Expert Impressions in Stoicism

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Máté Veres ◽  
David Machek
Keyword(s):  
Cognitive Development ◽  
Propositional Content ◽  
Wise Person ◽  
Living Well ◽  
The Way

Abstract We focus on the question of how expertise as conceived by the Stoics interacts with the content of impressions. In Section 1, we situate the evidence concerning expert perception within the Stoic account of cognitive development. In Section 2, we argue that the content of rational impressions, and notably of expert impressions, is not exhausted by the relevant propositions. In Section 3, we argue that expert impressions are a subtype of kataleptic impressions which achieve their level of clarity and distinctness due to the contribution of expertise. In Section 4, we argue that the expertise in living well not only allows the wise person to assent correctly but also affects the content of her impressions. We suggest that these two models – one’s attitude toward an impression being informed by expertise, and one’s impressions being affected by expertise – might characterize distinct stages of cognitive development. Stoic wisdom is not only a matter of the way one assents to one’s impressions but also a matter of the condition of one’s soul and, consequently, of the kinds of impressions one even entertains. Expertise offers a model of how cognitive and discriminatory improvement through practice and effort can transform the non-wise into the wise. A reading on which the content of impressions is not exclusively propositional illuminates a further aspect of this transformation. If the same propositions are accessible through impressions with different non-propositional content, we can account for cases in which the novice and the expert entertain the same proposition.

scholarly journals The Development of Expressive Drawing Abilities during Childhood and into Adolescence

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Delphine Picard ◽  
Christophe Gauthier
Keyword(s):  
Cognitive Development ◽  
Sample Size ◽  
Comprehensive View ◽  
Age Related ◽  
Developmental Shift ◽  
Complex Forms ◽  
Age Range ◽  
Age Related Changes ◽  
The Way

The way children portray emotions in their drawings of human and nonhuman topics is assumed to reflect their artistic, emotional, and cognitive development. This study was designed to investigate the development of expressive drawings during childhood and into adolescence, using a large age range (5–15 years) and sample size (N=480), so as to provide a precise and comprehensive view of age-related changes in children’s ability to produce expressive drawings. More specifically, we focused on children’s developing ability to use the techniques of literal and metaphorical expression, either alone or in combination. We also examined the effects of sex, topics (house, tree, or person), and the depicted emotion (happiness or sadness) on the use of each expressive technique. The main findings were that there is a developmental shift between childhood (5–10 years) and adolescence (11–15 years) in the use of expressive techniques, from simple (literal) to more complex forms of expression (metaphorical).

scholarly journals Próba kognitywnego ujęcia mądrości (na materiale przysłów polskich i litewskich)

Adeptus ◽  
2015 ◽  
pp. 53-63
Author(s):  
Monika Bogdzevič
Keyword(s):  
Everyday Life ◽  
Interpersonal Relations ◽  
Cultural Images ◽  
Wise Person ◽  
The World ◽  
Cultural Communities ◽  
The Way

The concept of wisdom in Polish and Lithuanian paremiologyIn this paper, an attempt has been made to present the semantic and axiological substance of wisdom hidden in the consciousnesses of two different, namely Polish and Lithuanian, linguistic-cultural communities. The analysis belongs to a branch of linguistics, interpreting language in terms of concepts, viewing it as a source of knowledge about people themselves, different communities, their mentality, ways of perception and interpretations of the way the world is. As a model to present the most thorough understanding of wisdom, the method of cognitive definition proposed by Jerzy Bartmiński is applied. Linguistic-cultural images of wise [person], understood as the concretizations of wisdom have to reveal him/her in opposition to stupid. The cognitive picture of wise is for the most part based on the analysis of features of character and appearance, portrayed behavior, interpersonal relations and the way others have as a perception of wise. Many cognitive parameters of wisdom are revealed while exploring the interactions between people and that of nature (plants, animals) which surrounds them and investigating deeper interpersonal relations with other people. The material for research was taken from Polish and Lithuanian proverbs. The latter occur as a result of world perception, everyday life observation, confrontations with its phenomenon. The proverbs are taken from compendiums of Polish and Lithuanian proverbs: Nowa księga przysłów i wyrażeń przysłowiowych (The New Book of Proverbs and Proverbial Phrases) by Julian Krzyżanowski and Lietuvių patarlės (Lithuanian Proverbs), Patarlių paralelės (Parallels of Proverbs) by Kazys Grigas. Given as cognitive definitions the cultural visions of wise, despite all the emphasized differences, enable us to perceive many evaluations of wise similar or even common to Polish and Lithuanian cultures. Próba kognitywnego ujęcia mądrości (na materiale przysłów polskich i litewskich)Zamierzeniem artykułu jest próba przedstawienia semantycznej i aksjologicznej treści pojęcia mądrości tkwiącej w świadomości dwóch odrębnych wspólnot językowo-kulturowych – polskiej i litewskiej. Przeprowadzona analiza mieści się w nurcie badań językoznawczych, traktujących język jako źródło wiedzy o człowieku, jego mentalności i systemie wartości, sposobie postrzegania i interpretacji świata. Narzędziem opisu jest zaproponowana przez Jerzego Bartmińskiego metoda definicji kognitywnej. Językowo-kulturowe obrazy człowieka mądrego, stanowiąceukonkretnioną wizję abstrakcyjnego pojęcia mądrości, przedstawiają go w opozycji do człowieka głupiego. Obraz człowieka mądrego obejmuje cechy jego charakteru oraz wyglądu, mechanizmów zachowań, charakterystycznych miejsc przebywania oraz uwidacznia związek z zajmowaną przez niego pozycją społeczną. Wiele parametrów kognitywnych mądrości ujawnia się w trakcie analizy różnorodnych relacji człowieka z otaczającą go przyrodą (roślinami, zwierzętami) oraz wynika z bardziej skomplikowanych układów – ze stosunków z innymi ludźmi. Materiał analityczny stanowiły paremia polskie i litewskie, traktowane jako rezultat poznawania świata, obserwacji życia codziennego, zderzenia z różnymi jego zjawiskami. W badaniach wykorzystane zostały kompendia przysłów polskich i litewskich: Nowa księga przysłów i wyrażeń przysłowiowych pod red. Juliana Krzyżanowskiego oraz Lietuvių patarlės (Przysłowia litewskie), Patarlių paralelės (Paralele przysłów) pod red. Kazysa Grigasa. Ujęte w strukturę definicji kognitywnych kulturowe wizje człowieka mądrego, mimo istniejących różnic, pozwalają wyodrębnić sporo wartościowań podobnych albo nawet wspólnych, charakterystycznych dla kultur polskiej i litewskiej.

ON THE TAXONOMY OF COURTROOM NARRATIVES

2021 ◽  
pp. 122-127
Author(s):  
O.A. Boginskaya ◽  
Keyword(s):  
Research Field ◽  
Classification Criteria ◽  
Propositional Content ◽  
Narrative Construction ◽  
Narrative Structures ◽  
The Status ◽  
Chronological Sequence ◽  
Crime Event ◽  
The Way

The study is based on the assumption about the narrative nature of courtroom discourse and aims at analyzing the structure and varieties of courtroom narrative. Courtroom narrative is defined as a way of organizing courtroom discourse whose propositional content is a story with crime event elements included in this story in their chronological sequence that correlate with reality and the speaker’s experience. Four classification criteria for courtroom narrative practices are proposed: 1) the degree of completeness; 2) the ways of description; 3) the type of determinants; 4) the way of reality representation. By the degree of completeness, there are complete and truncated narratives; by the way of description - neutral and evaluative; by the type of determinant - phenomenological and professional; by the way of representing reality - narrative construction and narrative reflection. The article concludes that the study of courtroom narrative is a promising research field, since there are avenues for researchers such as the status of interpretive schemes in the narrative, narrative structures in different legal cultures, the ratio of narrative and recontextualization.

A New Agenda for Cognitive Development

1996 ◽  
Author(s):  
Robert S. Siegler
Keyword(s):  
Cognitive Development ◽  
Empirical Evidence ◽  
Empirical Data ◽  
Change Process ◽  
Current Practice ◽  
The Core ◽  
Initial Decision ◽  
Basic Assumptions ◽  
Children’S Thinking ◽  
The Way

My goal in writing this book is to change the agenda of the field of cognitive development. In particular, I want to promote greater attention to the question that I believe is inherently at the core of the field: How do changes in children’s thinking occur? Focusing on change may not sound like a radical departure from current practice, but I believe it is. It will require reformulation of our basic assumptions about children’s thinking, the kinds of questions we ask about it, our methods for studying it, the mechanisms we propose to explain it, and the basic metaphors that underlie our thinking about it. That modifications of all of these types are being proposed as a package is no accident. Just as existing approaches have directed our attention away from the change process, so may new ones lead us to focus squarely on it. This concluding chapter summarizes the kinds of changes in assumptions, questions, methods, mechanisms, and metaphors that I think are needed. My initial decision to write this book was motivated by a growing discomfort with the large gap between the inherent mission of the field—to understand changes in children’s thinking—and most of what we actually have been studying. As I thought about the problem, I came to the conclusion that existing assumptions, methods, and theories acted in a mutually supportive way to make what we typically do seem essential, and to make doing otherwise—that is, studying change directly—seem impossible. Even approaches that proclaimed themselves to be radical departures from traditional theories maintained many fundamental assumptions of those theories. An increasing body of empirical evidence, however, indicates that some of the assumptions are wrong and that the way in which they are wrong has led us to ignore fundamental aspects of development. In this section, I describe prevailing assumptions regarding variability, choice, and change, and propose alternatives that seem more consistent with empirical data and more useful for increasing our understanding of how changes occur.

Vātsyāyana

2015 ◽  
Author(s):  
Matthew Dasti
Keyword(s):  
Indian Philosophy ◽  
Theory Of Knowledge ◽  
Living Well ◽  
Epistemic Entitlement ◽  
Classical Indian Philosophy ◽  
The Way

Vātsyāyana (c.450 ce) is the author of the Commentary on Nyāya, the first full commentary on the Nyāya-sūtra of Gautama (c.150 ce), which is itself the foundational text of the school of philosophy called “Nyāya.” The Nyāya tradition is home to a number of leading voices within classical Indian philosophy and is celebrated in later doxographies as one of the six “orthodox” systems of Hindu thought. Vātsyāyana’s commentary sets the agenda for much of Nyāya’s philosophical developments throughout its history. This chapter explores his theory of knowledge, giving special attention to his account of the nature and importance of cognition as a guide to action. It illustrates the way in which this theme informs a number of apparently distinct elements of his project including his realism, his account of epistemic entitlement, and his notion of philosophy’s contribution to living well.

Cognitive Development

2013 ◽  
pp. 446-476
Author(s):  
David F. Bjorklund
Keyword(s):  
Social Context ◽  
Cognitive Development ◽  
Intentional Control ◽  
Contemporary Research ◽  
Developmental Science ◽  
Exogenous Factors ◽  
Development Proceeds ◽  
Behavior And Cognition ◽  
Over Time ◽  
The Way

In this overview, I focus on contemporary research and theory related to five “truths” of cognitive development: (1) cognitive development proceeds as a result of the dynamic and reciprocal transaction of endogenous and exogenous factors; (2) cognitive development involves both stability and plasticity over time; (3) cognitive development involves changes in the way information is represented, although children of every age possess a variety of ways to represent experiences; (4) children develop increasing intentional control over their behavior and cognition; and (5) cognitive development occurs within a social context. Cognitive development happens at a variety of levels, and developmental scientists are becoming increasingly aware of the need to be cognizant of this and the interactions among the various levels to produce a true developmental science.

scholarly journals The Intercultural Competence in Young Learners in an Elementary School in Miami

2021 ◽  
Vol 3 (1) ◽  
pp. 292-312
Author(s):  
Damary Ordones
Keyword(s):  
Elementary School ◽  
Cognitive Development ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Jean Piaget ◽  
Multicultural Society ◽  
Young Learners ◽  
The Way

In 1951, Jean Piaget and Anne Marie Weil analyzed the way in which children perceived foreigners in their article, “The Development in Children of the Idea of Homeland and of Relations with other Countries”. They concluded that only at the age of 11 or 12, did they reach the affective and cognitive development to understand and relate to people from other countries. The results of my work go beyond these studies, unlike what happens in a multilingual society, such as Switzerland where Piaget and Weil’ research is contextualized. Children in a multicultural society like Miami, Florida, develop the cognitive and affective aspects to relate to others at an earlier age. I applied two methodologies to this study. The first method is a questionnaire divided into three parts: 1) the development of the concept of homeland in children, 2) their reaction towards countries other than their own, and 3) the cognitive and affective understanding of others. The second method consisted of didactic lessons designed to fosterand enhance students’s intercultural competence and their acquisition of a foreign language.      

scholarly journals Más allá de Piaget: cognición adulta y educación

10.14201/2845 ◽  
2009 ◽  
Vol 11 ◽  
Author(s):  
Antonio Víctor Martín García
Keyword(s):  
Cognitive Development ◽  
Life Span ◽  
Educational Intervention ◽  
Classical Model ◽  
The State ◽  
Information Process ◽  
The Subject ◽  
Pedagogical Theory ◽  
Adult Cognition ◽  
The Way

RESUMEN: El objetivo de este artículo es intentar una aproximación a la descripción del tipo de pensamiento que utilizan los adultos. Partimos de la base en nuestro trabajo de que el conocimiento sobre el modo como piensan las personas adultas se presenta como un aspecto clave para la teoría pedagógica y especialmente para la práctica, cuando se orienta hacia este tipo de alumnos. Para ello, organizamos el texto integrando el concepto de pensamiento en un constructo más amplio y comprensivo como es el de cognición. Desde ese marco realizamos, en primer lugar, una síntesis crítica de la teoría piagetiana en lo referente al desarrollo cognitivo por cuanto representa el modelo, ya clásico, más elaborado sobre el tema, y en segundo, un análisis de algunas de las formulaciones teóricas y empíricas recientes más importantes sobre la cognición adulta, como por ejemplo las derivadas del procesamiento de la información, de la perspectiva del Life-span, o del denominado modelo de encapsulación. Terminamos intentando ofrecer el estado de la cuestión en relación con los aspectos nucleares del pensamiento adulto. Todo ello con vistas a apoyar procesos de intervención e investigación educativa en este campo.ABSTRACT: The aim this article is to attempt an approach to a description of the type of thought that adults use. We take for granted in our paper that knowledge about the way adults think is a key aspect in pedagogical, theory and especially in terms of practice when it is directed towards this type of students. With this in mind we organize the text integrating the concept of thought in a wider an more comprehensive construct which is cognition. From this framework we make, first of all, a critical synthesis of the Piaget theory related to cognitive development in as far as it represents the now classical model, but more developed on the subject and, secondly an analysis of some of the most important of the recent theoretical and empirical formulation of adult cognition, such as those derived from information process and from the Lifespan perspective. We finish attempting to offer the state of the question in relation to nuclear aspects of adult thought. The aim of all this is to support processes of educational intervention and research in this field.

The Best Is Not Good Enough: Ecological (Il)literacy and the Rights of Nature in the European Union

2018 ◽  
Vol 15 (3-4) ◽  
pp. 281-308
Author(s):  
Katarina Hovden
Keyword(s):  
European Union ◽  
Civil Society ◽  
Ecological Literacy ◽  
Initial Assessment ◽  
The European Union ◽  
Ecological Vision ◽  
Living Well ◽  
Rights Of Nature ◽  
The Way

The Union has outlined a quasi-ecological vision for “living well, within the planet’s ecological limits” in 2050. To date, there is little evidence to suggest that the Union is paving the way for realising said vision. This article introduces the ecological legal approach and the rights of nature as a manifestation of ecological law. Thereafter, it reflects on the ecological (il)literacy of the Union’s approach to the sustainability crisis. Based on a civil society proposal for a Draft eu Directive on the Rights of Nature, the article offers an initial assessment of whether the rights of nature “speak to” any of the ecological shortcomings identified, and whether it might impute (elements of) ecological literacy into the Union’s governance approach.

L’énonciation, la praxis énonciative et le discours

Semiotica ◽  
2017 ◽  
Vol 2017 (219) ◽  
pp. 273-291 ◽  
Author(s):  
Alain Rabatel
Keyword(s):  
Present Article ◽  
Cognitive Processes ◽  
Point Of View ◽  
Propositional Content ◽  
Semiotic Approach ◽  
The World ◽  
The Way

AbstractThe present article reviews the concepts of enunciation in Greimas’s and other semioticians’ works; it examines the way in which these latter revisit Benveniste, the reorientations they propose or the aspects they leave aside, such as the distinction between speaker (as the source of an actualized utterance) and enunciator (as the source of a point of view in a propositional content composed of a modus and a dictum), distinction which, though not present in Benveniste’s work, has been developed afterwards. The article discusses: the link between enunciation and phenomenology, sensoriality and passions; the cognitive processes engaged in the subject’s confrontation to the world which have played a major role in the “post-Greimas” trend and especially in the case of an enunciative praxis that goes beyond narrativity. Nevertheless, this unquestionable enlargement of the notion of enunciation contradicts neither Greimas’s earlier concepts, nor a textual and essentially semiotic approach, due to the attention paid to the structures and to an overall analysis of the materiality of discourse.

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