Knowledge How

Know how and ability have a seemingly fraught relationship. I deepen the tension here, by arguing for two new pieces of data concerning know how and ability. First, know how ascriptions have two distinct readings that differ in their entailments to ability: one entails ability, the other does not. Second, in certain cases, the indeterminacy of certain ability claims infects both readings of know how claims. No existing accounts of the relationship between know how and ability captures both data points, (...) I argue; but a certain kind of intellectualism has special resources to account for them. Ascriptions of knowledge of infinitival questions give rise to a distinctive kind of context-sensitivity specific to infinitivals. I show how on an intellectualist view where, very roughly, knowing how to do something is knowing an answer to an infinitival question about your abilities, this context-sensitivity accounts for the relationship between know how and ability. (shrink)

We explore new connections between the epistemologies of mental rehearsal and suppositional reasoning to offer a novel perspective on skilled behavior and its relationship to practical knowledge. We argue that practical knowledge is "easy" in the sense that, by manifesting one's skills, one has a priori propositional justification for certain beliefs about what one is doing as one does it. This proposal has wider consequences for debates about intentional action and knowledge: first, because agents sometimes act intentionally in epistemically hazardous (...) environments, these justified beliefs do not always rise to the level of (practical) knowledge. Second, practical knowledge is more intimately related to basic knowledge than has been appreciated. Third, an attractive "middle way" opens between the Anscombian tradition of defending a necessary connection between intentional action and practical knowledge and the more recent tradition of explaining away substantive epistemic conditions on intentional action. (shrink)

According to Dreyfusian anti-intellectualism, know-how or expertise cannot be explained in terms of know-that and its cognates but only in terms of intuition. Hubert Dreyfus and Stuart Dreyfus do not exclude know-that and its cognates in explaining skilled action. However, they think that know-that and its cognates (such as calculative deliberation and perspectival deliberation) only operate either below or above the level of expertise. In agreement with some critics of Dreyfus and Dreyfus, in this paper, I argue that know-that and (...) its cognates are constitutive of rather than external to know-how and expertise. However, unlike those critics, who argue for this point only from a phenomenological point of view, my argument adopts a (telic) normative point of view. (shrink)

The gradation of know-how is a prominent challenge to intellectualism. Know-how is prima facie gradable, whereas know-that is not, so the former is unlikely to be a species of the latter. Recently, Pavese refuted this challenge by explaining the gradation of know-how as concerning either the quantity or the quality of practical answers one knows to a question. Know-how per se remains absolute. This paper argues, however, that in addition to the quantity and quality of practical answers, know-how also differs (...) in how reliably the agent is supposed to fulfil the task given her default constitution. Intellectualism is still troubled by the gradability challenge. (shrink)

This chapter examines some key developments in discussions of the social dimensions of knowing-how, focusing on work on the social function of the concept of knowing-how, testimony, demonstrating one's knowledge to other people, and epistemic injustice. I show how a conception of knowing-how as a form of 'downstream knowledge' can help to unify various phenomena discussed within this literature, and I also consider how these ideas might connect with issues concerning wisdom, moral knowledge, and moral testimony.

Frank Ramsey’s philosophy, developed in the 1920s in Cambridge, was in conversation with the debates surrounding intellectualism in the early twentieth century. Ramsey made his mark on the anti-intellectualist tradition via his notion of habit. He posited that human judgments take shape through habitual processes, and he rejected the separation between the domain of reason, on one hand, and the domain of habit, on the other. Ramsey also provided the ground to explore the nature of knowledge employed in acting from (...) habit. That ground was passed onto Margaret MacDonald who came up with the distinction between knowing that something is the case and knowing how to apply a rule (or habit), the distinction that set the stage for Gilbert Ryle’s philosophical project against intellectualism from the 1940s onward. Ramsey thus influenced Ryle’s account of knowledge through the channel of MacDonald. (shrink)

This chapter examines Mencius’s views on knowledge and how they might contribute to contemporary debates in epistemology. For this purpose, I focus on three features that I take to be characteristic (although not exhaustive) of Mencian epistemology: first, Mencius’s views on knowing things; second, the role that wisdom or intellectual virtue plays in acquiring knowledge; and third, Mencius’s views on “knowing-to”, a kind of knowledge conceptually distinct from knowing-that and knowing-how. I argue that the views we find in the Mencius (...) on these matters are relevant to contemporary debates on the nature of objectual knowledge, on the role of intellectual virtue in knowing, and on the relation between know-how and intelligent action. (shrink)

Hawley introduced the idea of the client's perspective on knowledge, which she used to illuminate knowing-how and cases of epistemic injustice involving knowing-how. In this paper, I explore how Hawley's idea might be used to illuminate not only knowing-how, but other forms of knowledge that, like knowing-how, are often claimed to be distinct from mere knowing-that, focusing on the case studies of moral understanding and ‘what it is like’-knowledge.

What occurs in the mind of an expert who is performing at their very best? In this paper, I survey the history of debate concerning this question. I suggest that expertise is neither solely a mastery of the automatic nor solely a mastery of intelligence in skilled action control. Experts are also capable of performing automatic actions intelligently. Following this, I argue that unconscious-thought theory (UTT) is a powerful tool in coming to understand the role of executive, intelligent action control (...) in the fluidly automatic performance of expertise. Relying on a body of empirical evidence concerning the cognitive structures and perceptual strategies employed by experts, I show that the realm of skilled action is an ideal environment within which the powers of unconscious cognitive processing can have positive effects on action. I conclude that experts rely upon unconscious thinking in the production of intelligently automatic skilled actions. (shrink)

This research explores the incorporation of narrative perspectives in economics as a social science and its implications for rethinking epistemology. By examining the role of narratives in economic analysis, the study highlights the advantages of narratives in providing contextualized accounts of human experiences, connecting economic concepts to real-world phenomena, and exploring diverse perspectives. It emphasizes the importance of interdisciplinary collaboration between philosophers, economists, and social scientists to gain a comprehensive understanding of narratives' influence on economic decision-making, market dynamics, and consumer (...) behaviour. The research suggests that narratives offer a means to challenge the notion of a single, objective truth and contribute to a more inclusive and robust framework for analyzing economic phenomena. The implications extend beyond economics, urging a broader perspective on epistemology by embracing narrative perspectives and engaging in interdisciplinary collaboration across disciplines. Overall, this research calls for a rethinking of epistemology, recognising the significance of narratives and their role in knowledge production. (shrink)

How, if at all, is knowing how to do something defeasible? Some, the “intellectualists”, treat the defeasibility of knowledge-how as in some way derivative on the defeasibility of knowledge-that. According to a recent proposal by Carter and Navarro (Philos Phenomenol Res 3:662–685, 2017), knowledge-how defeat cannot be explained in terms of knowledge-that defeat; instead, knowledge-how defeat merits and entirely separate treatment. The thought behind “separatism” is easy to articulate. Assuming that knowledge of any kind is defeasible, since knowledge-that and knowledge-how (...) are fundamentally different beasts, the best accounts of their defeasibility must reflect the underlying differences between them. I reject a separatist treatment of the defeasibility of knowledge-that and knowledge-how. One can acknowledge certain important differences between knowledge-that and knowledge-how without thereby needing two theories of defeasibility. Ultimately, though, I’ll argue that the defeasibility of basic knowledge-how, unlike non-basic knowledge-how, is a much more difficult issue than has been acknowledged. (shrink)

This anthology focuses on “practical” forms and expressions of knowledge, like thinking through artistic media or by crafting things out of materials. The ten chapters follow and review various tracks in conceptions of contemporary knowledge, exploring human knowledge and experience from the perspective of human activities or practices, professional, artistic, domestic, or whatever. A guiding idea is that human knowledge seldom, perhaps never, fits into the traditional dualism between thinking and doing. -/- The chapters are written by philosophers and musicians (...) – some with a double experience as artists and theoreticians. The themes are philosophical, but above all, they touch on questions that are essential for how we understand ourselves as thinking and playing bodies, indeed as parts of nature. The book does not propose one single “theory of knowledge” but steps towards a more diverse and open attitude to the meaning of knowledge. -/- We hope that the texts will be of interest and useful in both disciplinebased and professional education: in philosophy, art schools, tea cher education, and in other programmes where tacit and practical knowledge are essential for the (future) practitioners. It is possible to independently read, and profit from, most of the chapters. (shrink)

What is the nature and structure of phronesis or practical wisdom? According to the view widely held by philosophers and psychologists, a person S is wise if and only if S knows how to live well. Given this view of practical wisdom, the guiding question is this: What exactly is “knowing how to live well”? It seems that no one has a clear idea of how to answer this simple but fundamental question. This paper explores knowing how to live well (...) (or “life know-how”) by showing how its nature and structure can be understood through contemporary epistemology of knowledge-how. I will achieve this by doing the following. In Section I, I highlight the two as-yet unanswered “integration questions” about life know-how. In Section II, I explain why the epistemology of knowledge-how has good potential to address the integration questions. In Sections III and IV, I construct two positions—intellectualism and anti-intellectualism—for the epistemology of life know-how and show how they address the two integration questions. In Section V, I show how the epistemology of life know-how established in the previous sections can be used in the philosophy of wisdom and the psychology of wisdom. (shrink)

Practical knowledge is discussed in close relation to practical expertise. For both anti-intellectualists and intellectualists, the knowledge of how to φ is widely assumed to entail the practical expertise in φ-ing. This paper refutes this assumption. I argue that non-experts can know how to φ via other experts’ knowledge of φ-ing. Know-how can be ‘outsourced’. I defend the outsourceability of know-how, and I refute the objections that reduce outsourced know-how to the knowledge of how to ask for help, of how (...) to get things done, or of external contents. Interestingly, outsourcing differs from social cooperation, collective agency, testimonial transmission, and many other notions in social-epistemological debates. Thus, outsourcing provides not only a hitherto unconsidered form of know-how but also a novel way for knowledge to be social. Furthermore, outsourcing plausibly involves a ‘social’ cognitive extension that does not rest on EMT or HEC. Given the outsourceability of know-how, we must reconsider the nature of know-how and expertise, as well as the relation between non-experts and experts. (shrink)

In this paper, I argue that hinge propositions are ways of acting that constitute abilities or skills. My starting point is Moyal-Sharrock's account of hinge propositions. However, Moyal-Sharrock's account leaves gaps to be filled, as it does not offer a unified explanation of the origin of our ungrounded grounds. Her account also lacks resources to respond to the issue of demarcation, since it does not provide a criterion for distinguishing ways of acting that can legitimately fulfill the role of ungrounded (...) grounds from those that cannot. Without an answer to this issue, the relativistic threat is serious. I then propose that by narrowing the ways of acting to those that are constitutive of abilities, we can deal with the relativistic threat. I provide an ecological approach to abilities through which I explain why abilities are reality-soaked and therefore why the ways of acting that constitute them are legitimate ungrounded grounds. Based on that approach, I provide an answer to the issue of demarcation that defuses the relativistic threat. (shrink)

What does it take for a group of people to know how to do something? An account of collective practical knowledge ought to be compatible with the linguistic evidence about the semantics for collective knowledge-how ascriptions, be able to explain the practicality of collective knowledge, be able to explain both the connection between individual and collective know-how and the possibility of a group knowing how to do something none of its members know, and be applicable to a suitably wide range (...) of groups. In this paper I develop a view which can meet all of these desiderata, which combines a Fragmented account of collective knowledge (Habgood-Coote, 2019a), with the view that practical knowledge is an Interrogative Capacity (Habgood-Coote, 2019b). (shrink)

The authors of *Linguistic Bodies* appeal to shared know-how to explain the social and participatory interactions upon which linguistic skills and agency rest. However, some issues lurk around the notion of shared know-how and require attention and clarification. In particular, one issue concerns the agent behind the shared know-how, a second one concerns whether shared know-how can be reducible to individual know-how or not. In this paper, I sustain that there is no single answer to the first issue; depending on (...) the case, shared know-how can belong to the participants of a social activity or to the system the participants bring forth together. In relation to the second issue, I sustain, following the authors, a non-reductive account of shared know-how. I also suggest that responsiveness to others, which is a fundamental element of shared know-how, can be extended by perceptual learning. (shrink)

Epistemic burdens – the nature and extent of our ignorance (that and how) with respect to various courses of action – serve to determine our incentive structures. Courses of action that seem to bear impossibly heavy epistemic burdens are typically not counted as options in an actor’s menu, while courses of action that seem to bear comparatively heavy epistemic burdens are systematically discounted in an actor’s menu relative to options that appear less epistemically burdensome. That ignorance serves to determine what (...) counts as an option means that epistemic considerations are logically prior to moral, prudential, and economic considerations: in order to have moral, prudential, or economic obligations, one must have options, and epistemic burdens serve to determine our options. One cannot have obligations without doing some epistemic work. We defend this claim on introspective grounds. We also consider how epistemic burdens distort surrogate decision-making. The unique epistemology of surrogate cases makes the priority of the epistemic readily apparent. We then argue that anyone who accepts a principle similar to ought implies can is committed to the logical priority of the epistemic. We also consider and reject several possible counterarguments. -/- . (shrink)

Much of our know-how is acquired through practice: we learn how to cook by cooking, how to write by writing, and how to dance by dancing. As Aristotle argues, however, this kind of learning is puzzling, since engaging in it seems to require possession of the very knowledge one seeks to obtain. After showing how a version of the puzzle arises from a set of attractive principles, I argue that the best solution is to hold that knowledge-how comes in degrees, (...) and through practice a person gradually learns how to do something. However, the two standard accounts of know-how in the literature, intellectualism and anti-intellectualism, cannot properly account for the distinctive way in which know-how is gradually acquired by practice, a process in which conceptual representations and practical abilities are intimately interwoven. Drawing on Gareth Evans's work, I outline an account that may do so, and use this account to distinguish between two forms of learning to explain why skill generally cannot be learnt through testimony, and requires practice. (shrink)

An influential version of intellectualism about knowledge how holds that acquiring facts is necessary and sufficient for learning how to do things. I argue that such a view is incompatible with learning to do things through effort and practice, which suggests that intellectualists don’t have a coherent way to explain the role of work in our acquisition of knowledge how. By way of an alternative, I argue that work serves to establish patterns of thinking that coordinate propositional truths with powers (...) of action. (shrink)

In this chapter, I put forward and sustain an articulation of the notion of bodily skill based on ecological psychology, and I show how it is relevant for the debate between Dreyfus and McDowell about skillful coping and also for the debate about whether know-how is reducible or not to propositional knowledge. The right metaphor to understand bodily skills is not the computer metaphor but the radio metaphor. These skills result from a process of organism attunement to its environment.

A critical discussion of Seumas Miller's view on knowing-how and joint abilities.

This chapter explores the relationship between knowing-how and skill, as well other success-in-action notions like dispositions and abilities. I offer a new view of knowledge-how which combines elements of both intellectualism and Ryleanism. According to this view, knowing how to perform an action is both a kind of knowing-that (in accord with intellectualism) and a complex multi-track dispositional state (in accord with Ryle’s view of knowing-how). I argue that this new view—what I call practical attitude intellectualism—offers an attractive set of (...) solutions to various puzzles concerning the connections between knowing-how and abilities and skills to perform intentional actions. (shrink)

Among contemporary epistemologists and scholars of ancient philosophy, one often hears that transmitting propositional knowledge by testimony is usually easy and straightforward, but transmitting understanding and know-how by testimony is usually difficult or simply impossible. Further provocative conclusions are then sometimes drawn from these claims: for instance, that know-how and understanding are not types of propositional knowledge. In contrast, I argue that transmitting propositional knowledge is sometimes easy and sometimes hard, just as transmitting know how and understanding is sometimes easy (...) and sometimes hard. No general lessons can be drawn about the relationships among propositional knowledge, know how, and understanding by considering the case of testimony alone. (shrink)

Gilbert Ryle famously wrote that practical knowledge (knowing how) is distinct from propositional knowledge (knowing that). This claim continues to have broad philosophical appeal, and yet there are many unsettled questions surrounding Ryle’s basic proposal. In this article, I return to his original work in order to perform some intellectual archeology. I offer an interpretation of Ryle’s concept of action that I call ‘adverbialism’. Actions are constituted by bodily behaviours performed in a certain mode, style or manner. I present various (...) challenges to adverbialism – scenarios in which it seems we publicly behave one way, but privately feel another. And I offer a response – Ryle’s stated practice of re-describing those situations in ways that pose no threat to his adverbialism. I also present an interpretation of practical knowledge in Ryle’s work. Knowing how is a special kind of action, undertaken only when we progressively self-modify our behaviours in the presence of new challenges or opportunities. (shrink)

Which role do concepts play in a person's actions? Do concepts underwrite the very idea of agency in somebody's acting? Or is the appeal to concepts in action a problematic form of over-intellectualization which obstructs a proper picture of genuine agency? Within the large and complicated terrain of these questions, the debate about know-how has been of special interest in recent years. In this paper, I shall try to spell out what know-how can tell us about the role of concepts (...) in action. I will argue that the fact that people possess and exercise know-how is indeed suited to deliver a number of important insights as to where and how concepts play a role in action. But I shall argue that these insights are limited in that they fail to cover the whole realm of relevant phenomena. (shrink)

There has been recent epistemological interest as to whether knowledge is “transmitted” by testimony from the testifier to the hearer, where a hearer acquires knowledge “second-hand.” Yet there is a related area in epistemology of testimony which raises a distinct epistemological problem: the relation of understanding to testimony. In what follows, I am interested in one facet of this relation: whether/how a hearer can receive testimonial knowledge without fully understanding the content of the testimony? I use Thomas Aquinas to motivate (...) a case where, in principle, the content of received testimony cannot be understood but nevertheless constitutes knowledge. Aquinas not only argues that we can receive testimonial knowledge without understanding the content of that testimony, but that we have duties to do so in certain cases. (shrink)

Why is it useful to talk and think about knowledge-how? Using Edward Craig’s discussion of the function of the concepts of knowledge and knowledge-how as a jumping off point, this paper argues that considering this question can offer us new angles on the debate about knowledge-how. We consider two candidate functions for the concept of knowledge-how: pooling capacities, and mutual reliance. Craig makes the case for pooling capacities, which connects knowledge-how to our need to pool practical capacities. I argue that (...) the evidence is much more equivocal. My suggested diagnosis is that the concept of knowledge-how plays both functions, meaning that the concept of knowledge-how is inconsistent, and that the debate about knowledge-how is at least partly a metalinguistic negotiation. In closing, I suggest a way to revise the philosophical concept of knowledge how. (shrink)

Discussions of group knowledge typically focus on whether a group’s knowledge that p reduces to group members’ knowledge that p. Drawing on the cumulative reading of collective knowledge ascriptions and considerations about the importance of the division of epistemic labour, I argue what I call the Fragmented Knowledge account, which allows for more complex relations between individual and collective knowledge. According to this account, a group can know an answer to a question in virtue of members of the group knowing (...) parts of that answer, when the whole answer is available to group-level action. I argue that this account explains a swathe of central cases of group knowledge, as well as explaining some central features of group knowledge. (shrink)

The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position—the interrogative capacity view—which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the intellectualist thesis that knowledge-how (...) is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism. (shrink)

This is an introduction to the debate about Know-how.

This paper investigates whether we can know how to do basic actions, from the perspective according to which knowing how to do something requires knowledge of a way to do it. A key argument from this perspective against basic know-how is examined and is found to be unsound, involving the false premise that there are no ways of doing basic actions. However, a new argument along similar lines is then developed, which contends that there are no ways of doing basic (...) actions in any sense that matters for acquiring knowledge-how. This requires coming to a deeper understanding of ways of doing things than has hitherto been sought, which should be useful for further theorizing in this area. It is concluded that analyses of knowing-how in terms of knowledge of ways are inconsistent with the common assumption that there is basic know-how. (shrink)

There is an emerging skepticism about the existence of testimonial knowledge-how :387–404, 2010; Poston in Noûs 50:865–878, 2016; Carter and Pritchard in Philos Phenomenol Res 91:181–199, 2015a). This is unsurprising since a number of influential approaches to knowledge-how struggle to accommodate testimonial knowledge-how. Nonetheless, this scepticism is misguided. This paper establishes that there are cases of easy testimonial knowledge-how. It is structured as follows: first, a case is presented in which an agent acquires knowledge-how simply by accepting a speaker’s testimony. (...) Second, it is argued that this knowledge-how is genuinely testimonial. Next, Poston’s arguments against easy testimonial knowledge-how are considered and rejected. The implications of the argument differ for intellectualists and anti-intellectualists about knowledge-how. The intellectualist must reject widespread assumptions about the communicative preconditions for the acquisition of testimonial knowledge. The anti-intellectualist must find a way of accommodating the dependence of knowledge-how on speaker reliability. It is not clear how this can be done. (shrink)

In this paper, I argue that knowledge is dimly luminous. That is: if a person knows that p, she knows how she knows that p. The argument depends on a safety-based account of propositional knowledge, which is salient in Williamson’s critique of the ‘KK’ principle. I combine that account with non-intellectualism about knowledge-how – according to which, if a person knows how to φ, then in nearly all (if not all) nearby possible worlds in which she φes in the same (...) way as in the actual world, she only φes successfully. Thus, the possession of first-order propositional knowledge implies secondorder practical knowledge, and this can be iterated. Because of the assumed nonintellectualism about know-how, dim luminosity does not imply bright luminosity about knowledge, which is expressed by the traditional KK principle. I conclude by considering some potential counterexamples to the view that knowledge is dimly luminous. (shrink)

Intellectualism is the claim that practical knowledge or ‘know-how’ is a kind of propositional knowledge. The debate over Intellectualism has appealed to two different kinds of evidence, semantic and scientific. This paper concerns the relationship between Intellectualist arguments based on truth-conditional semantics of practical knowledge ascriptions, and anti-Intellectualist arguments based on cognitive science and propositional representation. The first half of the paper argues that the anti-Intellectualist argument from cognitive science rests on a naturalistic approach to metaphysics: its proponents assume that (...) findings from cognitive science provide evidence about the nature of mental states. We demonstrate that this fact has been overlooked in the ensuing debate, resulting in inconsistency and confusion. Defenders of the semantic approach to Intellectualism engage with the argument from cognitive science in a way that implicitly endorses this naturalistic metaphysics, and even rely on it to claim that cognitive science support Intellectualism. In the course of their arguments, however, they also reject that scientific findings can have metaphysical import. We argue that this situation is preventing productive debate about Intellectualism, which would benefit from both sides being more transparent about their metaphilosophical assumptions. (shrink)

In "The Epistemic Significance of Perceptual Learning," Elijah Chudnoff (this issue) argues that cases from perceptual learning show that perception not only generates reasons for beliefs but also preserves those reasons over time in perceptual learning cases. In this paper, we dispute the idea that perceptual learning enables the preservation of perceptual reasons. We then argue for an alternative view, viz. the view that perceptual learning is epistemically significant insofar as it modifies our perceptual system in such a way as (...) to make us capable of perceiving subtle low-level properties (e.g. lightness) and high-level properties (e.g. chess configurations). Acquiring the capacity to perceive these properties is what enables us to achieve expertise in a variety of subject matters (e.g. chicken sexing, chess playing, language fluency). Along the way, we argue against two main points in Chudnoff’s paper. The first is that, pace Chudnoff, perceptual learning does not result in the acquisition of new facts. It only results in the acquisition of a new perceptual capacity. The second is that experiences resulting from perceptual learning can always serve as immediate justifiers of beliefs and hence do not need supporting background information in order to serve as reasons. (shrink)

These last decades, the many contributions to the literary output on science and religion have dealt with topics that are on the cutting edge of scientific discovery, topics mainly in the area of theoretical physics, cognitive science, and evolutionary biology. Philosophers of religion, responding to this trend, have therefore struggled with intricate arguments, and have often made use of the highly technical language of these sciences. The overall result was that truly original philosophical contributions, ones that present new perspectives regarding (...) this area, have been very rare. Of these few new research programs, one seems to be particularly promising, especially because of the way it has been throwing new light on how science relates to other disciplines. The originality of this research-area lies in the fact that it refers not to particular scientific discoveries, considered individually, but to the general dynamics of the practical side of science. The crucial concept is expertise, which involves the appeal to authority for the justification of arguments. Many people like to think that scientific knowledge is far from all this, that it is purely objective and that it floats way above the murky waters of subjectivism. Those who are directly involved in scientific practice however know that science is not so clean. Appeal to authority remains very much part of the natural sciences, whether we like it or not. Some philosophers have recently ventured into these somewhat dark caverns of scientific thought and practice, and the result of their work has become very significant. In this paper, I will first offer a brief overview of this philosophical work, and then explore how the new insights regarding scientific expertise and scientific appeal to authority can throw light not only on how science works but also on the issue of authoritative knowhow within the Church. To avoid getting lost within the dim world of abstract principles, I will focus on one particular concrete case, the one of Vatican astronomers. This is a particularly interesting case because this group’s complex role lies precisely at the intersection between theological and scientific expertise. (shrink)

In this paper I defend a unified approach to knowledge and understanding. Both are achievements due to cognitive abilities or skills. The difference between them is a difference of aspects. Knowledge emphasizes the successful aspect of an achievement and the exclusion of epistemic luck, whereas understanding emphasizes the agent's contribution in bringing about an achievement through the exercise of one's cognitive skills. Knowledge and understanding cannot be separated. I argue against the claim that understanding is distinct from knowledge because the (...) former is compatible with environmental luck. Achievements rule out environmental luck because abilities can be exercised only in their proper environment. I also reject the intellectualist claim that understanding requires the ability to explain what one intends to understand. The understanding of an item is reflected in our ability to solve cognitive tasks using that item. The more tasks one can deal with by using an item, the deeper is one’s understanding of that item. Being able to explain why a claim holds is not necessary for possessing understanding, even though it may be necessary for accomplishing some very specific tasks. Neither understanding nor knowledge require any kind of second-order cognition by default. (shrink)

This paper investigates the question of whether know-how can be regarded as a form of non-propositional intentionality.

It is a widely shared intuition that there is a close connection between knowledge-how and intentional action. In this paper, I explore one aspect of this connection: the normative connection between intending to do something and knowing how to do it. I argue for a norm connecting knowledge-how and intending in a way that parallels the knowledge norms of assertion, belief, and practical reasoning, which I call the knowledge-how norm of Intention. I argue that this norm can appeal to support (...) from arguments which parallel those for other epistemic norms, that it can deal with a number of prima facie problem cases, and that alternative conditions in a norm on intention are implausible. (shrink)

It has been widely accepted since Stanley and Williamson (2001) that the only linguistically acceptable semantic treatments for sentences of the form ‘S knows how to V’ involve treating the wh-complement ‘how to V’ as an interrogative phrase, denoting a set of propositions. Recently a number of authors have suggested that the ‘how to V’ phrase denotes not a proposition, but an object. This view points toward a prima facie plausible non-propositional semantics for knowledge-how, which treats ‘how to V’ as (...) a free relative noun phrase. In this paper I argue that the free relative semantics is implausible. I show that linguistic phenomena which seem to support a free relative semantics can be explained by the supporter of an interrogative semantics, and demonstrate that standard linguistic tests strongly suggest that ‘how to V’ has an interrogative reading, and no free relative reading. (shrink)

In this paper I consider the prospects for an epistemic norm which relates knowledge-how to showing in a way that parallels the knowledge norm of assertion. In the first part of the paper I show that this epistemic norm can be motivated by conversational evidence, and that it fits in with a plausible picture of the function of knowledge. In the second part of the paper I present a dilemma for this norm. If we understand showing in a broad sense (...) as a general kind of skill teaching, then the norm faces counterexamples of teachers who know how to teach, but not to do. On the other hand, it we understand showing more narrowly as involving only teaching by doing the relevant activity, then the data which initially supported the norm can be explained away by more general connections between knowledge-how and intentional action. (shrink)

According to Intellectualism knowing how to V is a matter of knowing a suitable proposition about a way of V-ing. In this paper, I consider the question of which ways of acting might figure in the propositions which Intellectualists claim constitute the object of knowledge-how. I argue that Intellectualists face a version of the Generality Problem – familiar from discussions of Reliabilism – since not all ways of V-ing are such that knowledge about them suffices for knowledge-how. I consider various (...) responses to this problem, and argue that none are satisfactory. (shrink)

This is a précis of my book "Know-how as Competence. A Rylean Responsibilist Account".

This paper responds to comments and criticisms by Stefan Brandt and Eva-Maria Jung, directed at the book "Know-how as Competence. A Rylean Responsibilist Account".

Intellectualists about knowledge how argue that knowing how to do something is knowing the content of a proposition (i.e, a fact). An important component of this view is the idea that propositional knowledge is translated into behavior when it is presented to the mind in a peculiarly practical way. Until recently, however, intellectualists have not said much about what it means for propositional knowledge to be entertained under thought's practical guise. Carlotta Pavese fills this gap in the intellectualist view by (...) modeling practical modes of thought after Fregean senses. In this paper, I take up her model and the presuppositions it is built upon, arguing that her view of practical thought is not positioned to account for much of what human agents are able to do. (shrink)

A good surgeon knows how to perform a surgery; a good architect knows how to design a house. We value their know-how. We ordinarily look for it. What makes it so valuable? A natural response is that know-how is valuable because it explains success. A surgeon’s know-how explains their success at performing a surgery. And an architect’s know-how explains their success at designing houses that stand up. We value know-how because of its special explanatory link to success. But in virtue (...) of what is know-how explanatorily linked to success? This essay provides a novel argument for the thesis that know-how’s special link to success is to be explained at least in part in terms of its being, or involving, a doxastic attitude that is epistemically alike propositional knowledge. It is argued that the role played by know-how in explaining intentional success shows that the epistemic differences between know-how and knowledge, if any, are less than usually thought; and that "revisionary intellectualism", the view that know-how is true belief that might well fall short of knowledge, is not really a stable position. If its explanatory link to success is what makes know-how valuable, an upshot of my argument is that the value of know-how is due, to a considerable extent, to its being, or involving, a kind of propositional knowledge. (shrink)

My topic in this paper is the nature of faith. Much of the discussion concerning the nature of faith proceeds by focussing on the relationship between faith and belief. In this paper, I explore a different approach. I suggest that we approach the question of what faith involves by focussing on the relationship between faith and action. When we have faith, we generally manifest it in how we act; we perform acts of faith: we share our secrets, rely on other’s (...) judgment, refrain from going through our partner’s emails, let our children prepare for an important exam without our interference. Religious faith, too is manifested in acts of faith: attending worship, singing the liturgy, fasting, embarking on a pilgrimage. I argue that approaching faith by way of acts of faith, reveals that faith is a complex mental state whose elements go beyond doxastic states towards particular propositions. It also involves conative states and – perhaps more surprisingly – know how. This has consequences for the epistemology of faith: the role of testimony and experts, the importance of practices, and what we should make of Pascal’s advice for how to acquire faith. (shrink)