Epistemologists have long believed that epistemic luck undermines propositional knowledge. Action theorists have long believed that agentive luck undermines intentional action. But is there a relationship between agentive luck and epistemic luck? While agentive luck and epistemic luck have been widely thought to be independent phenomena, we argue that agentive luck has an epistemic dimension. We present several thought experiments where epistemic luck seems to undermine both knowledge-how and intentional action and we report experimental results that corroborate these judgments. These (...) findings have implications for the role of knowledge in a theory of intentional action and for debates about the nature of knowledge-how and the significance of knowledge representation in folk psychology. (shrink)

Our view is that the folk concept of knowing how is more complicated than many epistemologists assume. We present four studies that go some way towards supporting our view—that the folk concept of knowledge-how is a philosophical hybrid, comprising both intellectualist and anti-intellectualist features. One upshot is, if we are going to award a presumptive status to philosophical theories of know-how that best accord with the folk concept, it ought to go to those that combine intellectualist and anti-intellectualist elements.

In this article, I introduce and analyze the notion of joint abilities; a species of ability possessed by agents who perform joint actions of a certain kind. Joint abilities are abilitie...

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)

An overview of the knowing-how debates over the last ten years.

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)

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)

Intellectualists claim that knowing how to do something is a matter of knowing, for some w, that w is a way to do that thing. However, standard accounts fail to account for the way that knowing how sometimes seems to require ability. I argue that the way to make sense of this situation is via a ‘subject-specific’ intellectualism according to which knowing how to do something is a matter of knowing that w is a way for some relevant person to (...) do that thing, but who the relevant person is can change from context to context. If it is the utterer themselves, then knowing how will require ability, but otherwise it will not. (shrink)

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

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)

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)

Orthodoxy has it that knowledge is absolute—that is, it cannot come in degrees. On the other hand, there seems to be strong evidence for the gradability of know-how. Ascriptions of know-how are gradable, as when we say that one knows in part how to do something, or that one knows how to do something better than somebody else. When coupled with absolutism, the gradability of ascriptions of know-how can be used to mount a powerful argument against intellectualism about know-how—the view (...) that know-how is a species of propositional knowledge. This essay defends intellectualism from the argument of gradability. It is argued that the gradability of ascriptions of know-how should be discounted as a rather superficial linguistic phenomenon, one that can be explained in a way compatible with the absoluteness of the state reported. (shrink)

Reductive intellectualists hold that knowledge-how is a kind of knowledge-that. For this thesis to hold water, it is obviously important that knowledge-how and knowledge-that have the same epistemic properties. In particular, knowledge-how ought to be compatible with epistemic luck to the same extent as knowledge-that. It is argued, contra reductive intellectualism, that knowledge-how is compatible with a species of epistemic luck which is not compatible with knowledge-that, and thus it is claimed that knowledge-how and knowledge-that come apart.

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (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)

Anti-intellectualists about knowledge-how insist that, when an agent S knows how to φ, it is in virtue of some ability, rather than in virtue of any propositional attitudes, S has. Recently, a popular strategy for attacking the anti-intellectualist position proceeds by appealing to cases where an agent is claimed to possess a reliable ability to φ while nonetheless intuitively lacking knowledge-how to φ. John Bengson & Marc Moffett (2009; 2011a; 2011b) and Carlotta Pavese (2015a; 2015b) have embraced precisely this strategy (...) and have thus claimed, for different reasons, that anti-intellectualism is defective on the grounds that possessing the ability to φ is not sufficient for knowing how to φ. We investigate this strategy of argument-by-counterexample to the anti- intellectualist’s sufficiency thesis and show that, at the end of the day, anti-intellectualism remains unscathed. (shrink)

Experimental philosophers have empirically challenged the connection between intuition and philosophical expertise. This paper reviews these challenges alongside other research findings in cognitive science on expert performance and argues for three claims. First, evidence taken to challenge philosophical expertise may also be explained by the well-researched failures and limitations of genuine expertise. Second, studying the failures and limitations of experts across many fields provides a promising research program upon which to base a new model of philosophical expertise. Third, a model (...) of philosophical expertise based on the limitations of genuine experts may suggest a series of constraints on the reliability of professional philosophical intuition. Even when the experts all agree, they may well be mistaken. — Bertrand Russell, On the Value of Scepticism. (shrink)

How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This project – Linguistic Intellectualism – will (...) be criticized on three levels. First, I will reconstruct and object to Stanley and Williamson’s positive argument in favour of Intellectualism. Second, I will assess their view of the relationship between knowledge-how and practical ability and argue that their stance is not well-motivated. Third, I will discuss their criticism of Ryle’s objection against Intellectualism. After distinguishing between different versions of Ryle’s argument, I will show that its strongest version is both immune to the objection by Stanley and Williamson and a decisive argument against their own theory. Given that Intellectualism fails for these three reasons, I finally draw on a broader reading of Ryle in order to develop the beginnings of a positive account of knowledge-how and its relationship to knowledge-that. (shrink)

According to reductive intellectualism, knowledge-how just is a kind of propositional knowledge (e.g., Stanley & Williamson 2001; Stanley 2011a, 2011b; Brogaard, 2008a, 2008b, 2009, 2011, 2009, 2011). This proposal has proved controversial because knowledge-how and propositional knowledge do not seem to share the same epistemic properties, particularly with regard to epistemic luck. Here we aim to move the argument forward by offering a positive account of knowledge-how. In particular, we propose a new kind of anti-intellectualism. Unlike neo-Rylean anti-intellectualist views, according (...) to which the possession of knowledge-how is just a matter of possessing certain abilities, we submit that knowledge-how is a particular kind of cognitive achievement attained just when cognitive ability is connected in the right way with successful performance. (shrink)

Anti-intellectualists in epistemology argue for the thesis that knowing-how is not a species of knowing-that, and most of them tend to avoid any use of the notion “knowing-that” in their explanation of intelligent action on pain of inconsistency. Intellectualists tend to disprove anti-intellectualism by showing that the residues of knowing-that remain in the anti-intellectualist explanation of intelligent action. Outside the field of epistemology, some philosophers who try to highlight the nature of their explanation of intelligent action in certain fields, such (...) as ethics, tend to classify themselves as intellectualist simply because they appeal to the notion of knowing-that in their explanation. In a word, the idea of knowing-that is harmful to the anti-intellectualist explanation of intelligent action, whether from an insider or outsider perspective. In this paper, I argue that these tendencies are unjustified because they are based on an unclear conception of anti-intellectualism. I shall use Gilbert Ryle’s anti-intellectualism as a paradigm with which to describe anti-intellectualism and to illustrate why the notion of knowing-that is not harmful to but is, on the contrary, beneficial to the anti-intellectualist explanation of intelligent action. If my explication of Ryle’s anti-intellectualism is correct, then most anti-intellectualists in the literature blindly worry about the notion of knowing-that, most intellectualists fire into the wrong flock, and some philosophers outside epistemology mischaracterize their own position. (shrink)

Often philosophers have reason to ask fundamental questions about the aims, methods, nature, or value of their own discipline. When philosophers systematically examine such questions, the resulting work is sometimes referred to as “metaphilosophy.” Metaphilosophy, it should be said, is not a well-established, or clearly demarcated, field of philosophical inquiry like epistemology or the philosophy of art. However, in the late 20th and early 21st centuries there has been a great deal of metaphilosophical work on issues concerning the methodology of (...) philosophy in the analytic tradition. This article focuses on that work. (shrink)

Is there a successful regress argument against intellectualism? In this article I defend the negative answer. I begin by defending Stanley and Williamson's (2001) critique of the contemplation regress against Noë (2005). I then identify a new argument – the employment regress – that is designed to succeed where the contemplation regress fails, and which I take to be the most basic and plausible form of a regress argument against intellectualism. However, I argue that the employment regress still fails. Drawing (...) on the previous discussion, I criticise further regress arguments given by Hetherington (2006) and Noë (2005). (shrink)

We begin with a puzzle: why do some know-how attributions entail ability attributions while others do not? After rejecting the tempting response that know-how attributions are ambiguous, we argue that a satisfactory answer to the puzzle must acknowledge the connection between know-how and concept possession (specifically, reasonable conceptual mastery, or understanding). This connection appears at first to be grounded solely in the cognitive nature of certain activities. However, we show that, contra anti-intellectualists, the connection between know-how and concept possession can (...) be generalized via reflection on the cognitive nature of intentional action and the potential of certain misunderstandings to undermine know-how even when the corresponding abilities and associated propositional knowledge are in place. Such considerations make explicit the intimate relation between know-how and understanding, motivating a general intellectualist analysis of the former in terms of the latter. (shrink)

In this paper I develop three different arguments against the thesis that knowledge-how is a kind of knowledge-that. Knowledge-that is widely thought to be subject to an anti-luck condition, a justified or warranted belief condition, and a belief condition, respectively. The arguments I give suggest that if either of these standard assumptions is correct then knowledge-how is not a kind of knowledge-that. In closing I identify a possible alternative to the standard Rylean and intellectualist accounts of knowledge-how. This alternative view (...) illustrates that even if the arguments given here succeed it might still be reasonable to hold that knowing how to do something is a matter of standing in an intentional relation to a proposition other than the knowledge-that relation. (shrink)

Abstract: Recent experimental research on the 'Knobe effect' suggests, somewhat surprisingly, that there is a bi-directional relation between attributions of intentional action and evaluative considerations. We defend a novel account of this phenomenon that exploits two factors: (i) an intuitive asymmetry in judgments of responsibility (e.g. praise/blame) and (ii) the fact that intentionality commonly connects the evaluative status of actions to the responsibility of actors. We present the results of several new studies that provide empirical evidence in support of this (...) account while disconfirming various currently prominent alternative accounts. We end by discussing some implications of this account for folk psychology. (shrink)

According to Bengson et al.’s Salchow case, Irina is a novice skater who has a mistaken belief about what amounts to a Salchow, but also has a neurological abnormality which, unknowingly to her, affects both her movement and her sense of it. As a result of this twist, she always ends up succeeding in jumping the Salchow whenever she tries. This story was presented as a counterexample to a variant of anti-intellectualism, and as Bengson and colleagues expected, the vast majority (...) of participants in their survey judged both that Irina is able to do the Salchow and that she does not know how to do it. But the three conditions above leave some ambiguity about the story. That is whether Irina is aware of her own ability, or whether she is aware of what she is doing when she performs it, and therefore the fact that she can reliably perform the Salchow. However, as we report here, disambiguating this point will radically change the responses of people, which rather poses a serious challenge to intellectualism. (shrink)

Defendo que a gettierização de crenças práticas candidatas a conhecimento procedimental e a gettierização de crenças proposicionais candidatas a conhecimento proposicional produzem diferentes consequências. Contra o intelectualismo genérico, argumento que essa diferença implica que o conhecimento procedimental não é conhecimento proposicional, nem a esse pode ser reduzido.

In this essay, I provide a new argument for Intellectualism about knowing how, one that does not rest on controversial assumptions about how knowing how is ascribed in English. In particular, I argue that the distinctive intentionality of the manifestations of knowing how ought to be explained in terms of a propositional attitude of belief about how to perform an action.

We consider a range of cases—both hypothetical and actual—in which agents apparently know how to \ but fail to believe that the way in which they in fact \ is a way for them to \. These “no-belief” cases present a prima facie problem for Intellectualism about knowledge-how. The problem is this: if knowledge-that entails belief, and if knowing how to \ just is knowing that some w is a way for one to \, then an agent cannot both know (...) how to \ and fail to believe that w, the way that she \s, is a way for her to \. We discuss a variety of ways in which Intellectualists might respond to this challenge and argue that, ultimately, this debate converges with another, seemingly distinct debate in contemporary epistemology: how to attribute belief in cases of conflict between an agent’s avowals and her behavior. No-belief cases, we argue, reveal how Intellectualism depends on the plausibility of positing something like “implicit beliefs”—which conflict with an agent’s avowed beliefs—in many cases of apparent knowledge-how. While there may be good reason to posit implicit beliefs elsewhere, we suggest that there are at least some grounds for thinking that these reasons fail to carry over to no-belief cases, thus applying new pressure to Intellectualism. (shrink)

One recent trend in contemporary epistemology is to study the way in which the concept of knowledge is actually applied in everyday settings. This approach has inspired an exciting new spirit of collaboration between experimental philosophers and traditional epistemologists, who have begun using the techniques of the social sciences to investigate the factors that influence ordinary judgments about knowledge attribution. This paper provides an overview of some of the results these researchers have uncovered, suggesting that in addition to traditionally considered (...) factors like evidence and justification, a number of important non-truth-conducive factors play significant roles in determining when people ascribe knowledge. The present review focuses on four non-traditional factors: pragmatic load (in relation to contextualism and interest-relative invariantism), moral judgment, performance errors, and demographic variation. (shrink)

In this paper, we present results of cross-linguistic studies of Japanese and English knowing how constructions that show radical differences in knowledge-how attributions with large effect sizes. The results suggest that the relevant ability is neither necessary nor sufficient for knowledge-how captured by Japanese constructions. We shall argue that such data will open up a gap between otherwise indistinguishable two conceptions of the very topic of knowledge-how, or the debate between intellectualism and anti-intellectualism, namely a debate about the nature of (...) knowledge-how and a debate about the state captured by “know how”, which we call the knowledge-how interpretation and the state interpretation, respectively. Consequently, the results have not only various possible philosophical implications that have not been considered or discussed in the literature but also provide new topics in the theory of knowledge-how, including the question of which interpretation of the topic is correct itself. (shrink)

What mental states are required for an agent to know-how to perform an action? This question fuels one of the hottest debates in the current literature on philosophy of action. Answering this question means facing what we call here The Challenge of Format Dualism, which consists in establishing which is the format of the mental representations involved in practical knowledge and, in case they are given in more than one format, explaining how these different formats can interlock. This challenge has (...) generated two parallel debates: the debate between Intellectualism and Anti-Intellectualism on the one hand, and the debate on the Interface Problem on the other. While the former is about whether practical knowledge can be considered a species of propositional knowledge, the latter investigates how motoric and propositional states can be related. Here we offer a unified account capable of explicitly analyzing those two problems within the same philosophical framework. Our account suggests a new way for solving the Interface Problem that paves the way for addressing the debate between Intellectualism and Anti-Intellectualism. (shrink)

Know-how has a distinctive, non-instrumental value that a mere reliable ability lacks. Some, including Bengson and Moffett Knowing how, Oxford University Press, Oxford, pp 161–195, 2011) and Carter and Pritchard :799–816, 2015b) have cited a close relation between knowhow and cognitive achievement, and it is tempting to think that the value of know-how rests in that relation. That’s not so, however. The value of know-how lies in its relation to the fundamental value of autonomy.

I argue that the intellectualist account of knowledge-how, according to which agents have the knowledge-how to \ in virtue of standing in an appropriate relation to a proposition, is only half right. On the composition view defended here, knowledge-how at least typically requires both propositional knowledge and motor representations. Motor representations are not mere dispositions to behavior because they have representational content, and they play a central role in realizing the intelligence in knowledge-how. But since motor representations are not propositional, (...) propositional knowledge is not sufficient for knowledge-how. (shrink)

An emerging trend in cognitive science is to explore central epistemological questions using psychological methods. Early work in this growing area of research has revealed that epistemologists’ theories of knowledge diverge in various ways from the ways in which ordinary people think of knowledge. Reflecting the practices of epistemology as a whole, the vast majority of these studies have focused on the concept of propositional knowledge, or knowledge-that. Many philosophers, however, have argued that knowing how to do something is importantly (...) different from knowing that something is the case. Hence, in this paper we turn our attention to people’s concept of knowledge-how. We present data from two experiments that employed a sentence recognition task as an implicit measure of conceptual activation. The data from this implicit measure suggest that, contrary to prominent intellectualist theories of know-how, according to which know-how is a species of propositional knowledge, people’s concept of know-how more closely aligns with anti-intellectualism, the view that knowing how to perform some task consists in having the appropriate skills or abilities. (shrink)

Hubert Dreyfus has defended a novel view of agency, most notably in his debate with John McDowell. Dreyfus argues that expert actions are primarily unreflective and do not involve conceptual activity. In unreflective action, embodied know-how plays the role reflection and conceptuality play in the actions of novices. Dreyfus employs two arguments to support his conclusion: the argument from speed and the phenomenological argument. I argue that Dreyfus's argumentative strategies are not successful, since he relies on a dubious assumption about (...) concepts and reflection. I suggest that Dreyfus is committed to a minimal view of conceptuality in action. (shrink)

Intellectualist theories attempt to assimilate know how to propositional knowledge and, in so doing, fail to properly explain the close relation know how bears to action. I develop here an anti-intellectualist theory that is warranted, I argue, because it best accounts for the difference between know how and mere “armchair knowledge.” Know how is a mental state characterized by a certain world-to-mind direction of fit (though it is non-motivational) and attendant functional role. It is essential of know how, but not (...) propositional knowledge, that it makes possible performance errors and has the functional role of guiding action. The theory is attractive, in part, because it allows for propositional, non-propositional and perhaps even non-representational varieties of know how. (shrink)

Socially extended knowledge has recently received much attention in mainstream epistemology. Knowledge here is not to be understood as wholly realised within a single individual who manipulates artefacts or tools but as collaboratively realised across plural agents. Because of its focus on the interpersonal dimension, socially extended epistemology appears to be a promising approach for investigating the deeply social nature of epistemic practices. I believe, however, that this line of inquiry could be made more fruitful if it is connected with (...) the critical notion of epistemic responsibility, as developed in feminist responsibilism. According to feminist responsibilists, at the core of epistemic responsibility is a critical disposition toward correcting epistemic injustice. This epistemic idea is highly relevant to the epistemological context of illness, where patient testimony is often disregarded. Hence, though restricted to the epistemological context of the experience of illness, this chapter delves into epistemic injustice and its robust mechanisms. I thus explore what responsible epistemic practices should involve in order to redress that injustice and how epistemic responsibility should be socially extended. The discussion proceeds as follows. First, by relying on Arthur Frank’s innovative work on illness narratives, I focus on chaotic bodily messages from patients overwhelmed by suffering and then explain why these messages should count as genuine narratives or testimonies despite their inarticulateness. Second, I elaborate on how epistemic injustice concerning such narratives (i.e., chaos narratives) is produced and reproduced, in particular how both a dominant sociocultural norm and our inherent vulnerability can contribute to its production and reproduction. Finally, I propose an extended form of epistemic responsibility that ameliorates this aspect. Laying particular emphasis on the epistemic role of mature empathy, I characterise the extended epistemic responsibility in terms of extended empathic knowledge. (shrink)

Intellectualism is the doctrine that knowing how to do something consists in knowing that something is the case. Drawing on contemporary linguistic theories of indirect questions, Jason Stanley and Timothy Williamson have recently revived intellectualism, proposing to interpret a sentence of the form ‘s knows how to F’ as ascribing to s knowledge of a certain way w of Fing that she can F in w. In order to preserve knowledgehow’s connection to action and thus avoid an overgeneration problem, they (...) add that this knowledge must be had under a “practical” mode of presentation of w. I argue that (i) there can be non-knowledgeable true beliefs under a practical mode of presentation and that (ii) some such beliefs would nevertheless be sufficient to establish knowledge-how’s characteristic connection to action, and thus count as knowledge-how. If so, Stanley & Williamson’s account is faced with a serious undergeneration problem. Moreover, the structural features on which the argument relies make it likely to present a quite general challenge for intellectualist strategies. (shrink)

Propositionalism explains the nature of knowledge-how as follows: P: To know how to ϕ is to stand in a special propositional attitude relation to propositions about how to ϕ. To know how to ride a bike is to have the required propositional attitude to propositions about how to do so. Dispositionalism offers an alternative view.D: To know how to ϕ is to stand in a behavioral-dispositional relation, a being-able-to relation, to ϕ-ing. To know how to ride a bike is to (...) have an ability to do so in the form of a complex disposition to behave in ways that constitute bike riding. Objectualism presents a third option.O: To know how to ϕ is to stand in a non-propositional, non-behavioral-dispositional objective attitude relation to a way of j-ing. To know how to ride a bike is to have an objectual attitude, perhaps a form of knowledge of, to a way of doing so.Dispositionalism is often dismissed on the basis of two criticisms designed to show its shortcomings relative to Propositionalism and Objectualism. According to the Epistemic Improvement Objection, Dispositionalism cannot account for the fact that gaining knowledge-how is an improvement in our epistemic state. According to the Modified Ability Objection, it cannot account for the fact that being able to do something is neither necessary nor sufficient for knowing how to do it. I develop a form of Dispositionalism, the Special Ability View, that avoids both objections. (shrink)

In this paper I survey some recent developments in experimental philosophy and discuss their bearing on two leading theories in epistemology: Contextualism and Interest Relative Invariantism. In the first part of the paper, I survey some general issues of how experimental philosophy may be relevant to assessing contextualism and IRI. In the second part, I discuss and critique some of the recent experimental work.

Over recent years, there has been a resurgence of interest in arguments favouring intellectualism—the view that Ryle’s epistemic distinction is invalid because knowing how is in fact nothing but a species of knowing that. The aim of this paper is to challenge intellectualism by introducing empirical evidence supporting a form of knowing how that resists such a reduction. In presenting a form of visuomotor pathology known as visual agnosia, I argue that certain actions performed by patient DF can be distinguished (...) from a mere physical ability because they are (1) intentional and (2) knowledge-based; yet these actions fail to satisfy the criteria for propositional knowledge. It is therefore my contention that there exists a form of intentional action that not only constitutes a genuine claim to knowledge but, in being irreducible to knowing that, resists the intellectualist argument for exhaustive epistemic reduction. (shrink)

Some authors maintain that anti-intellectualism faces a general epistemic problem of explaining the cognitive aspect of know-how, and answering the question of why know-how as a kind of disposition is to be considered a distinct kind of knowledge. In the present paper, I argue for a solution to this problem, the central idea of which is that there is a broader sense of knowledge to which both knowledge-that and knowledge-how belong. I present two versions of this solution. According to the (...) first version, know-how is a distinct kind of knowledge since there is a general analyzable category of knowledge under which both know-how and know-that fall. This general category is analyzed into three components: a success component, an externalist anti-luck component, and an internalist anti-luck component. According to the second version of the solution, know-how is a distinct kind of knowledge since there is an unanalyzable analogical conception of knowledge that comes first in both the theoretical realm (as propositional knowledge) and the practical realm (as know-how). Both versions of the solution are plausible since they distinguish between know-how and knacks in an anti-intellectualist manner by positing that there is an internal relation between know-how and non-propositional intentionality. (shrink)

Roughly speaking, intellectualists contend that practical knowledge is always a matter of having the right kind of propositional knowledge. This article argues that intellectualism faces a serious explanatory challenge when practical knowledge crucially relies on ecological information, i.e. when know-how is scaffolded. More precisely, intellectualists struggle to provide a satisfactory explanation of seeming know-how contrasts in structurally similar cases of scaffolded ability manifestation. In contrast, even if anti-intellectualism is similarly challenged, at least some varieties of anti-intellectualism seemingly hold resources to (...) account for the relevant contrasts. (shrink)