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 status of philosophy is contingent upon the civilizations that embrace or undermine its importance. Such status is never fully understood, nor clear, due in part to its inutility. In a goal-oriented world, philosophizing is pointless if it does not produce material results. One point of philosophy though is not only to recognize, but promote activities which are uniquely human and which therefore artificial intelligence could not possibly simulate. Improvisation, as one such activity, can reveal the importance of philosophy as (...) a discipline by maintaining the relevance of subjectivity. In order to justify the presence of philosophy in the university, one important way is to have philosophy maintain the notion that the mental cannot be reduced to the material or physical. Consequently, phenomenology in philosophy’s defense becomes more relevant the more we realize that philosophy is threatened by the interdependency of materialism, A.I. research, and the corporatization of the university. (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)

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)

The main aim of this article is to argue the case for understanding improvising as a real-time emergent process grounded in collaborative action, while noting that talking about improvisation, bluntly put, is not the same as improvising. The ways in which improvisers respond and adapt to changing circumstances in the moment and over time, it is argued, connect directly to the discipline of process philosophy and involve pattern recognition and creation skills as well as the ability to predict the actions (...) of conspecifics. The conclusion considers some benefits and challenges in approaching improvisation from a process-based and systems-theoretical perspective. (shrink)

Wendy Lee-Lampshire writes that Wittgenstein’s conception of language has something valuable to offer feminist attempts to construct epistemologies firmly rooted in the social, psychological and physical situations of language users. However, she also argues that his own use of language exemplifies a form of life whose constitutive relationships are enmeshed in forms of power and authority. For example, she interprets the language game of the builders as one of slavery, and questions how we read and respond to it. She asks: (...) “Who are ‘we’ as Wittgenstein’s reader?” This is an important question, and how we answer offers insight not only into our own philosophical practices, but also into Wittgenstein’s use of language games. With the words “Let us imagine...”, Wittgenstein invites readers to participate in creative, collaborative, and improvisational language games that alter not only the texts themselves, but our relationship with others. (shrink)

Este ensayo investiga el discurso global a la sombra de la década de 1960. Se basa en los puntos de vista de Nelson Goodman, Marshall McLuhan y Theodor W. Adorno para explorar tres conceptos centrales para la música en la época de la transmisión global: concordancia, corriente y virtualidad.

Book reviewed in this article:F.H. Bradley, Collected Works Volumes 1–5.

According to Gilbert Ryle, improvisation is a basic feature of ordinary action. In this paper, we take this idea seriously. Action is improvisation, in that it is situated: It is shaped by attentive responses to environmental circumstances. This is a crucial aspect of agency. However, it is neglected by causal theories of action (Bratman; Mele) and only partially addressed by Thompson’s process-oriented theory. By resorting to Kant’s theory of judgment, we argue for understanding action performance in terms of improvisational shaping (...) of action in situ. The focus on improvisation points to a situated kind of practical rationality entailing the reciprocal shaping of intention and action instead of the ordinary instrumental kind of rationality of action as unidirectionally determined by intention. (shrink)