Habit and Intention

Douskos, Christos

doi:10.1007/s11406-016-9810-z

Cited by 17 publications

(24 citation statements)

References 24 publications

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“…It is how she slopes arms, not whether she slopes arms, that is ‘habitual’ ( cf . Douskos 2017b, p. 1136). But that ought to be to say, for Ryle at least, that even if the well‐drilled recruit slopes arms automatically, without thinking what she is doing, she does not do so from mere habit: Ryle's considered view ought to be that she has acquired a capacity (albeit not an intelligent capacity) to slope arms, not a tendency to do so 15…”

Section: Skills Habits and Competencesmentioning

confidence: 99%

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Practical Knowledge and Habits of Mind

Small¹

2020

Journal of Philosophy of Education

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Education aims not only at transmitting knowledge of facts, but also at the inculcation of abilities and propensities. We hope that students acquire not merely the ability to, e.g. think critically, but the propensity or habit of doing so—that critical thinking will be something they do do, not something they merely can do; that they will become, not merely capable of inquiry, but inquisitive; and so on. If education aims at more than the transmission of propositional knowledge, are these other aims non‐cognitive, or non‐epistemic? This essay aims to make progress on this question by critically examining Rylean conceptions of skill and habit, thereby making room for a neglected category, intelligent habit.

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Section: Skills Habits and Competencesmentioning

confidence: 99%

“…1111Skill and habit are still frequently conflated by contemporary philosophers and psychologists (Douskos, 2017a, 2017b, 2017c). …”

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confidence: 99%

Practical Knowledge and Habits of Mind

Small¹

2020

Journal of Philosophy of Education

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“…Most of the attention in the philosophy of action is to intentional actions that are the upshot of deliberation, or that seem caused by mental states like beliefs and desires. However, philosophers have growingly been interested in exploring how unconscious or habitual actions can nevertheless be construed as intentional (e.g., Douskos, 2017; Lumer, 2017; Owens, 2017). It is thus open to us to ask whether and when such behavior can be construed as strategic as well.…”

Section: Further Theoretical Questionsmentioning

confidence: 99%

Strategy (Part I): Conceptual Foundations

Silver

2020

Philosophy Compass

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Strategies are mentioned across a variety of domains, from business ethics, to the philosophy of war, philosophy of sport, game theory, and others. However, despite their wide use, very little has been said about how to think about what strategies are or how they relate to other prominently discussed concepts. In this article, I probe the close connection between strategies and plans, which have been much more thoroughly characterized in the philosophy of action. After highlighting the challenges of analyzing strategies in terms of plans, I show how the work done on the connection between plans and intentions can inspire further questions about the nature of strategy. I conclude by showing how one particular innovation in the understanding of plans—how they can be more or less partial—can be used to help us to mark what makes for a good strategy.

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“…7 Once inattentional blindness develops, the ongoing habit can dominate one's awareness, 39 which impairs attention to the task that deviates from the habit. 40 With one's awareness focused on the routine, awareness of the plan to interrupt the habit may occur only in response to a highly salient and unique reminder cue, 41 such as the child vocalising, seeing the child's change bag in the car or a phone call from the day-care provider asking about the child.…”

Section: Characterisation and Causes Of Memory Failuresmentioning

confidence: 99%

When a child dies of heatstroke after a parent or caretaker unknowingly leaves the child in a car: How does it happen and is it a crime?

Diamond

2019

Med Sci Law

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It is commonly reported that in the course of a drive, a parent or caretaker loses awareness of the presence of a child in the back seat of the car. Upon arriving at the destination, the driver exits the car and unknowingly leaves the child in the car. This incomprehensible lapse of memory exposes forgotten children to hazards, including death from heatstroke. More than 400 children in the past 20 years have suffered from heatstroke after being unknowingly forgotten in cars. How can loving and attentive parents, with no evidence of substance abuse or an organic brain disorder, have a catastrophic lapse of memory that places a child’s welfare in jeopardy? This article addresses this question at multiple levels of analysis. First, it is concluded that the loss of awareness of a child in a car is a failure of a type of memory referred to as prospective memory (PM), that is, failure to remember to execute a plan in the future. Second, factors that increase the likelihood that PM will fail are identified. Third, research on the neurobiology of PM and PM-related memory failures are reviewed, including a discussion of how competition between brain structures contributes to a failure of PM. Finally, the issue of whether a failure of PM that results in harm to a child qualifies as a criminal offence is discussed. Overall, this neuropsychological perspective on how catastrophic memory errors occur should be of value to the scientific community, the public and law-enforcement agencies.

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Habit and Intention

Cited by 17 publications

References 24 publications

Practical Knowledge and Habits of Mind

Practical Knowledge and Habits of Mind

Strategy (Part I): Conceptual Foundations

When a child dies of heatstroke after a parent or caretaker unknowingly leaves the child in a car: How does it happen and is it a crime?

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