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.
SUMMARY OR ABSTRACT
Text of Note
This volume is based on the 1988 Stockholm Conference on Culture, Language and Artificial Intelligence. The conference, attended by over 300 researchers and practitioners in areas such as technology, philosophy, social science and linguistics, examined the impact of artificial intelligence on existing professional knowledge and practise. Skill and Education: Reflection and Experience is divided into two parts: part one examines how humans acquire knowledge and looks at the implications of this for expert systems design. The contributors cover important issues such as tacit knowledge, apprenticeship, theoretical acquisition of knowledge through scientific description, and actual developments in the relationship between IT and professional skill. Part two contains papers by participants in the Diderot project, an international research program into the social impact of computer technology in the workplace. The implementation of IT is assessed and enlightenment, skill and education are proposed as the basis for a humanised and productive use of new technology. The papers highlight the main topics of this important project including elitism in education, the relationship between translation and creation, and the division of culture between science and the humanities. Skill and Education: Reflection and Experience defines the contours of this relatively new research field and assesses progress which has been made since the conference. It will be of interest to researchers and postgraduate students in AI and the philosophy of science, psychologists and philosophers.