Dear Tympan Plato,
You might want to check out http://ist-socrates.berkeley.edu/~hdreyfus/html/papers.html .
>" src="http://ist-socrates.berkeley.edu/~hdreyfus/images/bannister1.gif"; width=26>" src="http://ist-socrates.berkeley.edu/~hdreyfus/images/dot.gif"; width=9>Home" src="http://ist-socrates.berkeley.edu/~hdreyfus/images/dot.gif"; width=9>CoursesSelected PapersSelected BooksC.V.Dreydegger.orgPhil. FacultyDept. PhilosophyUC Berkeley
---------------------------------
Recent Papers
Heidegger on the Connection between Nihilism, Art, Technology and Politics (PDF)
A Phenomenoloy of Skill Acquisition as the basis for a Merleau-Pontian Non-representationalist Cognitive Science (PDF)
How Heidegger Defends the Possibility of a Correspondence Theory of Truth with respect to the Entities of Natural Science (Microsoft Word)
>From Socrates to Expert Systems:The Limits and Dangers of Calculative Rationality
Kierkegaard on the Internet: Anonymity vrs. Commitment in the Present Age
Being and Power: Heidegger and Foucault
Heidegger and Foucault on the Subject, Agency and Practices
Alternative Philosophical Conceptualizations of Psychopathology
Heidegger and Borgmann on How to Affirm Technology
The Primacy of Phenomenology over Logical Analysis - Critique of Searle (Microsoft Word)
Heidegger's Critique of Husserl's (and Searle's) Account of Intentionality (PDF)
What is Moral Maturity? A Phenomenological Account of the Development of Ethical Expertise (Microsoft Word)
Telepistemology: Descartes' Last Stand (Microsoft Word)
Could anything be more Intelligible than Everyday Intelligibility? : Reinterpreting Division I of Being and Time in the light of Division II (Microsoft Word)
Patricia Benner uses What Computers Still Can't Do: A Critque of Artificial Reason (MIT Press, 1992), Michel Foucault:Beyond Structuralism and Hermeneutics (Chicago U Press, 1983), Mind Over Machine (Free Press, 1986) , (with Stuart Dreyfus) "A Five - Stage Model of the Mental Activities involved in Directed Skill Acquisition", Operations Research Center Report (February 1980), (with Stuart Dreyfus) "The Scope, Limits, and Training Implications of Three Models of Aircraft Pilot Emergency Response Behavior", Operations Research Center Report (February 1979), etc.
Let us now see if SPOONS will let this letter through.
'Sincerely'
Gary C. Moore
Tympan Plato <daxsein@xxxxxxxxxxx> wrote:
gary,
I haven't read that but it sounds really interesting. Local know-how,
storytelling, motivating support are the kinds of things I'm thinking about.
There is the story of the birth of an artistic sensibility from a sense of
uprootedness that in way itself operates as a kind of rooting, cthonic
perhaps, that is a collective recognition of a local know-how or a custom,
ethos, habitus, and so on and so forth... Peep once again directs me in the
right direction (thanks, but leaves me with all the theoretico-practico
work) when he vaguely refers to Wittengstein. There is an ethnological
reading of W that I just want to fix a little for future reference.
'Understanding' a custom is like "obeying a rule". You don't think about it
you just do it more or less consciously once you know how it goes and you
kind of go "aha..." that's how it goes and there is sense of relief that's
also a sense of confidence or the certainty of a clear way of proceeding
that may get bogged down again and tangled up in difficulties but for the
moment in which one finds a smooth flow you are in the zone as we say in
sports and in a way very present hic et nunc, attentive... and that's what
it takes to 'obey' what the next move is going to be that comes out of the
context or immediate environment in which we live. This is how we
participate in the production of local knowledge that through agreement
leads to the formation of a "rule", a "mathematical formula", a "a musical
score", a "manual of clinical pratice", "the custom of a city-state", and so
on... these are all "nesting spaces". To work at these kinds of things is to
bind together an originary society and therefore heal the failure of
empathetic connections to our ethos, our ethnicity. I don't know if
transpersonal psychology (from California also) interest you Gary but I am
throwing it into my strange brew, -- specifically _The Primal Wound_ by John
Firman and Ann Gila.
sincere regards,
tympan
>From: Gary Moore
>Reply-To: heidegger@xxxxxxxxxxxxxxxxxxxxxxxxxx
>To: heidegger@xxxxxxxxxxxxxxxxxxxxxxxxxx
>CC: analytical-indicant-theory@xxxxxxxxxxxxxxx
>Subject: TYMPAN/CALYPSO
>Date: Thu, 2 Sep 2004 12:25:59 -0700 (PDT)
>
>
>To Tympan and/or Calypso,
>
>Have either of ya'll read FROM NOVICE TO EXPERT: Excellence and Power in
>Clinical Nursing Practice by Patricia Brenner R. N., Phd., University of
>California School of Nursingt, (has web site under her name) Prentice-Hall
>Health, Commemorative edition, 2001 (1984)?
>
>QUOTES:
>
>1) . . . This work seeks to give public, accessible language to a hidden or
>marginalized practice (i. e., articulation research). v
>
>2) This research demonstrates that practice is a way of knowing in its own
>right. v
>
>3) Practices cannot be completely objectivied or formalized because they
>must ever be worked out anew in particular relationships and in real time.
>vi
>
>4) Caring practices are based on meeting and responding to particular
>concrete others. vi
>
>5) Practicing nurses develop both clinical knowledge and moral agency as
>they learn from their patients and families. vii
>
>6) Experiential learning in high risk situations requires courage4 and
>supportive learning environments. vii
>
>7) In developing a narrative account of experiential learning, the
>storyteller learns from the story. vii
>
>8) Public storytelling among practioners makes ethical distinctions in
>clinical practice visible and available for evaluation. viii
>
>9) Thus, stories create moral imagination even as they expose knowledge
>gaps and paradoxes. viii
>
>10) Distinctions between technical procedural knowledge and clinical
>judgment or phronesis are evident in the nurses' exemplars that demonstrate
>clinical reasoning embedded in human relationships. viii
>
>Does any one like this?
>
>Does anyone want more?
>
>Does it not sound very much like someone we all know and love who teaches
>at the University of California - Berkeley?
>
>'Sincerely'
>
>Gary C. Moore
__________________________________________________
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You might want to check out http://ist-socrates.berkeley.edu/~hdreyfus/html/papers.html .
>" src="http://ist-socrates.berkeley.edu/~hdreyfus/images/bannister1.gif"; width=26>" src="http://ist-socrates.berkeley.edu/~hdreyfus/images/dot.gif"; width=9>Home" src="http://ist-socrates.berkeley.edu/~hdreyfus/images/dot.gif"; width=9>CoursesSelected PapersSelected BooksC.V.Dreydegger.orgPhil. FacultyDept. PhilosophyUC Berkeley
![http://ist-socrates.berkeley.edu/~hdreyfus/images/bannister1.gif"](http://ist-socrates.berkeley.edu/~hdreyfus/images/bannister1.gif"){kind=link}
![http://ist-socrates.berkeley.edu/~hdreyfus/images/dot.gif"](http://ist-socrates.berkeley.edu/~hdreyfus/images/dot.gif"){kind=link}
---------------------------------
Recent Papers
Heidegger on the Connection between Nihilism, Art, Technology and Politics (PDF)
A Phenomenoloy of Skill Acquisition as the basis for a Merleau-Pontian Non-representationalist Cognitive Science (PDF)
How Heidegger Defends the Possibility of a Correspondence Theory of Truth with respect to the Entities of Natural Science (Microsoft Word)
>From Socrates to Expert Systems:The Limits and Dangers of Calculative Rationality
Kierkegaard on the Internet: Anonymity vrs. Commitment in the Present Age
Being and Power: Heidegger and Foucault
Heidegger and Foucault on the Subject, Agency and Practices
Alternative Philosophical Conceptualizations of Psychopathology
Heidegger and Borgmann on How to Affirm Technology
The Primacy of Phenomenology over Logical Analysis - Critique of Searle (Microsoft Word)
Heidegger's Critique of Husserl's (and Searle's) Account of Intentionality (PDF)
What is Moral Maturity? A Phenomenological Account of the Development of Ethical Expertise (Microsoft Word)
Telepistemology: Descartes' Last Stand (Microsoft Word)
Could anything be more Intelligible than Everyday Intelligibility? : Reinterpreting Division I of Being and Time in the light of Division II (Microsoft Word)
Patricia Benner uses What Computers Still Can't Do: A Critque of Artificial Reason (MIT Press, 1992), Michel Foucault:Beyond Structuralism and Hermeneutics (Chicago U Press, 1983), Mind Over Machine (Free Press, 1986) , (with Stuart Dreyfus) "A Five - Stage Model of the Mental Activities involved in Directed Skill Acquisition", Operations Research Center Report (February 1980), (with Stuart Dreyfus) "The Scope, Limits, and Training Implications of Three Models of Aircraft Pilot Emergency Response Behavior", Operations Research Center Report (February 1979), etc.
Let us now see if SPOONS will let this letter through.
'Sincerely'
Gary C. Moore
Tympan Plato <daxsein@xxxxxxxxxxx> wrote:
gary,
I haven't read that but it sounds really interesting. Local know-how,
storytelling, motivating support are the kinds of things I'm thinking about.
There is the story of the birth of an artistic sensibility from a sense of
uprootedness that in way itself operates as a kind of rooting, cthonic
perhaps, that is a collective recognition of a local know-how or a custom,
ethos, habitus, and so on and so forth... Peep once again directs me in the
right direction (thanks, but leaves me with all the theoretico-practico
work) when he vaguely refers to Wittengstein. There is an ethnological
reading of W that I just want to fix a little for future reference.
'Understanding' a custom is like "obeying a rule". You don't think about it
you just do it more or less consciously once you know how it goes and you
kind of go "aha..." that's how it goes and there is sense of relief that's
also a sense of confidence or the certainty of a clear way of proceeding
that may get bogged down again and tangled up in difficulties but for the
moment in which one finds a smooth flow you are in the zone as we say in
sports and in a way very present hic et nunc, attentive... and that's what
it takes to 'obey' what the next move is going to be that comes out of the
context or immediate environment in which we live. This is how we
participate in the production of local knowledge that through agreement
leads to the formation of a "rule", a "mathematical formula", a "a musical
score", a "manual of clinical pratice", "the custom of a city-state", and so
on... these are all "nesting spaces". To work at these kinds of things is to
bind together an originary society and therefore heal the failure of
empathetic connections to our ethos, our ethnicity. I don't know if
transpersonal psychology (from California also) interest you Gary but I am
throwing it into my strange brew, -- specifically _The Primal Wound_ by John
Firman and Ann Gila.
sincere regards,
tympan
>From: Gary Moore
>Reply-To: heidegger@xxxxxxxxxxxxxxxxxxxxxxxxxx
>To: heidegger@xxxxxxxxxxxxxxxxxxxxxxxxxx
>CC: analytical-indicant-theory@xxxxxxxxxxxxxxx
>Subject: TYMPAN/CALYPSO
>Date: Thu, 2 Sep 2004 12:25:59 -0700 (PDT)
>
>
>To Tympan and/or Calypso,
>
>Have either of ya'll read FROM NOVICE TO EXPERT: Excellence and Power in
>Clinical Nursing Practice by Patricia Brenner R. N., Phd., University of
>California School of Nursingt, (has web site under her name) Prentice-Hall
>Health, Commemorative edition, 2001 (1984)?
>
>QUOTES:
>
>1) . . . This work seeks to give public, accessible language to a hidden or
>marginalized practice (i. e., articulation research). v
>
>2) This research demonstrates that practice is a way of knowing in its own
>right. v
>
>3) Practices cannot be completely objectivied or formalized because they
>must ever be worked out anew in particular relationships and in real time.
>vi
>
>4) Caring practices are based on meeting and responding to particular
>concrete others. vi
>
>5) Practicing nurses develop both clinical knowledge and moral agency as
>they learn from their patients and families. vii
>
>6) Experiential learning in high risk situations requires courage4 and
>supportive learning environments. vii
>
>7) In developing a narrative account of experiential learning, the
>storyteller learns from the story. vii
>
>8) Public storytelling among practioners makes ethical distinctions in
>clinical practice visible and available for evaluation. viii
>
>9) Thus, stories create moral imagination even as they expose knowledge
>gaps and paradoxes. viii
>
>10) Distinctions between technical procedural knowledge and clinical
>judgment or phronesis are evident in the nurses' exemplars that demonstrate
>clinical reasoning embedded in human relationships. viii
>
>Does any one like this?
>
>Does anyone want more?
>
>Does it not sound very much like someone we all know and love who teaches
>at the University of California - Berkeley?
>
>'Sincerely'
>
>Gary C. Moore
__________________________________________________
Do You Yahoo!?
Tired of spam? Yahoo! Mail has the best spam protection around
http://mail.yahoo.com
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