scholarly journals Knowing, Knowing Perspicuously, and Knowing How One Knows

2021 ◽  
Vol 98 (4) ◽  
pp. 530-543
Author(s):  
Guy Longworth
Keyword(s):  
Sensory Experience ◽  
Interface Condition ◽  
Main Question ◽  
Knowing How ◽  
Know How

Abstract In Knowing and Seeing, Michael Ayers presents a view of what he calls primary knowledge according to which one who knows in that way both knows perspicuously and knows how they know. Here, I use some general considerations about seeing, knowing, and knowing how one knows in order to raise some questions about this view. More specifically, I consider some putative limits on one’s capacity to know how one knows. The main question I pursue concerns whether perspicuity should be thought of either (i) as a condition of sensory experience, (ii) as a condition of sense-based cognition, or (iii) as an interface condition, involving interrelations between sensory experience and sense-based cognition.

scholarly journals ‘Knowing How’ in Slovene: Treading the Other Path

Slovene ◽  
2017 ◽  
Vol 6 (1) ◽  
pp. 95-117 ◽  
Author(s):  
Barbara Sonnenhauser
Keyword(s):  
Point Of View ◽  
The Other ◽  
Peculiar Feature ◽  
Linguistic Expression ◽  
Knowing How ◽  
Know How ◽  
Slavic Languages ◽  
Modal Verb ◽  
Contemporary Standard

For the linguistic expression of the concept of knowledge, the Slavic languages use verbs deriving from the Indo-European roots *ĝnō and *ṷei̭d. They differ in terms of the availability of both types of verbs in the contemporary standard languages and in terms of their semantic range. As will be shown in this paper, these differences are interesting not only from a language-specific lexicological point of view, but also in the context of the intersection of lexicon and grammar. Covering the domain of ‘knowing how,’ the *ĝnō-based verb in Slovene (znati) has been extending into the domain of possibility and, on this basis, developing into a modal verb. While this development is not surprising from a typological point of view, it is remarkable from a Slavic perspective, since this particular grammaticalisation path towards possibility is otherwise unknown to Slavic. This peculiar feature of Slovene, which most probably relates to its long-lasting and intensive contact with German, is illustrated in the present paper by comparing Slovene to Russian on the basis of three main questions: 1) the semantic range of vedeti / vedatʹ and znati / znatʹ, 2) the lexicalisation of ‘know how,’ and 3) the relation between knowledge, ability, and possibility. The focus is on contemporary Slovene and Russian, leaving a detailed diachronic investigation and the further embedding into a larger Slavic and areal perspective for future analyses.

scholarly journals Heteronomy of architecture

2021 ◽  
pp. 337-359
Author(s):  
Maria Pilar Vettori
Keyword(s):  
Daily Basis ◽  
Great Pleasure ◽  
Knowing How ◽  
Know How ◽  
The People ◽  
Way Of Knowing ◽  
The Way

I’m not calling today about the competition we are holding for Reinventing Cities here in Lambrate - I am calling to ask you if you would like it if we had a dialogue together on the Heteronomy of Architecture. Benedetta Tagliabue: Hello Matteo! Don’t even talk about it, everything is so sad. You know just how important it is for me to travel and meet people all the time... in person. Dialogue? Absolutely! But... what is this “heteronomy”? You don’t mean it’s something that excludes someone? You know I don’t like it...   M.R. Come on, we’ve known each other for years! Look, it’s exactly the opposite. A very interesting concept which Giancarlo De Carlo summed up well in a sentence I am going to read to you. «As you can tell as you listen, one cannot help but think of your way of knowing, investigating and reading the places and cities in which you design. It is also impossible not to think of how you live together with others, and how this has always been the way you live architecture on a daily basis, and how you know how to transmit it and build it together with all the people you meet: collaborators, citizens, users, clients, politicians, artists, producers of materials, craftsmen, friends, etc. [...]». B.T. Oh well... I was actually joking a bit, you know it amuses me. I remembered this idea of Giancarlo’s from when I was studying at the Faculty of Architecture in Venice, and I was struck by his strength and energy in knowing how to interpret it at its best and translate it into splendid practice on many occasions. Thank you also for your kind words, it was so kind of you to have thought of me. It certainly is an interesting theme to delve into in a monographic issue of a magazine, and I would like to congratulate those who thought of it. So... Yes, I like it: let’s dialogue! You already know that we’ll have to talk again a few times. M.R. Of course I know... it’s always a great pleasure!

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.

A thinking model for deductive proof

1975 ◽  
Vol 22 (3) ◽  
pp. 222-224
Author(s):  
Paul Shoecraft
Keyword(s):  
Elementary School ◽  
Daily Living ◽  
Daily Life ◽  
School Mathematics ◽  
Knowing How ◽  
Elementary School Mathematics ◽  
Know How ◽  
Deductive Proof ◽  
Addition Facts

The objectives of elementary school mathematics fall under one of two headings—knowing or knowing how. “Knowing” refers to that core of facts, concepts, and processes believed essential for all students to master (e.g., the addition facts, the concept of addition, the addition algorithm). “Knowing how” refers to those problemsolving skills by which the facts, concepts, and processes are put to use (e.g., solving verbal problems in addition, solving addition problems in daily living, proving theorems associated with addition). The teaching of these skills is the ultimate aim of elementary school mathematics, since what we know cannot be applied in daily life unless we know how to use it.

scholarly journals Efectos del método acuático comprensivo en estudiantes de 6 y 7 años

2018 ◽  
Vol 2 (3) ◽  
pp. 27-36
Author(s):  
Luciane De Paula Borges ◽  
Juan Antonio Moreno Murcia
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Control Group ◽  
Global Knowledge ◽  
Registration System ◽  
Knowing How ◽  
Know How ◽  
Types Of Knowledge ◽  
Post Test ◽  
Experimental Group

Antecedentes: A lo largo de las últimas décadas ha existido una preocupación constante por buscar nuevas formas de seducir a los estudiantes para el aprendizaje de los contenidos relacionados con la educación física a través de las actividades acuáticas escolares.Objetivos: El objetivo del estudio consistió en comprobar el efecto de una Metodología Acuática Comprensiva con apoyo a la autonomía sobre los saberes (saber, saber hacer, saber ser y saberes globales) en un grupo de estudiantes en clases de educación física en el medio acuático de 6 y 7 años de edad.Método: Los participantes fueron 80 estudiantes de 6 y 7 años. Se utilizó un diseño casi-experimental con un grupo control y un grupo experimental. El grupo control estuvo compuesto por 38 estudiantes, donde 20 eran chicos y 18 eran chicas y el grupo experimental, compuesto por 42 estudiantes, donde 25 eran chicos y 17 eran chicas. Se les midió a través de tres instrumentos que se diseñaron de forma específica para este estudio que recogían medidas del saber, saber hacer, saber ser y saberes globales. Al grupo experimental se le aplicó el Método Acuático Comprensivo (MAC) durante ocho meses (20 clases).Resultados: Tras las distintas fases de análisis, construcción y validez, el sistema de registro permitió obtener un buen sistema de medida de los saberes. Después de la intervención, el grupo experimental presentó diferencias en todos los saberes, siempre siendo mejor el resultado en el post-test. El grupo control también presentó diferencias en los saberes, siendo peores los resultados en el post-test.Conclusiones: Los instrumentos diseñados para validar el saber, saber hacer, saber ser y saberes globales presentaron adecuadas medidas psicométricas. La metodología activa (Método Acuático Comprensivo), ha mostrado mejores efectos sobre el aprendizaje del saber, saber hacer, saber ser y saberes globales en las actividades acuáticas en estudiantes de 6-7 años en clases de educación física.Palabras clave: actividades acuáticas, método, educación, actividades acuáticas escolar, autonomía. Title: Effects of the Comprehensive Aquatic Method on 6 and 7-year-old studentsAbstractBackground: Over the last few decades, there has been a constant concern about how to make the contents of physical education through water activities more appealing to school students.Goals: The objective of this study was to verify the effect of a Comprehensive Aquatic Methodology with autonomy support on types of knowledge (know-how, knowing how to do it, knowing how to be and global knowledge) in a group of 6 and 7-year-old students in physical education classes in an aquatic environment.Method: Eighty 6 and 7-year-old students participated. A quasi-experimental design was used with a control group and an experimental group. The control group consisted of 38 students, 20 of which were boys and 18 were girls and the experimental group consisted of 42 students, 25 of which were boys and 17 were girls. They were measured through three specifically designed instruments that collected measurements of know-how, knowing how to do it, knowing how to be and global knowledge. The experimental group was taught through the Comprehensive Aquatic Method (MAC) for eight months (20 classes).Results: After the different phases of analysis, construction and validity, through the registration system it was possible to obtain a good system for measuring the types of knowledge. After the intervention, the experimental group presented differences in all types of knowledge, and results were always better in the post-test. The control group also presented differences in all types of knowledge, with worse results in the post-test.Conclusions: The instruments, designed to validate know-how, knowing how to do it, knowing how to be and global knowledge, presented adequate psychometric measures. The active methodology (Comprehensive Aquatic Method) has shown better effects on acquiring know-how, knowing how to do it, knowing how to behave and global knowledge in aquatic activities in 6 and 7-year-old students in physical education classes. Key words: aquatic activities, method, education, school water activities, autonomy.Titulo: Efeitos do Método Aquático Compreensivo em estudantes de 6 e 7 anosResumo Introdução: Ao longo das últimas décadas tem havido uma preocupação constante de procurar novas maneiras de seduzir os alunos a aprender os conteúdos relacionados à educação física através das atividades de aquáticas escolar.Objetivos: o objetivo do estudo foi verificar o efeito de uma Metodologia Aquática Compreensiva com apoio à autonomia sobre o conhecimento (saber, saber como fazer, saber como ser e o conhecimento global) em um grupo de alunos em aulas de educação física no meio aquático 6 e 7 anos de idade.Método: os participantes eram 80 alunos de 6 e 7 anos de idade. Um projeto quase experimental, foi utilizado com um grupo controle e um grupo experimental. O grupo de controle consistiu em 38 alunos, onde 20 eram meninos e 18 eram meninas e o grupo experimental, composto por 42 alunos, onde 25 eram meninos e 17 eram meninas. Eles foram medidos através de três instrumentos que foram desenhado especificamente para este estudo que medida o conhecimento do saber, saber como fazer y saber como ser e o conhecimento global. Em o grupo experimental foi aplicado o Método Aquático Compreensivo (MAC) durante oito meses (20 aulas).Resultados: após as diferentes fases de análise, construção e validade, o sistema de registro permitiu obter um bom sistema de medição do conhecimento. Após a intervenção, o grupo experimental apresentou diferenças em todo os conhecimentos, sendo o resultado sempre melhor no pós-teste. O grupo de controle também apresentou diferenças nos conhecimentos, sendo pior os resultados no pós-teste.Conclusões: os instrumentos desenhado para validar o conhecimento do saber, saber como fazer y saber como ser e o conhecimento global apresentaram medidas psicométricas adequadas. A metodologia ativa (Método aquático Compreensivo) mostrou melhores efeitos na aprendizagem de conhecimento do saber, saber como fazer y saber como ser e o conhecimento global em atividades aquáticas em estudantes de 6-7 anos em aulas de educação física.Palavras-chave: atividades aquáticas, método, educação, atividades de aquáticas escolar, autonomia.

scholarly journals Forms of Public Communication That are Written to Build Relations Between The Audience and Governmental Institutions: A Case Study of Governmental Institutions' Electronic Sites

2021 ◽  
Vol 8 (4) ◽  
pp. 250-274
Author(s):  
Shokhan Abubakr Ali
Keyword(s):  
Public Relations ◽  
Public Communication ◽  
Main Question ◽  
Main Site ◽  
The Public ◽  
Know How ◽  
Governmental Institutions ◽  
Appeals Court ◽  
Popular Writing

The electronic site is one of the latest forms of communication facilities that governmental institutions use to establish public relations with their audiences. Governmental institutions utilize a variety of services and initiatives to develop good relationships with their audiences. To bring their work and actions to the majority of the public, they use various forms of mass media. The title of this research (Forms of public communication that are written to build relations between the audience and governmental institutions: a case study of governmental institutions' electronic sites). The significance of this research has focused on all of the subjects reported on the official websites of governmental institutions, as well as the review of the subjects and all of the aspects to know how to write the subjects and to be aware of all of the activities that the institutions conduct. Thus, all organizations must maintain their main sites and be able to better guide their matters to the public, which is one of the most critical circles of contact between governmental institutions and local and international audiences. The main question of this study is to determine what type of public relations writing is used, in which area, and what governmental institutions' activities are. The study aims to demonstrate the most popular writing styles and genres for public relations, as well as to be aware of the principles of writing, and to illustrate the subjects and actions that the institution does. Knowing the details and specifics of the topics published on the institution's website is also essential. This thesis is a descriptive study using the content analysis approach, intending to analyze the subjects of the main site of the governmental institutions in Sulaimaniyah. For this reason, the Directorate of the Sulaimaniyah Appeals Court, the Passport Office of Sulaimaniyah Province, and the Sulaimaniyah Traffic Directorate have set out all matters for six months from December ١, ٢٠١٩ to January ٦, ٢٠٢٠. As a consequence, the working style is one of the methods that the three institutions have used most often, and the articles written adhere to the standards of public relations writing. The majority of their activities included (visiting, conferences, courses, gathering) the majority of their publications, and then mentioning the institution's services, which were solely focused on news.

scholarly journals Portuguese agriculture and its role in multifunctional rural development

2011 ◽  
Vol 5 (1-2) ◽  
pp. 39-46 ◽  
Author(s):  
Maria Raquel Ventura-Lucas ◽  
Carlos Marques ◽  
Maria De Belém Martins ◽  
Rui Fragoso
Keyword(s):  
Rural Development ◽  
Market Orientation ◽  
Economic Conditions ◽  
Main Question ◽  
Know How ◽  
Societal Expectations

Paper aims to demonstrate the ability or inability of Portuguese agriculture to respond to changing economic conditions as well as societal expectations and demands. The main question is to know how the CAP’s evolutions through a policy with a double emphasis – on market orientation and competitiveness and on sustainability.

Group Know-How

2018 ◽  
Author(s):  
S. Orestis Palermos ◽  
Deborah P. Tollefsen
Keyword(s):  
Team Performance ◽  
Distributed Cognition ◽  
Jazz Improvisation ◽  
Knowing How ◽  
Know How ◽  
Natural Place ◽  
Alternative Approach ◽  
Sports Team ◽  
Individual Knowledge ◽  
Potential Link

While mainstream epistemology has recently turned its focus on individual know-how (e.g., knowing-how to swim, ride a bike, play chess, etc.), there is very little, if any, work on group know-how (e.g., sports-team performance, jazz improvisation, knowing-how to tango, etc.). This chapter attempts to fill the gap in the existing literature by exploring the relevant philosophical terrain. It starts by surveying recent debates on individual knowledge-how and argues that group know-how (G-KH) cannot always be reduced to individual knowledge-how. Rather, certain cases of G-KH call for a non-reductive analysis. A natural place to look for a theory of irreducible G-KH is the literature on joint intentionality and distributed cognition. First, the chapter explores what a joint intentionality approach to G-KH might look like. Then it considers an alternative approach that views G-KH as a form of distributed cognition. Finally, the chapter discusses a potential link between the two approaches.

scholarly journals Knowing How One Knows

2019 ◽  
Vol 10 (2) ◽  
pp. 195-205
Author(s):  
Giovanni Rolla ◽  
Keyword(s):  
Actual World ◽  
Possible Worlds ◽  
Practical Knowledge ◽  
Propositional Knowledge ◽  
Knowing How ◽  
Know How ◽  
First Order ◽  
Kk Principle

In this paper, I argue that knowledge is dimly luminous. That is: if a person knows that p, she knows how she knows that p. The argument depends on a safety-based account of propositional knowledge, which is salient in Williamson’s critique of the ‘KK’ principle. I combine that account with non-intellectualism about knowledge-how – according to which, if a person knows how to φ, then in nearly all (if not all) nearby possible worlds in which she φes in the same way as in the actual world, she only φes successfully. Thus, the possession of first-order propositional knowledge implies secondorder practical knowledge, and this can be iterated. Because of the assumed nonintellectualism about know-how, dim luminosity does not imply bright luminosity about knowledge, which is expressed by the traditional KK principle. I conclude by considering some potential counterexamples to the view that knowledge is dimly luminous.

Menghitung Penjualan Sepeda Motor Domestic Tahun 2019 Menggunakan Metode Simple Moving Average

2020 ◽  
Author(s):  
Rendy Alfianto ◽  
Indah Mustika Sary ◽  
Ade Azhari
Keyword(s):  
Average Method ◽  
Moving Average ◽  
Knowing How ◽  
Know How ◽  
Margin Of Error ◽  
The Future

Knowing how many products are sold in a few months or years is helpful to know if the products sold by the company are experiencing a downturn or decline. In helping to know how many products will be sold in the future can use the Moving Average method, here we want to forecast motorcycle sales with moving average method and get different results with what has been predicted. These different results are commonly referred to as Margin of Error.

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