Skill and Education: Reflection and Experience

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.

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