The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the (...) learning process, and a desire for publicly certified expertise. I provide a number of examples of philosophy-specific teaching strategies that follow this paradigm. (shrink)

The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goals of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the (...) learning process, and a desire for publicly certified expertise. I provide a number of examples of philosophy-specific teaching strategies that follow this paradigm. (shrink)

Dr. Wayne W. Dyer has researched intention as a force in the universe that allows the act of creation to take place. Here he explores intention - not as something we do - but as an energy we're a part of. We're all intended here through the invisible power of intention - a magnificent field of energy we can access to begin co-creating our lives.

Research reported by Posner & Raichle may be usefully applied to the rehabilitation of persons with brain damage. Their findings are related to the “dual premotorsystems hypothesis” that reciprocally interactive medial and lateral brain systems are involved in attention and learning. Recent studies show that “brain healing” occurs through dynamic reorganization involving attentional networks postulated by Posner & Raichle.

It is commonly held that implicit learning is based largely on familiarity. It is also commonly held that familiarity is not affected by intentions. It follows that people should not be able to use familiarity to distinguish strings from two different implicitly learned grammars. In two experiments, subjects were trained on two grammars and then asked to endorse strings from only one of the grammars. Subjects also rated how familiar each string felt and reported whether or not they used (...) familiarity to make their grammaticality judgment. We found subjects could endorse the strings of just one grammar and ignore the strings from the other. Importantly, when subjects said they were using familiarity, the rated familiarity for test strings consistent with their chosen grammar was greater than that for strings from the other grammar. Familiarity, subjectively defined, is sensitive to intentions and can play a key role in strategic control. (shrink)

The dropout rate among Spanish university students is very high compared to the European mean, creating a pressing need for the introduction of policies and programmes aimed at increasing rates of persistence. In this article, we study this problem by combining students? perceived learning outcomes with their dropout intentions, and we propose a research model that considers subjective factors that might impact this decision. The model is estimated for two degree courses: Business Administration and Nursing. The estimation method uses (...) structural equations based on the partial least squares algorithm. This allows the construction of indices for the variables of interest, enabling us to make comparisons between courses and over time. To reduce dropout intentions, efforts need to be focused on obtaining better cognitive outcomes, as well as on achieving a higher level of student satisfaction with their university experience. (shrink)

Riggs v. Palmerhas become famous since Dworkin used it to show that legal positivism is defective. The debate over the merits of Dworkin's claims is still very lively. Yet not enough attention has been paid to the fact that the content of the statute at issue inRiggswas given by thecounterfactual intentionof the legislature. According to arguments from legislative intent, a judicial decision is justified if it is based on the lawmaker's intention. But can legislative intentions be determined counterfactually? More generally, (...) what are the discursive commitments undertaken by a lawyer or a judge, in an exchange of legal reasons, when using this interpretive methodology? This paper addresses these issues considering, in particular, David Lewis's “resemblance” condition and “relevant similarity” between possible worlds in the evaluation of counterfactual statements. The analysis sheds some new light on the debate on theoretical disagreements and shows that Dworkin's conception of law as an argumentative practice is not necessarily at odds with legal positivism. It rather allows us to look at it under a better light. (shrink)

Continuance intention to online learning platforms has received increased attention in recent years, and media richness has been found to be an important antecedent influencing user retention. However, there is insufficient research on the mediating and moderating mechanism underlying this relation. The purpose of this article is to investigate the positive association between three dimensions of media richness and user continuance intention, the mediating role of social presence in the relationship between three dimensions of media richness and continuance intention, (...) and the moderating role of need for cognition in the relationship between three dimensions of media richness and social presence. We conduct a survey questionnaire with a sample of 368 users from online learning platforms and use structural equation modeling. The results indicate that the model proposed has a high explanatory power of continuance intention to online learning platforms and give support to the moderating role of the need for cognition. The study highlights the crucial role these technological-environment-related variables have in relation to virtual user experience and their continuance intention. Furthermore, this study shows the significance of differentiated online course design to foster users’ social presence according to user types. (shrink)

I am very grateful to Aaron Cicourel, Penelope Brown, Max Louwerse, and Matthew Ventrura for their constructive comments. Aaron Cicourel provides a helpful summary of my book and his commentary offers a good place to enter the discussion for readers who have not yet read How Children Learn the Meanings of Words. Brown and Louwerse and Ventura raise some critical questions with regard to the text to which I will speak in turn.

Professional development resource providing advice for early childhood teachers navigating demands and changes in their careers, helping them see challenges as growth opportunities. Through self-assessment and reflection, educators reexamine their teaching philosophy, integrate new knowledge and strategies into their practice, and strengthen the impact of their teaching. Includes digital content.

This paper considers the implications for nursing practice of what the continental philosopher Emmanuel Levinas described as the ‘non‐intentional’. The place of the non‐intentional emerges from a critique of Buber’s conception of the ‘I‐Thou’ and the ‘I‐It’ relations, and is revealed to a person in the moments prior to the grasping of conscious understanding. A specific incident that took place between a nurse and a person diagnosed with dementia is described and then used to illustrate an exploration of (...) the ‘I‐Thou’ relation and then the non‐intentional. The nurse practitioner’s pre‐understandings of the term dementia are shown to have hindered the emergence of an ‘I‐Thou’ relation and the possibility of a non‐intentional glimpse of the otherness of the other. It is suggested here that the plausible associations that become synonymous with a diagnosis like dementia detract from attentiveness to another ‘person’. The more tangible an understanding of another person becomes, the less likely it is that a person can really experience the other as separate to their perception of them. The implications for practitioner education and learning in relation to the non‐intentional are considered, in particular the need to reflect on the immediacy of the feelings experienced in a relationship. The non‐intentional highlights how ‘I’, as a nurse practitioner, can exclude the other by imposing an understanding on what is seen and experienced in relation to another person. The ‘I’ prioritizes intentional understanding and so obscures the importance of the spontaneous response to the tear in the eye of the other, which is the basis for Levinas’s conception of the non‐intentional. The spontaneity of the non‐intentional is what Levinas believed confirmed the separateness and autonomy of the other and consequently should be the basis for a therapeutic nursing relationship with a patient. (shrink)

Intentions are not events that cause an action, but that in terms of which we describe and action when we describe it as intentionally. Likewise, virtues are not character traits that reliably cause certain behaviour, but that in terms of which we describe certain generic behaviour.

The effect of concurrent movement on incidental versus intentional statistical learning was examined in two experiments. In Experiment 1, participants learned the statistical regularities embedded within familiarization stimuli implicitly, whereas in Experiment 2 they were made aware of the embedded regularities and were instructed explicitly to learn these regularities. Experiment 1 demonstrated that while the control group were able to learn the statistical regularities, the resistance-free cycling group and the exercise group did not demonstrate learning. This is (...) in contrast with the findings of Experiment 2, where all three groups demonstrated significant levels of learning. The results suggest that the movement demands, rather than the physiological stress, interfered with statistical learning. We suggest movement activates the striatum, which is not only responsible for motor control but also plays a role in incidental learning. (shrink)

We investigate flexibility and problem solving in skilled action. We conducted a field study of mountain bike riding that required a learner rider to cope with major changes in technique and equipment. Our results indicate that relatively inexperienced individuals can be capable of fairly complex 'on-the-fly' problem solving which allows them to cope with new conditions. This problem solving is hard to explain for classical theories of skill because the adjustments are too large to be achieved by automatic mechanisms and (...) too complex and rapid to be achieved by cognitive processes as they are usually understood. A recent theory, Mesh, can explain these results because it posits that skill-specific cognitive abilities develop during skill learning and that control typically involves an interplay between cognitive and automatic mechanisms. Here we develop Mesh further, providing a detailed explanation for these problem solving abilities. We argue that causal representation, metacognitive awareness and other forms of performance awareness combine in the formulation and control of action strategies. We also argue that the structure of control present in this case is inconsistent with Bratman's model of intentions, and that, in the face of high uncertainty and risk, intentions can be much more labile than Bratman recognises. In addition, we found limitations and flaws in problem solving which illuminate the representations involved. Finally, we highlight the crucial role of social and cultural learning in the development of complex skills. (shrink)

As coronavirus disease 2019 swept the world in early 2020, all the Chinese universities and colleges adopted online learning to fulfill the directive saying “classes suspended but learning continues.” Understanding the impact of this large-scale online learning experience on the future online learning intention of Chinese university students can help design better blended-learning activities. This study applies flow experience and theory of planned behavior to construct a theoretical framework for assumption making and the assumptions made (...) are validated by data gained from questionnaires. A total of 6,933 students from 54 institutions in China participated in the investigation, with 5,456 valid questionnaires returned. This study employs partial least squares regression and confirmative factor analysis to analyze and estimate the measurement model and the structural model. The results indicate that the experience of home-based learning significantly influenced the attitudes of Chinese university students, which in turn had a positive influence on their intention to continue online learning. The research findings provide a theoretical framework and practical guidelines on building a scientific online learning platform with appropriate online learning environments and tasks for a post-COVID-19 era blended-learning in Chinese universities. (shrink)

The relationship of the author’s intention to the meaning of a literary work has been a persistently controversial topic in aesthetics. Anti-intentionalists Wimsatt and Beardsley, in the 1946 paper that launched the debate, accused critics who fueled their interpretative activity by poring over the author’s private diaries and life story of committing the ‘fallacy’ of equating the work’s meaning, properly determined by context and linguistic convention, with the meaning intended by the author. Hirsch responded that context and convention are not (...) sufficient to determine a unique meaning for a text; to avoid radical ambiguity we must appeal to the author’s intention, which actualizes one of the candidate meanings. Subsequent writers have defended refined versions of these views, and a variety of positions on the spectrum between them, in a debate that remains central to philosophical aesthetics. This Teaching and Learning Guide lists key readings and suggests how they might be incorporated within a syllabus. It also offers focus questions related to the readings. See also the companion article, Sherri Irvin, “Authors, Intentions and Literary Meaning.” Philosophy Compass 1 (2006), 114-128. (shrink)

Intentional action involves both a series of neural events in the motor areas of the brain, and also a distinctive conscious experience that ''I'' am the author of the action. This paper investigates some possible ways in which these neural and phenomenal events may be related. Recent models of motor prediction are relevant to the conscious experience of action as well as to its neural control. Such models depend critically on matching the actual consequences of a movement against its (...) internally predicted effects. However, it remains unclear whether our conscious experience of action depends on a precise matching process, or a retrospective inference that ''I'' must have been responsible for a particular event. We report an experiment in which normal subjects judged the perceived time of either intentional actions, involuntary movements, or subsequent effects (auditory tones) of these. We found that the subject's intention to produce the auditory tone produced an intentional binding between the perceived times of the subject's action and the tone. However, if the intention was interrupted by an imposed involuntary movement, followed by the identical tone, no such binding occurred. The phenomenology of intentional action requires an appropriate predictive link between intentions and effects, rather than a retrospective inference that ''I'' caused the effect. (shrink)