently. Following this, I argue that unconscious-thought theory (UTT) is a powerful tool in coming to understand the role of executive, intelligent (...) action control in the fluidly automatic performance of expertise. Relying on a body of empirical evidence concerning the cognitive structures and perceptual strategies employed by experts, I show that the realm of skilled action is an ideal environment within which the powers of unconscious cognitive processing can have positive effects on action. I conclude that experts rely upon unconscious thinking in the production of intelligently automatic skilled actions. (shrink)

The aim of this paper is to contribute to the discussion of expertise and skilled movement in sport by analysing the bodily practice of learning a new movement at a high level of skill in parkour. Based on Sennett’s theory of craftsmanship and an ethnographic field study with experienced practitioners, the analysis offers insight into the skilful, contextual and unique practice of parkour, and contributes to the renewed discussion of consciousness in sport at a high level of skill. With Sennett’s (...) concept of craftsmanship, it is possible to describe and grasp important aspects of obstacles put up, repetitions and material consciousness in developing perceptual and physical skills in parkour. The parkour craftsmen conduct a constant dialogue between concrete, material practices and thinking. It is argued in the article that Sennett’s ideas about craftsmanship are, in many ways, similar to Dreyfus and Dreyfus’ concept of mastery, but are less elitist and exclusive than the theory of skill acquisition... (shrink)

The acquisition of a new skill usually proceeds through five stages, from novice to expert, with a sixth stage of mastery available for highly motivated performers. In this chapter, we re-state the six stages of the Dreyfus Skill Model, paying new attention to the transitions and interrelations between them. While discussing the fifth stage, expertise, we unpack the claim that, “when things are proceeding normally, experts don’t solve problems and don’t make decisions; they do what normally works” (Dreyfus & (...) Dreyfus, 1988, pp. 30 – 31). This leads us to offer an account of the “perspectival deliberation” that arises for experts and masters and that is distinct from the calculative deliberation characteristic of the lower stages of skillfulness. (shrink)

Leaders working in diverse spheres of societal influence including medicine, healthcare, public health, legal services, education, and business are increasingly interested in the potential role of mindfulness practice for experiencing, appreciating and living their lives more fully at work and at home. The discipline of mindfulness meditation practice may offer leaders an effective means of actualizing in their lives an enhanced ability to know themselves more directly and, also, to learn how to use, in skillful ways, both the routine and (...) extraordinary work-related demands and challenges they face as a means of cultivating latent yet innate human qualities necessary for effective leadership. Based upon direct experience as a leader facing a significant, protracted crisis, the author details his experience of integrating mindfulness practice into his life and leadership-related decision-making. (shrink)

Prior research has identified age 9–11 as a critical period for the development of the control-of-variables strategy (CVS). We examine the stability of interindividual differences in children's CVS skills with regard to their precursor skills during this critical developmental period. To this end, we relate two precursor skills of CVS at age 9 to four skills constituting fully developed CVS more than 2 years later, controlling for children's more general cognitive development. Note thatN= 170 second- to (...) fourth-graders worked on multiple choice-assessments of their understanding of indeterminacy of evidence and of confounding. We find relations between these two precursor skills and children's CVS skills 2 years later at age 11 inplanning, identifying, andinterpretingcontrolled experiments, and in recognizing the inconclusiveness of confounded comparisons (understanding). In accordance with the perspective that both indeterminacy and confounding constitute critical, related yet distinct elements of CVS, both precursor skills contribute to the prediction of later CVS. Together, the two precursor skills can explain 39% of students' later CVS mastery. Overall, the understanding of indeterminacy is a stronger predictor of fully developed CVS than that of confounding. The understanding of confounding, however, is a better predictor of the more difficult CVS sub-skills of understanding the inconclusiveness of confounded comparisons, and of planning a correctly controlled experiment. Importantly, both precursor skills maintain interactive predictive strength when controlling for children's general cognitive abilities and reading comprehension, showing that the developmental dynamics of CVS and its precursor skills cannot be fully ascribed to general cognitive development. We discuss implications of these findings for theories about the development of CVS and broader scientific reasoning. (shrink)

The idea of representation is central to many theories for embodied skillful action. Representation-centric cognition has been questioned in light of the prominence of E-cognition in the past two decades, including ecological psychology, sensorimotor theory, dynamical systems, and 4E cognition. The paper expands on the critique by offering alternate explanations for the information processing model of skill learning and embodied action. Mental representation plays a fundamental role in information processing explanations of embodied skillful action. The skilled activity is considered discretely (...) in information-theoretic approaches, consisting of a linear model of information input-process-output. According to the paper, the beginning, emergence, acquisition, performance, and mastery of an embodied skilled activity are all part of a human experience continuum. Using vehicle driving as an example, the paper examines diverse viewpoints on embodied skillful action. (shrink)

This response draws on Saba Mahmood's work on Muslim subjectivities in order to consider how Stalnaker's conceptualization of virtue might be applied to non-Confucian sources. I argue that when applied cross-culturally, Stalnaker's revised definition of “skillful virtue” raises normative and metaethical questions about what counts as a skill versus a mere bodily practice, the process by how skill is acquired, and how we can both allow for the ambiguity of skills and continue to make constructive arguments about them.

In summaries of “best practices” for pedagogy, one typically encounters enthusiastic advocacy for metacognition. Some researchers assert that the body of evidence supplied by decades of education studies indicates a clear pedagogical imperative: that if one wants their students to learn well, one must implement teaching practices that cultivate students’ metacognitive skills. -/- In this dissertation, I counter that education research does not impose such a mandate upon instructors. We lack sufficient and reliable evidence from studies that use the (...) appropriate research design to validate the efficacy of metacognitive skill-building interventions (not just evaluate their relationship to learning outcomes). I argue that improved academic outcomes following these interventions aren’t necessarily mediated by increased metacognitive skills; rather, enhanced student performance can be accounted for by other factors that accompany metacognitive training, particularly the explicit provision of domain-specific knowledge. -/- On the way to this conclusion, I elaborate some complications and controversies surrounding “metacognition.” This is a sprawling and nebulous construct, which makes generalizations about its pedagogical value dubious from the outset. Moreover, it is unclear the extent to which the end goal of metacognitive skill-building (cognitive self-mastery, involving knowledge of and control over our own minds) is even possible, given our mental architecture; some cognitive scientists allege that we are subject to phenomenological illusions which make this seem more achievable than it actually is. -/- I also attempt to provide an account of how metacognitive skill-building could receive glowing endorsements from educators and education researchers, even though its conceptual and empirical underpinnings are flimsy. The error theory I offer identifies two major factors that may foster belief in the efficacy of metacognitive training: goalpost-shifting around the objective of such efforts, and motivated reasoning in defense of the desirable conclusion that educators can significantly reshape students’ minds and unlock their intellectual potential through simple pedagogical interventions. (shrink)

Global health is by definition and necessity a collaborative field; one that requires diverse professionals to address the clinical, biological, social, and political factors that contribute to the health of communities, regions, and nations. For universities with global health programs, the interprofessional nature of global health presents both vast opportunities and distinct challenges. In addition to helping students develop mastery within their chosen fields, universities must also ensure that students learn to collaborate with other professionals to address complex global (...) health needs. While much work has been done in recent years to define the field of global health and set forth discipline-specific competencies, less has been done in the area of interdisciplinary or interprofessional global health education. This gap in scholarship is troubling given the clear and well-acknowledged need for professionals across a broad spectrum of disciplines to take part in global health initiatives. (shrink)

Philosophical practice would profit from renewed attention to the classical virtue of encrateia or “self-mastery.” It is a common human problem to experience a gap between one's intention to do something and one's ability to execute it. The problem raises the question of the need to train the will. An assumption of the importance of that need, and hints on how to address it, permeate traditional spiritual texts such as the Yoga Sutras, the Bhagavad Gita, and the Tao Te (...) Ching. Classical Greek schools of philosophy from Platonism to Stoicism and Epicureanism were in fundamental ways based on will training. In addition, it is possible to draw on modern psychology for useful insights on developing a skillful and effective will, especially in the writings of William James and Roberto Assagioli. A synthesis based on these sources would offer an opportunity to enrich the toolbox of modern philosophical practice. (shrink)

Every university student has his or her nemesis. Biology and social science students anticipate with great apprehension their required statistics course, while many philosophy students live in fear of formal logic. Math anxiety is the common thread uniting all of them. This article argues that since formal logic is an algebra requiring similar kinds of symbol-manipulation skills needed to succeed in a basic mathematics course, then if logic students have math anxiety, this can impede their progress. Further, it argues (...) that math anxiety is primarily caused by and exacerbated by poor instruction. Formal logic instructors who employ effective instructional techniques for reducing it can help their students overcome math anxiety to foster learning. Methods of instruction leading to anxiety reduction and evidence supporting their efficacy are discussed, including co-operative learning, the mastery goal approach, and self-paced learning. None of these methods holds back more advanced students. (shrink)

Assessing mastery of bioethics in a graduate program requires careful attention not simply to the content knowledge and skill development of students but also to the principles of sound assessment processes. In this article, we describe the rationale, development process, and features of the comprehensive exam we created as a culminating experience of a master’s program in bioethics. The exam became the students’ opportunity to demonstrate the way they were able to integrate course, textual, and practical knowledge gained throughout (...) the experience of the program. Additionally, the exam assessed students’ proficiency in the field of bioethics and their ability to critically and constructively analyze bioethical issues. In this article, we offer tips to other exam creators regarding our experiences with question and answer development, scoring of the exam, and relationships between coursework and exam preparation and completion. We also include a sample rubric for others to see how we determined which student answers were satisfactory. (shrink)

Doctor Stephen Strange was a renowned neurosurgeon in his “previous life”, but after his time in Kamar‐Taj he is mostly associated with his mastery of the mystic arts. In Doctor Strange people learn that mastery of physical skills is critical for mastery as a mystic. In addition to the physical skills of martial arts, the portrayal of Doctor Strange is reminiscent of many aspects of Eastern philosophical traditions. Ironically, the reason that Strange originally gave for (...) seeking the elixir is that he swore the Hippocratic Oath, which requires him to prescribe medical treatments for the good of his patients. One problem with applying the Hippocratic Oath to Strange's choice is that it's meant to apply to the doctor‐patient relationship. Perhaps Stan Lee and Steve Ditko, the creators of Doctor Strange, meant to show that, by losing his skill as a surgeon, Strange finally learned what it means to be a good physician. (shrink)

Both Wittgenstein and Dewey have a role for the concept of skills and techniques in their understanding of practices and thereby the possession of concepts. Skills are typically acquired through training. It can seem, however, that their respective appeals to practice are dissimilar: Dewey’s appeal is, like Peirce’s, programmatic. It is meant to do philosophical work. In contrast, for Wittgenstein, the appeal to practice can seem a primitive, something that is meant to put an end to philosophical work. (...) I argue that Wittgenstein’s appeal to practice is much closer to Dewey’s. The argument arises out of difficulties with Wittgenstein’s concept of training. Wittgenstein’s concept of training is inadequate for bridging the trajectory from initial training to the acquisition of skills that are second nature. The latter seems required for his appeal to practice and the way that grasp of concepts is embedded our practices of going on. The inadequacy of Wittgenstein’s concept of training renders the idea of such a trajectory incoherent, for it manifests a real dilemma about how to understand the transition from rote repetitive training to mastery of skillful activity. I show how we can make sense of the role that training plays in developing skillful activity and how by repetitive training we acquire new skills. The solution to the dilemma comes from acknowledging a point that Wittgenstein shares with Dewey concerning the role of selective attention. By acknowledging the role that attention plays in extending the operation of skills, we can make sense of the acquisition of new skills and provide a granularity to the concept of practice that makes Wittgenstein’s appeal to practice more akin to Dewey’s: a programmatic concept rather than a primitive. Practice is, for Wittgenstein, something to be studied and described in a detail that does explanatory work. Furthermore, the account has a number of points of contact with Dewey. (shrink)

This essay illustrates five ways that Internet-based higher education can capitalize on fundamental principles of learning. Internet-based education can enable better mastery through distributed (shorter, more frequent) practice rather than massed (longer, less frequent) practice; it can optimize performance because it allows students to learn at their peak time of their day; it can deepen memory because it requires cheat-proof assignments and tests; it can promote critical thinking because it necessitates intellectual winnowing and sifting; and it can enhance writing (...) skills by requiring students to write frequently and for a broad audience. (shrink)

Research skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project. In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation for research (...) increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness,... (shrink)

The final published book by Nobel Prize-winning author and philosopher Henri Bergson (1859-1941), La pensée et le mouvant (translated here as The Creative Mind), is a masterly autobiography of his philosophical method. Through essays and lectures written between 1903 and 1923, Bergson retraces how and why he became a philosopher, and crafts a fascinating critique of philosophy itself. Until it leaves its false paths, he demonstrates, philosophy will remain only a wordy dialectic that surmounts false problems. With masterful skill and (...) intensity, Bergson shows that metaphysics and science must be rooted in experience for philosophy to become a genuine search for truth. And in the quest for unanswered questions, the spiritual dimension of human life and the importance of intuition must be emphasized. A source of inspiration for physicists as well as philosophers, Bergson's introduction to metaphysics reveals a philosophy that is always on the move, blending man's spiritual drive with his mastery of the material world. (shrink)

In 'Mastery, Dependence, and the Ethics of Authority', Aaron Stalnaker argues that dependence on the right authorities is essential to living a good, virtuous life. Relinquishing autonomy to experts early in life can allow us, in time, to become fully autonomous. For the Rú, a good life requires virtues such as ritual and wisdom. Insofar as these virtues involve skill, they are trained by experts. Understanding virtue as a form of skilled behavior or practical mastery, Stalnaker argues, allows (...) us to see why it is important to subject oneself to, and obey, the (right) authorities: we become virtuous only if we are trained by the right people, follow these experts' guidance and example, and (at least in the beginning) obey their commands. Eventually, this results in an internalized sense of what is correct and incorrect, and so we become ready to act virtuously on our own and apply what we have learned to novel situations. Furthermore, we come to enjoy acting virtuously for its own sake, and we become able to articulate why this is the right action in these circumstances, and challenge our leaders if we think they have deviated from the virtuous path. -/- In this piece, I question the view that ethical virtue can be trained in the same way that skills like carpentry or archery can, and I argue that this sort of training by itself cannot result in autonomous agents. If our sense of what is good and bad is deeply molded by others, we cannot come to realize that the practices in which we were trained are actually not good, so as to exercise appropriate remonstration. Furthermore, repeating actions of a certain kind under the guidance of others is not sufficient to make someone enjoy doing what is right because it is right. (shrink)

My topic in this paper is social understanding. By this I mean the cognitive skills underlying social behaviour and social coordination. Normal, encultured, non-autistic and non-brain-damaged human beings are capable of an impressive degree of social coordination. We navigate the social world with a level of skill and dexterity fully comparable to that which we manifest in navigating the physical world. In neither sphere, one might think, would it be a trivial matter to identify the various competences which underly (...) this impressive level of performance. Nonetheless, at least as far as interpersonal interactions are concerned, philosophers show a rare degree of unanimity. What grounds our success in these interactions is supposed to be our common mastery of folk psychology. (shrink)

Depression experienced by older adults is proving an increasing global health burden, with rates generally 7% and as high as 27% in the USA. This is likely to significantly increase in coming years as the number and proportion of older adults in the population rises all around the world. Therefore, it is imperative that the effectiveness of approaches to the prevention and treatment of depression are understood. Creative arts interventions, including art, dance movement, drama and music modalities, are utilised internationally (...) to target depression and depressive symptoms in older adults. This includes interventions led by trained arts therapists as well as other health and arts professionals. However, to date there has not been a systematic review that reports effects and examines the processes (why) and mechanisms (how) of creative arts interventions are used to address depression in this older age group. This systematic review of studies on creative arts interventions for older adults experiencing depression examined: outcomes of four creative arts modalities (art, dance movement, drama, and music); with particular attention paid to processes documented as contributing to change in each modality; and mechanisms considered to result from these processes. Our analysis of 75 articles (17 art, 13 dance, 4 drama and 41 music) indicates mostly significant quantitative or positive qualitative findings, particularly for interventions led by creative arts therapists. Mechanisms of change gleaned from the studies that were common across modalities include physical (e.g. increased muscle strength; neurochemical effects, such as endorphin release), intra-personal (e.g. enhanced self-concept, strengthened agency and mastery; processing and communication of emotions), cultural (e.g. creative expression, aesthetic pleasure), cognitive (e.g. stimulation of memory) and social (e.g. increased social skills and connection), that were all considered to contribute to reduced depression and symptoms. Recommendations for future research include a stronger focus on testing of processes and mechanisms. (shrink)

As the field of clinical bioethics has moved from its pioneers, who turned their attention to ethics problems in clinical medicine and clinical and animal research, to today’s ubiquity of university degrees and fellowships in bioethics, there has been a steady drumbeat to professionalize the field. The problem has been that the necessary next steps—to specify the skills, knowledge, and personal and professional attributes of a clinical bioethicist, and to have a method to train and evaluate mastery of (...) these standards—are lacking.Ordinarily, the path to professionalism in medicine starts with the intellectual pioneers. Then come those who develop early experience in clinical settings. Then comes the specification of the skills, knowledge, and personal and professional attributes needed to perform the activities of the new specialty or subspecialty. And only then, after a method to train and evaluate levels of mastery from novice to advanced practitioner has been developed, comes credible credentialing and certification/licensing.Unfortunately, the field of clinical bioethics has skipped these steps. Rather, a credential, that is, the Healthcare Ethics Consultant (HEC) certification, was created by a small group within the bioethics professional association, the American Society of Bioethics and Humanities (ASBH), without community agreement or necessary input. Further, the testing of processes to train HECs and to evaluate their levels of mastery of competencies was prematurely forwarded as sufficient evidence of competence in clinical ethics. That is, the credential, offered by the ASBH for a fee, upon passing an exam based on how many hours one has been involved in clinical consultation, about which there is no field agreement on how such consultations ought to be conducted and for which only controversial standards have been set, is being touted as evidence of competence in clinical bioethics. In their article, “Competencies and Milestones for Bioethics Trainees,” Sawyer and colleagues identify the central weakness of these claims to professionalization and provide the field the first substantive assessment tool and method to train and evaluate competencies. The tool these authors present is the real next step forward for true professionalization of the field of clinical bioethics. (shrink)

The Dreyfus account of seven stages of learning is considered in the context of the Dreyfus account of five stages of skill development. The two new stages, Mastery and Practical Wisdom, make more explicit certain themes implicit in the five‐stage account. In this way Dreyfus encourages a more reflexive approach. The themes now more explicit are, in part, derived from Aristotle on phronesis, but are also influenced by Heidegger and Foucault on cultural dimensions of meaning and value. The paper (...) considers whether Dreyfus’ revised account tends towards a relativism of different worlds of meaning, disclosed through personal commitment. A more reflexive account of phronesis, it is suggested, needs to clarify the potentiality of phronesis for co‐ordination as it promotes patterns of unity in difference and difference in unity. (shrink)

The sensorimotor theory promises a fresh explanation of phenomenal consciousness, for instance of the feeling of experiencing redness. But can it also be extended to explaining aspects of phenomenal consciousness which are only possible thanks to culture, thanks to our embeddedness in social practices? In this paper, I argue that the sensorimotor theory is in need of such an extension, and I make a proposal for how this might be accomplished. I concentrate on one example of culturally shaped experiences, namely (...) on feeling socially shaped emotions, and in particular moral emotions, such as resentment, guilt, forgiving someone, etc.. My main suggestion is this: in our case of enculturated humans, our implicit knowledge of sensorimotor contingencies is informed by, and transformed by, sociocultural practices. There are, I suggest, 'sociocultural contingencies', the mastery of which can contribute to one's phenomenal consciousness. For example, in order to have the experience of feeling resentment or guilt, one has to engage in an actual fight and make use of one's sociocultural skills of blaming someone or of justifying oneself. (shrink)

Airline pilots are attributed ultimate responsibility and final authority over their aircraft to ensure the safety and well-being of all its occupants. Yet, with the advent of automation technologies, a dissonance has emerged in that pilots have lost their actual decision-making authority as well as their ability to act in an adequate fashion towards meeting their responsibilities when unexpected circumstances or emergencies occur. Across the literature in human factor studies, we show how automated algorithmic technologies have wrestled control away from (...) airline pilots. The inter-related ethical and pragmatic consequences resulting from such a dissonance are presented. This includes pilots serving as ‘legal sponges’, being caught in ‘moral crumple zones’, as well as real impacts on safety and well-being of passengers and crew. One potential avenue presented in the literature involves a redistribution of responsibility towards all agential entities within the cockpit system. We discuss the possible pitfalls to this approach, including the reinforcement of pilot skills erosion as well as technology’s own limitations in adaptively dealing with unexpected circumstances. We justify our position by showing how algorithmic technology’s representational frames mask or severely limit the pilots’ natural reflex to ‘practically cope’ and gain an ‘optimal grip’ with a given context/situation at hand. Here, we present the concept of relevant or meaningful control, which pilots, when allowed to develop their natural brain-body reflexes, gain across gradual mastery of the aircraft. Finally, we propose a socio-technical design approach in which pilots can re-appropriate full human meaningful control of the aircraft, thus allowing them to meet their attributed responsibilities. (shrink)

Part charlatan, part wunderkind, and part learned scholastic, Fernando of Cordova burst upon the European scene in 1444-1446 when he traveled to different parts of Europe. He astounded audiences by his command of the subject matter in all univ. subjects, his mastery of oriental languages, his skill in painting, music, and instrument making, and his expertise in knightly warfare. After disappearing in 1446, he reappeared in 1466 as a Roman curialist active in several controversies. He died in 1486. Fernando's (...) philosophical, theological, and scientific writings cover a wide range of topics important to his age, and his biography has a special value because of what he did and whom he impressed in his travels in the cities, courts, and universities of Europe. (shrink)

Under the vision of music education philosophy, we construct a practical path that conforms to the philosophy of music education and effectively improves students’ music literacy, and comprehensively assess the actual effect of music education in promoting students’ aesthetic literacy enhancement and comprehensive personality development. When determining the weights of the evaluation indicators of education and cultivation, a judgement matrix is constructed using the hierarchical analysis method, and a nine-quartile relative importance ratio scale standard is used to compare the importance (...) of each indicator. A consistency test was conducted to ensure the reasonableness of the judgement matrix. The evaluation results show that the aesthetic critical thinking score of 91.7 reaches the excellent level, indicating that students are enough to think independently, analyse the advantages and disadvantages of musical works, and form their own aesthetic judgments. Music aesthetic perception, music history and culture understanding, and music performance skills mastery were in the good grade with scores of 85.3, 78.9 and 87.5 respectively. Musical aesthetic creativity 76.2 reflects that students have some room for upward movement in music creation. Moral Values and Sense of Responsibility 89.4, indicating that students have achieved remarkable results in the development of moral values and sense of responsibility. Intercultural Communication and Understanding, 67.5, is near the lower end of the pass mark and requires greater educational efforts in this area. The results of the data and the grades are used to formulate targeted music education strategies, including strengthening the cultivation of aesthetic critical thinking, enhancing the cultivation of emotion and mood management skills, and improving self-awareness and intercultural communication skills, in order to jointly promote the synergistic development of aesthetic education and personality cultivation. (shrink)

There is an overlooked similarity between three classic accounts of the conditions of object experience from three distinct disciplines. Sociology: the “inversion” that accompanies discovery in the natural sciences, as local causes of effects are reattributed to an observed object. Psychology: the “externalization” that accompanies mastery of a visual–tactile sensory substitution interface, as tactile sensations of the proximal interface are transformed into vision-like experience of a distal object. Biology: the “projection” that brings forth an animal’s Umwelt, as impressions on (...) its body’s sensory surfaces are reconfigured into perception of an external object. This similarity between the effects of scientific practice and interface-use on the one hand, and of sensorimotor interaction on the other, becomes intelligible once we accept that skillful engagement with instruments and interfaces constitutes a socio-material augmentation of our basic perceptual capacity. This enactive interpretation stands in contrast to anti-realism about science associated with constructivist interpretations of these three phenomena, which are motivated by viewing them as the internal mental construction of the experienced object. Instead, it favors a participatory realism: the sensorimotor basis of perceptual experience loops not only through our body, but also through the external world. This allows us to conceive of object experience in relational terms, i.e., as one or more subjects directly engaging with the world. Consequently, we can appreciate scientific observation in its full complexity: it is a socio-materially augmented process of becoming acquainted with the observed object that—like tool-use and perceiving more generally—is irreducibly self, other-, and world-involving. (shrink)

This article explores how high-functioning children with autism navigate in the social world, specifically how they orient in the realm of norms and standards. In particular, this investigation focuses on rule violations episodes and sheds light on how these children account for their conduct and position themselves in the moral framework. This analysis shows that high-functioning children with autism can actively engage in discourse about norms and transgressions in an initiatory capacity, thereby displaying a mastery of social rules as (...) a guide for appropriate conduct and interpretation of others’ behavior. Furthermore, this article argues that these social skills are linked with the ability to operate with sequentially based understandings: Prior courses of action constitute for the autistic children the fundamental source for reaching an understanding of the normative mechanics of everyday life, and subsequently for constructing their own lines of conduct and themselves as moral agents. (shrink)

During each school semester, students face an onslaught of material to be learned. Students work hard to achieve initial mastery of the material, but when they move on, the newly learned facts, concepts, and skills degrade in memory. Although both students and educators appreciate that review can help stabilize learning, time constraints result in a trade-off between acquiring new knowledge and preserving old knowledge. To use time efficiently, when should review take place? Experimental studies have shown benefits to (...) long-term retention with spaced study, but little practical advice is available to students and educators about the optimal spacing of study. The dearth of advice is due to the challenge of conducting experimental studies of learning in educational settings, especially where material is introduced in blocks over the time frame of a semester. In this study, we turn to two established models of memory—ACT-R and MCM—to conduct simulation studies exploring the impact of study schedule on long-term retention. Based on the premise of a fixed time each week to review, converging evidence from the two models suggests that an optimal review schedule obtains significant benefits over haphazard (suboptimal) review schedules. Furthermore, we identify two scheduling heuristics that obtain near optimal review performance: (a) review the material from μ-weeks back, and (b) review material whose predicted memory strength is closest to a particular threshold. The former has implications for classroom instruction and the latter for the design of digital tutors. (shrink)