Perception and practical knowledge

According to G.E.M. Anscombe, an agent's knowledge of his own intentional actions differs from his knowledge of his unintended behaviors as well as the knowledge others can have of what he intentionally does, in being known “without observation”. I begin by posing a problem for any conception of this theory according to which non-observational knowledge must be independent of sense perception, and criticize several recent attempts to get around the problem. Having done this, I develop an alternative account of non-observational knowledge according to which it consists in the particular causal role of an agent's self-awareness in bringing his intentional actions about.     

Academic and social self-concept: effects of teaching styles and gender in English as a foreign language setting

This study examined the relationship between academic and social self-concept and teachers’ teaching styles (authoritative, authoritarian and permissive). The participants included 511 school students (53.2% females). They completed the Self-Definition Questionnaire (SDQ-I) and the Teacher Authority Questionnaire. Data were analysed to predict self-concept from teaching styles. On the one hand, females’ academic self-concept was positively predicted by authoritative and permissive teaching. However, their social self-concept was only predicted by permissive teaching. On the other hand, males’ academic and social self-concepts were not predicted by any of the teaching styles. Teaching styles seem to support learning self-concept in female students more strongly than in male students. The findings contribute to social cognitive theories when applied to cross-cultural settings.     

Adolescent popularity: A positive psychology course with a developmental foundation

Because positive psychology is still an emerging subfield, it can often be difficult to fit dedicated positive psychology courses into academic curricula, particularly at small colleges. This article describes ‘Adolescent Popularity’, a Special Topics course with a ‘balanced’ view of peer interactions that can fit naturally within the developmental offerings of most colleges. The course curriculum focuses on popularity-relevant issues of measurement (both quantitative and qualitative), social behaviors/characteristics (e.g., prosocial behavior, physical attractiveness, athletic achievement, and aggression), and peer relationships (including friendships, romantic relationships, and social groups). Suggested primary readings and course assignments are outlined. Ultimately, the goal of this course is for students to gain a deep understanding of popularity and peer relations during adolescence, as well as a general appreciation for the importance of researching positive aspects of human behavior.     

Skills and Knowledge - Nothing but Memory?

The aim of this article is to enquire into neuroscientific research on memory and relate it to topics of skill, knowledge and consciousness. The article outlines some contemporary theories on procedural and working memory, and discusses what contributions they give to sport science and philosophy of sport. It is argued that memory research gives important insights to the neuronal structures and events involved in knowledge and consciousness contributing to sport skills, but that these explanations are not exhaustive. The article argues that phenomenal consciousness in skills is not explained by the neuroscience of memory, and hence neither are skills.     

Social practices,culture and children’s ideas. Convergence between anthropology and critical genetic psychology / Prácticas sociales,cultura e ideas infantiles. Una convergencia entre la antropología y la psicología genética crítica

Abstract

This article explores recent studies in anthropology and critical genetic psychology, both of which analyse the relationships between children’s constructions of social knowledge and sociocultural conditions. For this, we have used research studies that have initiated the dialogue between these disciplinary fields as well as to our own empirical approaches. In order to establish shared problems, recent conceptual developments are explored and their methodological implications are analysed. Finally, the compatibility between the two approaches is analysed.     

The grand reversal: On the corso and ricorso of human way of life

The rapidly emerging pattern of globally interconnected society is characterized by the transition from labor to knowledge as a major new form of capital. The underlying cause of this momentous transformation is the powerful process of reintegration of all previously deintegrated, atomized or specialized ways. After an outswing (corso) of progressive specialization we are encountering (first time in human history) the beginning of a rebound (ricorso) towards the final integration.

We study three basic historical divisions which have now exhausted their progressive potential: (1) Division of task is being replaced by the reintegration of task; this is manifested by rapidly declining number of separate parts in our products. (2) Division of labor is being replaced by the reintegration of labor; this is manifested by the narrowing of the gap between producer and consumer, ultimately leading towards widespread self‐production and self‐service of products. (3) Division of knowledge is being replaced by the reintegration of knowledge; this is manifested by declining hierarchies, multifunctionality and self‐management and narrowing of the gap between employees and owners of enterprises.

The implications of these reintegrative processes affect not only the economic, social and political dimensions of the emerging society, but the very way of life of humans on this planet.     

The mind of global human society. A new approach to investigating the future

In this essay, I present a new approach, called “ideometry,” which may lead to a new way of integrating knowledge and investigating the future of scientific conceptions. Conceptions are examined in themselves, independently of the reality they are supposedly describing. This is done formally by means of a new concept, “alterity.” A consequence of this formal consideration is a possible “super‐mind” of global human society, a very large and complex, growing system, analogous to a child's brain.     

Networking In Organizations: Developing A Social Practice Perspective For Innovation And Knowledge Sharing In Emerging Work Contexts

This article focuses on the micro-level phenomena related to emergent ways of organizing. It explores how new ways of organizing might be enabled or inhibited through the networking activities and knowledge flows that organizational members engage in within a multinational business organization after the set-up of an innovative Internet business unit. The article considers innovation and networking as social practices mediated in this particular case study through knowledge-sharing activities. This perspective on innovation, networking, and knowledge leads to a conceptualization of organizations that stresses their inherent complexity and their interactive and co-evolving nature with their environments.     

INCOMPLETE KNOWLEDGE AND THE CHANCES OF A CONSTRUCTIVE MASTERING

In spite of incomplete knowledge we are permanently forced to act in complex real-life situations. First, a modern concept of information, the non-trivial transition from information to knowledge, patterns of missing knowledge, and the concept of perspective notions are studied. The main sections review some guidelines for action under incomplete information. A modern view of the concepts of holism and wholeness reveals that (in contrast to some critics) general system theory does not require any metaphysical assumption or previously accepted worldview. The concepts of holism and wholeness, as well as general system theory, are well-founded, even under strict criteria.