Work's Role in Learning How
Bibliographic Data
| ID | 20142742 |
|---|---|
| Authors | Matthew Mosdell (0000-0002-0561-6168, State University of New York USA, corresponding author) |
| Year | 2021 |
| Volume | 87 |
| Issue | 3 |
| Pages | 506-519 |
| Publication date | 2021-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theoria (JOURNAL) |
| Journal identifiers | ISSN: 0040-5825 • E-ISSN: 1755-2567 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/theo.12286 |
| OpenAlex | W3093141296 |
| Language | EN |
| References cited | 31 |
An influential version of intellectualism about knowledge‐how holds that acquiring facts is necessary and sufficient for learning how to do things. I argue that such a view is incompatible with learning to do things through effort and practice, which suggests that intellectualists do not have a coherent way to explain the role of work in our acquisition of knowledge‐how. By way of an alternative, I argue that work serves to establish patterns of thinking that coordinate propositional truths with powers of action
Action (physics) · Action learning · Cognitive science · Cooperative learning · Epistemology · Intellectualism · Mathematics education · Teaching method · Work (physics) · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Epistemology, Ethics, and Metaphysics · Philosophy · Psychology
Know How
Thought in Action
A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition
Deliberate Practice and Acquisition of Expert Performance
New Conceptualizations of Practice
Knowing How
The role of deliberate practice in the acquisition of expert performance.
The Modularity of Mind
Problems of the Self
What the Tortoise Said to Achilles
Acquisition of cognitive skill
Consciousness, context, and know-how
Frege, Kant, and the Logic in Logicism
A longitudinal study of the effects of undergraduate training on reasoning
| Citation velocity | historical |
|---|---|
| Highly cited | No |