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)

What are reasons? For example, if you’re aware that your secretary plans to expose you, and you resign to avoid a scandal, what is your reason for resigning? Is your reason the fact that your secretary plans to expose you? If so, what kinds of facts are eligible to be reasons? Can merely possible facts be reasons (for actual subjects)? Can merely apparent facts? Or are reasons rather attitudes? Are your reasons for resigning your belief that your secretary plans to (...) expose you, and your desire to avoid a scandal? Or are reasons propositions? If so, which propositions? Only propositions that the subject believes and desires? Only propositions that are true? (On some views, those will be facts; on other views, not.). (shrink)