Accounting for Place and Space

1985 ◽  
Vol 3 (4) ◽  
pp. 447-460 ◽  
Author(s):  
J Shotter
Keyword(s):  
Technical Skills ◽  
Social Practices ◽  
Theoretical Knowledge ◽  
Social Activities ◽  
Place And Space ◽  
Knowing How ◽  
The Third ◽  
Knowing That

It is proposed that social practices—practical social activities—involve a kind of knowledge distinct both from technical skills (knowing-how) and the application of theoretical knowledge (knowing-that); they involve a knowing of the third kind (knowing-from), a contextual form of knowing from within a situation which takes into account, in what is known, the situation within which it is known. Such a kind of knowledge cannot be communicated in the form of theories, only in the form of narrative accounts. The nature of how people are placed in or determined by their surroundings, and the space of possibilities open to them for further action, are discussed.

scholarly journals Volume Introduction: Gilbert Ryle on Propositions, Propositional Attitudes, and Theoretical Knowledge

2017 ◽  
Vol 5 (5) ◽  
Author(s):  
Julia Tanney
Keyword(s):  
Propositional Attitudes ◽  
Mechanistic Explanation ◽  
Mental States ◽  
Theoretical Knowledge ◽  
Special Volume ◽  
Knowing How ◽  
Knowing That ◽  
Theories Of Meaning ◽  
Contemporary Epistemology ◽  
States Of Knowledge

In the introduction to the special volume, Gilbert Ryle: Intelligence, Practice and Skill, Julia Tanney introduces the contributions of Michael Kremer, Stina Bäckström and Martin Gustafsson, and Will Small, each of which indicates concern about the appropriation of Ryle’s distinction between knowing-how and knowing-that in seminal work in contemporary epistemology. Expressing agreement with the authors that something has gone awry in these borrowings from Ryle, Tanney takes this criticism to a deeper level. She argues that the very notion of content-bearing, causally-efficacious mental states, let alone representational states of knowledge-that or knowledge-how, embodies the very presuppositions that Ryle calls into question in his rejection of classical theories of meaning and his related warning of the type-errors involved in conflating rational and mechanistic explanation. That these mental posits are presupposed, unchallenged, in today’s debates make his arguments against intellectualism particularly difficult to discern.

On Amnesia and Knowing-How

2008 ◽  
Vol 12 (1) ◽  
pp. 36-47 ◽  
Author(s):  
David Bzdak ◽  
Keyword(s):  
Amnesic Patient ◽  
Knowing How ◽  
The Third ◽  
Knowing That ◽  
New Knowledge

In this paper, I argue that Stanley and Williamson’s 2001 account of knowledge-how as a species of knowledge-that is wrong. They argue that a claim such as “Hannah knows how to ride a bicycle” is true if and only if Hannah has some relevant knowledge-that. I challenge their claim by considering the case of a famous amnesic patient named Henry M. who is capable of acquiring and retaining new knowledge-how but who is incapable of acquiring and retaining new knowledge-that. In the first two sections of the paper, I introduce the topic of knowledge-how and give a brief overview of Stanley and Williamson’s position. In the third and fourth sections, I discuss the case of Henry M. and explain why it is plausible to describe him as someone who can retain new knowledge-how but not new knowledge-that. In the final sections of the paper, I argue that Henry M.’s case does indeed provide a counterexample to Stanley and Williamson’s analysis of knowing-how as a species of knowing-that, and I consider and respond to possible objections to my argument.

Performers, Structure, and Ways of Knowing

2020 ◽  
pp. 381-386
Author(s):  
Daphne Leong
Keyword(s):  
Ways Of Knowing ◽  
Audience Reception ◽  
Musical Structure ◽  
Knowing How ◽  
The Third ◽  
Knowing That ◽  
The Creation ◽  
And Performance

This concluding chapter revisits the book’s theme: performers and a theorist, interacting on musical structure, manifesting ways of knowing. The book’s nine variations are seen as windows onto larger issues integral to the relation of analysis and performance. They group into three trios: the first moves from performance to analysis and explores questions of embodiment, the creation of structure, and understanding of notation; the second proceeds from analysis to performance and constructs metaphors of remembering, of contrapuntal motion, and of ritual and drama; and the third presents analysis and performance in tandem, conflicting, fusing, and impacting audience reception. Further dimensions of knowledge are explored and related to wissen (knowing that), können (knowing how), and kennen (knowing, as in knowing a person). Analysis, performance, and the endeavor to relate the two are described as activities, meaningful in their particularity.

scholarly journals Emergent Knowledge in the Third Space of Art-Science

Leonardo ◽  
2020 ◽  
Vol 53 (3) ◽  
pp. 321-326 ◽  
Author(s):  
Lizzie Muller ◽  
Lynn Froggett ◽  
Jill Bennett
Keyword(s):  
Third Space ◽  
Shared Experience ◽  
Disciplinary Boundaries ◽  
The Public ◽  
The Third ◽  
Knowing That ◽  
Participant Experience ◽  
Visual Matrix ◽  
Affective Dimensions ◽  
Emergent Knowledge

The locus of encounter between art, science and the public can be conceptualized as third space—a generative site of shared experience. This article reports on a group-based psychosocial method led by imagery and affect—the visual matrix—that enables researchers to capture and characterize knowledge emerging in third space, where disciplinary boundaries are fluid and there is no settled discourse. It presents an account of the visual matrix process in the context of an artscience collaboration on memory and forgetting. The authors show how the method illuminates aesthetic and affective dimensions of participant experience and captures the emerging, empathic and ethical knowing that is characteristic of third space.

Knowing-How and Knowing-That

2008 ◽  
Vol 3 (3) ◽  
pp. 451-470 ◽  
Author(s):  
Jeremy Fantl
Keyword(s):  
Knowing How ◽  
Knowing That

Knowing How, Knowing That, Knowing Technology

2014 ◽  
Vol 28 (4) ◽  
pp. 553-565 ◽  
Author(s):  
Per Norström
Keyword(s):  
Knowing How ◽  
Knowing That

scholarly journals The Role of Imperial Women in the Monetary Distributions (Liberalitas) in Rome in the Light of Numismatic Sources

2019 ◽  
Vol 37 (1) ◽  
pp. 5-24
Author(s):  
Katarzyna Balbuza
Keyword(s):  
Social Policy ◽  
Considerable Importance ◽  
Third Century ◽  
Social Activities ◽  
Active Involvement ◽  
The Third ◽  
The People ◽  
Participation Of Women ◽  
The Feminine

Abstract Liberalitas was one of the most important forms of social activities of the Roman emperors. In quantitative terms, it is also one of the five most important imperial virtues. It appeared on coins as Liberalitas Augusti, which gave this virtue an additional, divine dimension. The first Empress to depict the idea of imperial generosity on the coins issued on her behalf was Julia Domna. In this respect, her liberalitas coins mark a breakthrough in the exposition of this imperial virtue. The well-known female liberalitas coin issues, or imperial issues with empresses’ portraits, date back to the third century and clearly articulate the liberalitas, both iconographically and literally, through the legend on the reverse of the coin. Other coins, issued on behalf of the emperors (mainly medallions), accentuate in some cases (Julia Mamaea, Salonina) the personal and active participation of women from the imperial house in congiarium-type activities. The issues discussed and analysed, which appeared on behalf of the emperors or the imperial women – with a clear emphasis on the role of women – undoubtedly demonstrate the feminine support for the emperor’s social policy towards the people of Rome, including the various social undertakings of incumbent emperors, to whom they were related. They prove their active involvement and support for the image of the princeps created by the emperors through the propaganda of virtues (such as liberalitas). The dynastic policy of the emperors, in which the empresses played a key role, was also of considerable importance.

scholarly journals La industria española de defensa ante los nuevos conflictos: capacidades a aportar

2021 ◽  
Vol 7 (2) ◽  
pp. 63-81
Author(s):  
Christian Villanueva
Keyword(s):  
The Other ◽  
Republic Of China ◽  
The Third ◽  
Us Military ◽  
Knowing That ◽  
The Us ◽  
Revolution In Military Affairs ◽  
The Russian Federation ◽  
Military Revolution ◽  
Criminal Groups

Conflicts such as Nagorno-Karabakh, the Donbas, Libya, Syria and Yemen have shown that even in such different scenarios, the diffusion of the key advances that were at the heart of the Revolution in Military Affairs is a fact. Moreover, most of these advances are so well established that they are now in daily use not only by many states, but also by their proxies and even by transnational terrorist and criminal groups. This phenomenon is intimately associated with the erosion of US military superiority, a country that is seeing how the People's Republic of China or the Russian Federation, but also North Korea or Iran, are capable of challenging the former superpower. In this scenario, aware of the need to compensate for the advances made by the other players, the US has launched a series of initiatives, such as the Third Offset Strategy, aimed at achieving new technological and arms developments that could lead to a new Revolution in Military Affairs or, perhaps, a full-fledged Military Revolution. In this complex context, in which conflicts fought with inherited means will converge with new weapons, systems and platforms and with the entry into service of developments that we cannot yet imagine, the Spanish defence industry will have to struggle to survive, knowing that its main customer - the Spanish Ministry of Defence - is in a very delicate situation in terms of facing this new stage.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS LANGUE-CULTURE : REPRÉSENTATIONS, ENJEUX ET CHOIX

FRANCISOLA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Razika BENTAYEB
Keyword(s):  
National Identity ◽  
Foreign Language ◽  
Educational Institution ◽  
Premier Lieu ◽  
Mots Clés ◽  
The Third ◽  
Knowing That ◽  
Teaching Learning

RÉSUMÉ. S’il est légitime que chaque langue-culture en tant que système ait ses défenseurs qui veillent à la préserver en gagnant plus d’espace par rapport à d’autres systèmes, la classe du français langue étrangère, dans le contexte algérien, se présente comme un des lieux de rencontre des langues-cultures, d’échanges mais aussi de tensions, voulu par les politiques comme un lieu de défense et de préservation. Sachant que l’institution éducative algérienne veille à la formation de la personnalité des apprenants en prenant en charge en premier lieu les valeurs identitaires qui se déploient à travers la notion d’algérianité; ainsi préserver la culture des apprenants c’est préserver l’algérianité de ces derniers. Mais, en quoi et comment peut-elle contribuer à la préservation des intérêts identitaires nationaux à travers l’enseignement d’une langue étrangère à savoir le FLE ? Les résultats de l’analyse du manuel scolaire de français de la 3ème AS ont démontré que l’institution éducative algérienne propose un enseignementapprentissage du français langue étrangère réduit de sa substance culturel alors que les didacticiens insistent plus que jamais sur le fait que l’on ne peut enseigner-apprendre une langue sans sa culture. Mots-clés : FLE, l’écart, institution éducative, manuel scolaire, représentation.  ABSTRACT. While it is legitimate that each language-culture as a system has its defender who are careful to preserve it by gaining more space compared to other systems, the class of French as a foreign language, in the Algerian context, presents itself as one of the meeting places of languages and cultures, exchanges but also tensions, wanted by politicians as a place of defense and preservation. Knowing that the Algerian educational institution is concerned with the formation of personality, which is the first component of the overall profile, learners in the first name in charge first of all of the identity values deployed through the notion of Algerianism; Thus preserving the culture of the learners is preserving the algerianity of the latter. However, what and how can it contribute to the preservation of national identity interests through the teaching of a foreign language, the FLE? The results of the analysis of the French textbook of the third ASE showed that the educational institution proposes a teaching-learning of the FLE reduced of its cultural substance whereas the didacticians insist that one can not teach- Learn a language without her culture. Keywords : educational institution, FLE, gap, representation, textbook

scholarly journals Skill, Drill, and Intelligent Performance: Ryle and Intellectualism

2017 ◽  
Vol 5 (5) ◽  
Author(s):  
Stina Bäckström ◽  
Martin Gustafsson
Keyword(s):  
Current Debate ◽  
Regress Argument ◽  
Knowing How ◽  
Know How ◽  
Dispositional Account ◽  
Knowing That ◽  
Category Distinction

In this paper, we aim to show that a study of Gilbert Ryle’s work has much to contribute to the current debate between intellectualism and anti-intellectualism with respect to skill and know-how. According to Ryle, knowing how and skill are distinctive from and do not reduce to knowing that. What is often overlooked is that for Ryle this point is connected to the idea that the distinction between skill and mere habit is a category distinction, or a distinction in form. Criticizing the reading of Ryle presented by Jason Stanley, we argue that once the formal nature of Ryle’s investigation is recognized it becomes clear that his dispositional account is not an instance of reductionist behaviorism, and that his regress argument has a broader target than Stanley appears to recognize.

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