The Ethical Implications of the Five-Stage Skill-Acquisition Model

We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims th...

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Veröffentlicht in:	Bulletin of science, technology & society technology & society, 2004-06, Vol.24 (3), p.251-264
Hauptverfasser:	Dreyfus, Hubert L., Dreyfus, Stuart E.
Format:	Artikel
Sprache:	eng
Schlagworte:	Cognitive Ability Ethics Phenomenology Skill Development
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description	We assume that acting ethically is a skill. We then use a phenomenological description of five stages of skill acquisition to argue that an ethics based on principles corresponds to a beginner’s reliance on rules and so is developmentally inferior to an ethics based on expert response that claims that, after long experience, the ethical expert learns to respond appropriately to each unique situation. The skills model thus supports an ethics of situated involvement such as that of Aristotle, John Dewey, and Carol Gilligan against the detached, rationalist ethics of Kant, John Rawls, Lawrence Kohlberg, and Jürgen Habermas.
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subjects	Cognitive Ability Ethics Phenomenology Skill Development
title	The Ethical Implications of the Five-Stage Skill-Acquisition Model
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