Skill, Technology and Enlighten
ment: O
n practical Philosophy explores the problems of developing a perspective on technology and society, on the limits of enlightment, the relationship between cultural criticism and the epistemology of practical knowledge, tacit knowledge and a non-elitist conception of expertise, the role of the arts as a basis for reflection, and many other relevant topics.
The 1993 international conference in Stockholm was - among other things - part of a process of building a curriculum for an international graduate programme in the area of culture, skill and technology, a process that has been under way since 1989.|
Skill, Technology and Enlightenment is
the final volume of the series "Artificial Intelligence and Society" published by Springer, embodying the thinking that has so far gone into the development of this curriculum.
Section I. Introduction.- 1. Introduction.- Section II. On Practical Philosophy.- 2. The Practical Intellect and Master-Apprenticeship.- 3. From Montaigne to Diderot: Pascal, Jansenism and the Dialectics of Inner Theater.- 4. Imaginary Confessions.- 5. Rameau´s Nephew. Dialogue as Gesamtkunstwerk for Enlightenment (with constant reference to Plato).- 6. Morals in the "Theatre of the World”.- 7. The Traditions of Dialogue and the Future of Philosophy.- 8. Comments.- Section III. Acting as a Model for Skill.- 9. We Must Safeguard the Freedoms of our Craft.- 10. Some Reflections on Diderot´s Paradox.- 11. The Actor as Paradigm?.- 12. Actors and Acting.- 13. Comments.- Section IV. Alan Turing and Ludwig Wittgenstein — A Meeting of Different Traditions of Knowledge.- 14. Beyond All Certainty.- 15. Thoughts on Acting and the Play Beyond All Certainty: Great Escape Theatre Company.- 16. The Legacy of Turing — On the Limits of the Calculable.- 17. "Nothing is Hidden”.- 18. Turing and Wittgenstein — Two Perceptions of Reality.- 19. Carved in Stone or Carried by the Wind?.- 20. Experiment, Science, Literature.- 21. Scientific "Fact-Fictions”.- 22. Comments.- Section V. Education and the Information Society.- 23. Some Enigma Variations: A Selection of Dialogues Prompted by Turing´s Work.- 24. The Two Cultures in Engineering.- 25. A Confrontation between Different Traditions of Knowledge. An Example from Working Life.- 26. Engineering, Culture and Competence.- 27. Engineering Training with a Human Face: The I-Program at the Royal Institute of Technology, Stockholm.- 28. The Systems Analysis Skill.- 29. Comments.- Section VI. On Diderot, Analogy and Mathematics.- 30. Diderot, Implicit Knowledge and Architecture: The Experience of Analogy.- 31. On Mathematics at the Time of the Enlightenment, and Related Topics.- 32. Interdisciplinary Scope.- 33. Mathematics, Professional Knowledge and Technology: The Role of Mathematics in Society.- 34. Comments.- Section VII. Epilogue.- 35. Diderot and Dialogue: Reflections on the Stockholm Conference.- 36. Themes and Possibilities.- Name Index.
Section I. Introduction.- 1. Introduction.- Section II. On Practical Philosophy.- 2. The Practical Intellect and Master-Apprenticeship.- 3. From Montaigne to Diderot: Pascal, Jansenism and the Dialectics of Inner Theater.- 4. Imaginary Confessions.- 5. Rameau's Nephew. Dialogue as Gesamtkunstwerk for Enlightenment (with constant reference to Plato).- 6. Morals in the "Theatre of the World".- 7. The Traditions of Dialogue and the Future of Philosophy.- 8. Comments.- Section III. Acting as a Model for Skill.- 9. We Must Safeguard the Freedoms of our Craft.- 10. Some Reflections on Diderot's Paradox.- 11. The Actor as Paradigm?.- 12. Actors and Acting.- 13. Comments.- Section IV. Alan Turing and Ludwig Wittgenstein - A Meeting of Different Traditions of Knowledge.- 14. Beyond All Certainty.- 15. Thoughts on Acting and the Play Beyond All Certainty: Great Escape Theatre Company.- 16. The Legacy of Turing - On the Limits of the Calculable.- 17. "Nothing is Hidden".- 18. Turing and Wittgenstein - Two Perceptions of Reality.- 19. Carved in Stone or Carried by the Wind?.- 20. Experiment, Science, Literature.- 21. Scientific "Fact-Fictions".- 22. Comments.- Section V. Education and the Information Society.- 23. Some Enigma Variations: A Selection of Dialogues Prompted by Turing's Work.- 24. The Two Cultures in Engineering.- 25. A Confrontation between Different Traditions of Knowledge. An Example from Working Life.- 26. Engineering, Culture and Competence.- 27. Engineering Training with a Human Face: The I-Program at the Royal Institute of Technology, Stockholm.- 28. The Systems Analysis Skill.- 29. Comments.- Section VI. On Diderot, Analogy and Mathematics.- 30. Diderot, Implicit Knowledge and Architecture: The Experience of Analogy.- 31. On Mathematicsat the Time of the Enlightenment, and Related Topics.- 32. Interdisciplinary Scope.- 33. Mathematics, Professional Knowledge and Technology: The Role of Mathematics in Society.- 34. Comments.- Section VII. Epilogue.- 35. Diderot and Dialogue: Reflections on the Stockholm Conference.- 36. Themes and Possibilities.- Name Index.
Skill, Technology and Enlightenment is the final volume of the series "Artificial Intelligence and Society" published by Springer, embodying the thinking that has so far gone into the development of this curriculum.
Inhaltsverzeichnis
Section I. Introduction.- 1. Introduction.- Section II. On Practical Philosophy.- 2. The Practical Intellect and Master-Apprenticeship.- 3. From Montaigne to Diderot: Pascal, Jansenism and the Dialectics of Inner Theater.- 4. Imaginary Confessions.- 5. Rameaüs Nephew. Dialogue as Gesamtkunstwerk for Enlightenment (with constant reference to Plato).- 6. Morals in the ¿Theatre of the World¿.- 7. The Traditions of Dialogue and the Future of Philosophy.- 8. Comments.- Section III. Acting as a Model for Skill.- 9. We Must Safeguard the Freedoms of our Craft.- 10. Some Reflections on Diderot¿s Paradox.- 11. The Actor as Paradigm?.- 12. Actors and Acting.- 13. Comments.- Section IV. Alan Turing and Ludwig Wittgenstein ¿ A Meeting of Different Traditions of Knowledge.- 14. Beyond All Certainty.- 15. Thoughts on Acting and the Play Beyond All Certainty: Great Escape Theatre Company.- 16. The Legacy of Turing ¿ On the Limits of the Calculable.- 17. ¿Nothing is Hidden¿.- 18. Turing and Wittgenstein ¿ Two Perceptions of Reality.- 19. Carved in Stone or Carried by the Wind?.- 20. Experiment, Science, Literature.- 21. Scientific ¿Fact-Fictions¿.- 22. Comments.- Section V. Education and the Information Society.- 23. Some Enigma Variations: A Selection of Dialogues Prompted by Turing¿s Work.- 24. The Two Cultures in Engineering.- 25. A Confrontation between Different Traditions of Knowledge. An Example from Working Life.- 26. Engineering, Culture and Competence.- 27. Engineering Training with a Human Face: The I-Program at the Royal Institute of Technology, Stockholm.- 28. The Systems Analysis Skill.- 29. Comments.- Section VI. On Diderot, Analogy and Mathematics.- 30. Diderot, Implicit Knowledge and Architecture: The Experience of Analogy.- 31. On Mathematics at the Time of the Enlightenment, and Related Topics.- 32. Interdisciplinary Scope.- 33. Mathematics, Professional Knowledge and Technology: The Role of Mathematics in Society.- 34. Comments.- Section VII. Epilogue.- 35. Diderot and Dialogue: Reflections on the Stockholm Conference.- 36. Themes and Possibilities.- Name Index.
Klappentext
Skill, Technology and Enlightenment: On practical Philosophy explores the problems of developing a perspective on technology and society, on the limits of enlightment, the relationship between cultural criticism and the epistemology of practical knowledge, tacit knowledge and a non-elitist conception of expertise, the role of the arts as a basis for reflection, and many other relevant topics.
The 1993 international conference in Stockholm was - among other things - part of a process of building a curriculum for an international graduate programme in the area of culture, skill and technology, a process that has been under way since 1989.
Skill, Technology and Enlightenment is the final volume of the series "Artificial Intelligence and Society" published by Springer, embodying the thinking that has so far gone into the development of this curriculum.
