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  1. Foresight in cultural evolution.Alex Mesoudi - 2008 - Biology and Philosophy 23 (2):243-255.
    Critics of Darwinian cultural evolution frequently assert that whereas biological evolution is blind and undirected, cultural change is directed or guided by people who possess foresight, thereby invalidating any Darwinian analysis of culture. Here I show this argument to be erroneous and unsupported in several respects. First, critics commonly conflate human foresight with supernatural clairvoyance, resulting in the premature rejection of Darwinian cultural evolution on false logical grounds. Second, the presence of foresight is perfectly consistent with Darwinian evolution, and is (...)
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  • Folk psychological and phenomenological accounts of social perception.Mitchell Herschbach - 2008 - Philosophical Explorations 11 (3):223 – 235.
    Theory theory and simulation theory share the assumption that mental states are unobservable, such that mental state attribution requires an extra psychological step beyond perception. Phenomenologists deny this, contending that we can directly perceive people's mental states. Here I evaluate objections to theory theory and simulation theory as accounts of everyday social perception offered by Dan Zahavi and Shaun Gallagher. I agree that their phenomenological claims have bite at the personal level, distinguishing direct social perception from conscious theorizing and simulation. (...)
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  • Creations of the Mind: Theories of Artifacts and Their Representation.Hannes Rakoczy - 2009 - Philosophical Psychology 22 (3):401-406.
  • Expanding young people's capacity to learn.Guy Claxton - 2007 - British Journal of Educational Studies 55 (2):115-134.
    : Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that comprises a varied set of positive learning dispositions. These are illustrated, and the idea of ?expansion? is glossed in (...)
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