Teaching Workshop: Advanced Philosophical Workshop 1
A.Y. 2025/2026
Learning objectives
Students will acquire in-depth knowledge and skills in applied philosophy of mind.
Expected learning outcomes
This workshop helps students to build the following skills:
Ability to apply knowledge and understanding:
To critically analyze, discuss, and compare philosophical views.
To critically assess sources of information and the reliability of data.
Independent judgment:
To think through complex philosophical views.
To take a position on a certain philosophical issue and develop arguments in its favor.
To collect, correctly interpret, and appropriately use data to make independent, informed, and responsible judgments.
Communication skills:
To efficiently present the results of one's own research, and do so by using information technology when appropriate.
To dialogue in a constructive way with experts from other disciplines to identify and solve complex problems.
To disseminate knowledge and pass on acquired skills to non-specialized audiences.
Learning skills:
To study in an independent way.
To independently and appropriately use sources and basic bibliographic/information tools for philosophical research and scientific updating.
Ability to apply knowledge and understanding:
To critically analyze, discuss, and compare philosophical views.
To critically assess sources of information and the reliability of data.
Independent judgment:
To think through complex philosophical views.
To take a position on a certain philosophical issue and develop arguments in its favor.
To collect, correctly interpret, and appropriately use data to make independent, informed, and responsible judgments.
Communication skills:
To efficiently present the results of one's own research, and do so by using information technology when appropriate.
To dialogue in a constructive way with experts from other disciplines to identify and solve complex problems.
To disseminate knowledge and pass on acquired skills to non-specialized audiences.
Learning skills:
To study in an independent way.
To independently and appropriately use sources and basic bibliographic/information tools for philosophical research and scientific updating.
Lesson period: Second semester
Assessment methods: Giudizio di approvazione
Assessment result: superato/non superato
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Applied Philosophy of Mind
Mind in Action: Mental Representations and Skills
What happens when an expert dancer alters a sequence of movements at the very last moment during a performance, without disrupting its fluidity? How is it that a musician can decide almost instantaneously how to interpret an unexpected variation during a concert? Situations such as these show that many of our cognitive capacities do not just belong to abstract thought, but take shape through competent action. A major contemporary debate concerns the structure of skills, the role of mental representations, and the ways in which imagination, decision-making, and conscious control contribute to expert performance.
This workshop introduces students to the main philosophical approaches to skills, mental representations, and the relationship between intention and action, exploring how human agents plan and monitor their behaviour across different contexts. Drawing on recent contributions in the philosophy of mind and action, the course examines the role of imagination in guiding action, the different levels of intentionality involved in skilled performance, and the contribution of attention to the control of performance.
Some attention will be devoted to the analysis of concrete practices -- such as dance, music, and visual arts -- considered as case studies through which to test the theories discussed. The workshop format will combine theoretical analysis with guided reflection and collective discussion, providing students with conceptual tools to apply philosophical theories to practice, also in light of emerging forms of collaboration between human agents and artificial intelligence systems.
Meeting 1. What is a Skill? Structure and Functions of Skills
Definition of skill, expertise, control, and cognitive functions in action.
1) Fridland, E. (2020). The nature of skill: functions and control structures. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 245-257). Routledge.
2) Shepherd, J. (2020). The Targets of Skill, and their Importance. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 269-278). Routledge.
Meeting 2. Representations and Intentions in Action
How we represent what to do and how to do it.
1) Butterfill, S. A., & Sinigaglia, C. (2014). Intention and motor representation in purposive action. Philosophy and Phenomenological Research, 88(1), 119-145.
2) Shepherd, J. (2019). Skilled Action and the Double Life of Intention. Philosophy and Phenomenological Research, 98(2), 286-305.
Meeting 3. Imagination as a Skill
Imagination not only as a mental state, but as an autonomous capacity.
1) Kind, A. (2020). The skill of imagination. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 335-346). Routledge.
2) Nanay, B. (2016). The role of imagination in decision-making. Mind & Language, 31(1), 127-143.
Meeting 4. Consciousness and Control in Expert Action
Conscious monitoring, attention, and adaptive capacities.
1) Montero, B. G. (2020). Consciousness and skill. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 181-193). Routledge.
2) Mylopoulos, M. (2020). The intelligence of motor control. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 258-268). Routledge.
Meeting 5. Theory in Practice: Talent, Training, and Artificial Intelligence
Talent vs. practice; AI as a test case.
Main readings: a selection of texts on performing arts and the role of AI in creative processes (references will be provided during the course).
Practical Information
In order to attend this seminar, students are required to complete the pre-enrolment procedure as indicated in their study plan.
Mind in Action: Mental Representations and Skills
What happens when an expert dancer alters a sequence of movements at the very last moment during a performance, without disrupting its fluidity? How is it that a musician can decide almost instantaneously how to interpret an unexpected variation during a concert? Situations such as these show that many of our cognitive capacities do not just belong to abstract thought, but take shape through competent action. A major contemporary debate concerns the structure of skills, the role of mental representations, and the ways in which imagination, decision-making, and conscious control contribute to expert performance.
This workshop introduces students to the main philosophical approaches to skills, mental representations, and the relationship between intention and action, exploring how human agents plan and monitor their behaviour across different contexts. Drawing on recent contributions in the philosophy of mind and action, the course examines the role of imagination in guiding action, the different levels of intentionality involved in skilled performance, and the contribution of attention to the control of performance.
Some attention will be devoted to the analysis of concrete practices -- such as dance, music, and visual arts -- considered as case studies through which to test the theories discussed. The workshop format will combine theoretical analysis with guided reflection and collective discussion, providing students with conceptual tools to apply philosophical theories to practice, also in light of emerging forms of collaboration between human agents and artificial intelligence systems.
Meeting 1. What is a Skill? Structure and Functions of Skills
Definition of skill, expertise, control, and cognitive functions in action.
1) Fridland, E. (2020). The nature of skill: functions and control structures. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 245-257). Routledge.
2) Shepherd, J. (2020). The Targets of Skill, and their Importance. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 269-278). Routledge.
Meeting 2. Representations and Intentions in Action
How we represent what to do and how to do it.
1) Butterfill, S. A., & Sinigaglia, C. (2014). Intention and motor representation in purposive action. Philosophy and Phenomenological Research, 88(1), 119-145.
2) Shepherd, J. (2019). Skilled Action and the Double Life of Intention. Philosophy and Phenomenological Research, 98(2), 286-305.
Meeting 3. Imagination as a Skill
Imagination not only as a mental state, but as an autonomous capacity.
1) Kind, A. (2020). The skill of imagination. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 335-346). Routledge.
2) Nanay, B. (2016). The role of imagination in decision-making. Mind & Language, 31(1), 127-143.
Meeting 4. Consciousness and Control in Expert Action
Conscious monitoring, attention, and adaptive capacities.
1) Montero, B. G. (2020). Consciousness and skill. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 181-193). Routledge.
2) Mylopoulos, M. (2020). The intelligence of motor control. In The Routledge Handbook of Philosophy of Skill and Expertise (pp. 258-268). Routledge.
Meeting 5. Theory in Practice: Talent, Training, and Artificial Intelligence
Talent vs. practice; AI as a test case.
Main readings: a selection of texts on performing arts and the role of AI in creative processes (references will be provided during the course).
Practical Information
In order to attend this seminar, students are required to complete the pre-enrolment procedure as indicated in their study plan.
Prerequisites for admission
No background in the course material is expected. Familiarity with reading academic philosophical articles may be helpful.
Teaching methods
The meetings will be conducted in a seminar-based and interactive format. Activities will include lectures, exercises with feedback on writing an abstract and a final paper, individual and/or group presentations, and in-class discussion of topics selected for the final paper.
Teaching Resources
Preliminary Reading
Pavese, Carlotta, "Knowledge How", The Stanford Encyclopedia of Philosophy (Fall 2022 Edition), Edward N. Zalta & Uri Nodelman (eds.).
Class materials, required readings listed in the syllabus, and optional readings (suggested in class).
Pavese, Carlotta, "Knowledge How", The Stanford Encyclopedia of Philosophy (Fall 2022 Edition), Edward N. Zalta & Uri Nodelman (eds.).
Class materials, required readings listed in the syllabus, and optional readings (suggested in class).
Assessment methods and Criteria
Final assessment will be based on active participation in the seminar, the writing of an abstract and a final paper, and one oral presentation.
Modules or teaching units
Laboratorio Professionalizzante
- University credits: 2
Humanities workshops: 20 hours
Professor:
Pani Silvana
Ricerca Bibliografica e redazione di un testo scientifico filosofico
- University credits: 1
Humanities workshops: 16 hours
Professor(s)