Skill and Education: Reflection and Experience

Magnus Florin, schwedischer Schriftsteller, Kritiker und Dramaturg, wurde 1955 in Uppsala geboren. Er schreibt Kurzprosa, Lyrik, Libretti, Romane und Essays. Unter anderem leitete Florin das Radiotheater von Sveriges Radio, heute ist er Chefdramaturg am Königlichen Dramatischen Theater in Stockholm.

This book has an important starting point in the conference held in Stockholm in May-June 1988 on Culture, Language and Artifidal Intelligence. It assembled more than 300 researchers and practitioners in the fields of technology, philosophy, history of ideas, literature, linguistics, sodal science etc. The conference was an initiative from the Swedish Center for Working Life, based on the project AI-Based Systems and the Future of Language, Knowledge and Responsibility in Professions within the COST 13 programme of the European Commission. Partidpants in the conference and researchers related to its aims were chosen to contribute to this book. It is preceded by Knowledge, Skill and Artificial Intelligence (ed. B. Göranzon and I. Josefson, Springer-Verlag, 1988), Artifidal Intelligence, Culture and Language (ed. B. Göranzon and M. Florin, Springer-Verlag, 1990) and Dialogue and Technology: Art and Knowledge (ed. B. Göranzon and M. Florin, Springer-Verlag, 1991). The two latter books have the same conference connection as this one, and their aim is to present the contours of a research field with a multitude of issues that demands thorough investigation. The contributors' thinking in this field varies greatly; so do their styles of writing. For example: contributors have varied in their choice of "he" or "helshe" for the third person. No distinc tion is intended, but chapters have been left with the original usage to avoid extensive changes. Similarly, individual contribu tor's preference as to notes or reference lists have been followed.

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Section I. Introduction.- 1. Introduction.- I. Reflection and Experience.- Section II. Tacit Knowledge.- 2. Tacit Knowledge and Silenced Knowledge: Fundamental Problems and Controversies.- 3. Why is Wittgenstein Important?.- 4 Rule-Following, Intransitive Understanding and Tacit Knowledge. An Investigation of the Wittgensteinian Concept of Practice as Regards Tacit Knowing.- Section III. Traditions of Knowledge and Professional Skills.- 5. On Creativity and Development.- 6. Language and Experience.- 7. The Psychology of Apprenticeship: a Discussion Paper.- Section IV. Educational Computing.- 8. The Introduction of Information Technology into the Workplace - Some Practical Considerations.- 9. Expert Systems: Channels for Dialogue.- Section V. Computers and Law.- 10. Comtrolling the Application of Knowledge-Based Systems.- 11. Law and Expert Systems.- Section VI. The Information Society?.- 12. The Image of the Intelligent Machine in Science Fiction.- 13. Computers and Thought: a Modern Version of Old Illussions.- 14. Concluding Remarks Part I: Towards Human - Centred Systems.- II. The Diderot Project: Enlightment, Skill and Education.- 15. Remarks on the Diderot Project.- Section VII. Reflections on Diderot.- 16. Caliban's Revenge.- 17. The Dome of Michelangelo.- 18. Diderot's Russian University.- 19. Diderot and the Dramatization of Philosophical Thought.- 20. The Translator as Actor.- 21. Translating the Self.- Section VIII. On the Two Cultures.- 22. One Culture, Two Cultures, Three Cultures.- 23. On from "The Two Cultures".- 24. The Metaphor of Caliban in our Technological Culture.- 25. Leadership and Character, or a Little Touch of Harry.- 26. Concluding Remarks Part II.- Name Index.