The Routledge handbook of philosophy of skill and expertise / edited by Ellen Fridland and Carlotta Pavese.

Format:

Book

Contributor:

Fridland, Ellen, editor.

Pavese, Carlotta, editor.

Series:

Routledge handbooks in philosophy.

Routledge handbooks in philosophy

Language:

English

Subjects (All):

Philosophy.

Knowledge, Theory of.

Ability.

Physical Description:

1 online resource (543 pages).

Edition:

1st ed.

Place of Publication:

Abingdon, Oxon ; New York, NY : Routledge, 2021.

Summary:

"Philosophical questions surrounding skill and expertise can be traced back as far as Ancient Greece, China, and India. In the twentieth century skilled action was an important factor in the work of phenomenologists such as Heidegger and Merleau-Ponty and analytic philosophers including Gilbert Ryle. However, as a subject in its own right it has, until now, remained largely in the background. The Routledge Handbook of Philosophy of Skill and Expertise is an outstanding reference source and the first major collection of its kind, reflecting the explosion of interest in the topic recent years. Comprising thirty-nine chapters written by leading international contributors, the Handbook is organised into six clear parts: Skill in the History of Philosophy (East & West) Skill in Epistemology Skill, intelligence, and agency Skill in Perception, Imagination, and Emotion Skill, Language, and, Social Cognition Skill and Expertise in Normative Philosophy. Essential reading for students and researchers in philosophy of mind and psychology, epistemology and ethics, The Routledge Handbook of Philosophy of Skill and Expertise is also suitable for those in related disciplines such as social psychology and cognitive science. It is also relevant to those who are interested in conceptual issues underlying skill and expertise in fields such as sport, the performing arts, and medicine"-- Provided by publisher.

Contents:

Cover

Half Title

Series Information

Title Page

Copyright Page

Table of contents

List of Contributors

Acknowledgments

Introduction to The Routledge Handbook of Philosophy of Skill and Expertise

I.1 Skill in the history of philosophy (East &amp

West)

I.1.1 Skill in the history of Eastern philosophy

I.1.2 Skill in history of Western philosophy

I.2 Skill in epistemology

I.3 Skill, intelligence, and agency

I.4 Skill in perception, imagination, and emotion

I.5 Skill, language, and social cognition

I.6 Skill and expertise in normative philosophy

Note

References

Part I Skill in the history of philosophy (East and West)

1 Skill and Virtuosity in Buddhist and Daoist Philosophy

1.1 Upay in the Lotus Sutra

1.2 Upaya in teaching: the Vimalakirtinirdesa-sutra and Sa.dhinirmocana-sutra

1.3 Ethical skill, perception and perfection on the bodhisattva path

1.4 Skill in Daoist thought

1.5 Skill and karatedo

1.6 Skill, spontaneity and the virtuoso life

1.7 Conclusion

Notes

2 Skill and expertise in three schools of classical Chinese thought

2.1 Skill in craft and performance

2.2 Ethical expertise

2.3 Concluding thoughts/future research

3 Volition, action, and skill in Indian Buddhist philosophy

3.1 Introduction

3.2 Volition, action, and the skillful

3.3 Actions, agency, agents

3.4 Wisdom and skillful means

3.5 Selflessness and liberated action

3.6 Conclusion

4 Technē in the Platonic dialogues

5 Technê in Aristotle's taxonomy of knowledge

5.1 Introduction

5.2 The place of technê within knowledge

5.3 The definition of technê

5.4 Technê and practical wisdom: the distinctions

5.4.1 Technê, ends and deliberation

5.4.2 Technê, ends and production.

Notes

Further reading

6 Mendelssohn and Kant on virtue as a skill

6.1 Introduction

6.2 Mendelssohn and the "modern doctrine of skills"

6.3 Mendelssohn on virtue as a skill

6.4 Kant's qualified endorsement of the skill model of virtue

6.5 Conclusion

7 Gilbert Ryle on skill as knowledge-how

7.1 Introduction

7.2 Knowing how and knowing that, "intellectualism," and "practicalism"

7.3 The regress

7.4 Gradability and learning

7.5 Ryle's positive conception of knowledge-how

7.6 Learning by doing: habits versus intelligent powers, skills versus competences

7.7 The role of the teacher

7.8 A case study

7.9 The role of knowledge-that in skill

7.10 Perceptual and intellectual skills

7.11 Philosophy as a skill

8 Anscombe on action and practical knowledge

8.1 Introduction

8.2 Agential knowledge as non-observational

8.3 The object of agential knowledge

8.4 Agential knowledge as practical

8.5 Does agential knowledge depend on know-how?

8.6 Anscombean commitments regarding know-how

9 Hubert Dreyfus on practical and embodied intelligence

9.1 Introduction

9.2 Embodied intentionality vs. the "Standard Story"

9.3 A Sisyphean task?

9.4 Practical wisdom without rationality

Part II Skill in epistemology

10 Knowledge, skill and virtue epistemology

10.1 Knowledge, luck and cognitive skill

10.2 Types of virtue epistemology

10.3 Robust virtue epistemology

10.4 Anti-luck virtue epistemology

11 Skill and knowledge

11.1 Knowledge

11.2 Justification: the thinker with an envatted brain

11.3 Skill and competence

11.4 Possessing vs. manifesting skill (competence)

11.5 Gradability

11.6 Conclusion

References.

12 Know how and skill: The puzzles of priority and equivalence

12.1 Introduction

12.2 Intellectualism and (Kh≡Ab)

12.2.1 Intellectualism and (KhAb)

12.2.2 Intellectualism and (AbKh)

12.3 PA-intellectualism and (Kh≡Ab)

12.3.1 Dispositional attitudes

12.3.2 PA-intellectualism and (KhAb)

12.3.3 PA-intellectualism and (AbKh)

12.3.4 PA-intellectualism and (Kh≡Sk&lt

sub&gt

1&lt

/sub&gt

) and (Kh≡Sk&lt

2&lt

)

12.4 PA-intellectualism and priority

12.5 Conclusions

13 Knowledge as skill

13.1 A methodological point

13.2 A distinction

13.3 Introducing knowledge-practicalism

13.4 Knowledge and belief

13.5 Knowledge and justification

13.6 Knowledge and truth

13.7 Hyman's narrower knowledge-practicalism

13.8 Conclusion

Part III Skill, intelligence, and agency

14 Consciousness and skill

14.1 Introduction

14.2 Choking under pressure

14.3 Lightning-fast actions

14.4 Post-performance amnesia

14.5 The beauty of consciousness

14.6 Concluding cerebrations on the philosophical import of conscious skill

15 Embodied experience in the cognitive ecologies of skilled performance

15.1 Real experts

15.2 Research on embodied expertise

15.3 Ecologies and cues

15.4 Methods

15.5 Researcher-practitioners on expert embodied experience

15.6 Case study: Chloe Hosking's winning sprint

15.7 Learning from the cognitive ecologies of experts

Acknowledgements

16 Automaticity, control, and attention in skill

16.1 Introduction

16.2 The psychology of automaticity and control

16.3 The coarse grain: an analysis of automaticity and control

16.4 The fine grain: gradations in automaticity and control

16.5 Skill as such

16.6 Skill in attention.

17 Automatizing knowledge: Confusion over what cognitive neuroscience tells us about intellectualism

17.1 Introduction

17.2 Amnesia and automatization

17.3 Intelligent control policies

17.4 Conclusions

18 Practical representation

18.1 What is a mode of presentation?

18.2 Sensori-motor psychology and the Casio metaphor

18.3 Why posit practical representation?

18.4 From practical representations to practical concepts: the hierarchy of practical representation

18.5 Conclusions

19 The nature of skill: Functions and control structures

19.1 Introduction

19.2 Skills as functions

19.3 Kinds of control

19.3.1 Strategic control

19.3.2 Attention

19.3.3 Motor control

20 The intelligence of motor control

20.1 Introduction

20.2 Motivating the hybrid approach

20.3 Intelligence as flexibility

20.4 Two types of motor representation: motor programs and motor commands

20.5 Conclusion

21 The targets of skill, and their importance

21.1 Introduction

21.2 Skill at action

21.3 Moving beyond action

21.4 Games

21.5 Skill at games

21.6 Action-domains

21.7 Conclusion

Part IV Skill in perception, imagination, and emotion

22 Embodying expertise as a performer and perceiver: Insights from the arts and robotics

22.1 Linking action with perception

22.2 Expertise, embodiment, and the performing arts

22.2.1 Longstanding expertise

22.2.2 De novo (laboratory) expertise

22.2.3 Expertise, embodiment, and aesthetics

22.3 Skill and expertise insights to optimize human-robot interactions

22.3.1 From social cognition to social robotics

22.4 Conclusions

23 Motor representation and knowledge of skilled action.

23.1 Introduction

23.2 That skills matter for observational knowledge

23.3 The effects of skill depend on having capacities to represent actions motorically

23.4 An objection: motor representation and direction of fit

23.5 How do motor representations influence knowledge states?

23.6 Conclusion

24 Skill and expertise in perception

24.1 Introduction

24.2 Are motor skills constitutive of perceptual experience?

24.3 Are recognitional dispositions ever constitutive of perceptual experience?

24.4 How can perceptual attention reflect the subject's skill?

25 Perceptual skills

25.1 What are perceptual skills?

25.2 Perceptual expertise

25.3 Picture perception

25.4 The mechanisms of perceptual skills

25.5 Conclusion

Acknowledgement

26 Skill, visual prejudice, and know-how

26.1 Introduction

26.2 Cognitive penetration of vision

26.3 Control vs. automaticity

26.4 Skilled seeing

26.5 Skill and know-how

26.6 Intentional control

26.7 Conclusion

27 The skill of imagination

27.1 What is a skill?

27.2 Treating imagination as a skill

27.3 Objections

27.4 Concluding remarks

28 Emotion recognition as a social skill

28.1 Introduction

28.2 Skills

28.3 Standard accounts of emotion recognition

28.3.1 Evolved expression recognition

28.3.2 Accounts of social cognition

28.3.2.1 Theory Theory

28.3.2.2 Simulation Theory

28.3.2.3 Direct Perception

28.4 Assessing leading accounts of emotion recognition

28.4.1 Evolved expression recognition

28.4.2 Theory Theory

28.4.3 Simulation Theory

28.4.4 Direct Perception

28.5 A proposal: emotion recognition via scripts

28.5.1 Scripts

28.5.2 Scripted emotions.

28.5.3 Scripting emotion recognition.

Notes:

Description based on print version record.

ISBN:

1-351-72042-2

1-315-18080-4

1-351-72043-0

9781315180809

OCLC:

1145901032