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)

Although pragmatism and phenomenology have both contributed significantly to the genealogy of so-called “4E” – embodied, embedded, enactive and extended – cognition, there is benefit to be had from a systematic comparative study of these roots. As existing 4E cognition literature has tended to emphasise one or the other tradition, issues remain to be addressed concerning their commonalities – and possible incompatibilities. We begin by exploring pragmatism and phenomenology’s shared focus on contesting intellectualism, and its key assumption of mindedness as (...) representation. We then outline distinctive insights from both traditions regarding the nature and role of habits, in order to put forward a habit-based epistemology as an alternative to the Cartesian idea-based epistemology that has dominated modern philosophy. We pay particular attention to the work of classical pragmatist C.S. Peirce, arguing that his semiotics, which analyses sign-use as habit, shows how theorists of embodied cognition can break a certain false dichotomy between embodiment and logical or intellectual structure which has prevented them from fully theorising propositional knowledge. In this way, our work both augments and challenges the Dewey/Merleau-Ponty connection that has been much more extensively explored by the field. (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)

According to the universality thesis, the epistemic properties referred to by the English epistemic verb “know” contained in the expressions of the form “S knows that p” or “S knows how to φ‎” are shared by the translations of the epistemic verb in all other languages such as Chinese, Japanese, Korean, Russian, and so on. Some doubt that there is reason to think the universality thesis is true because little or nothing is shown about the meanings and uses of the (...) epistemic terms in languages other than English. Critics of the universality thesis find counterevidence to the thesis; that is, the evidence demonstrates that translations of the epistemic verb “know” are used differently in some languages from the way “know” is used in English. In this chapter, the authors examine the effectiveness of such counterevidence. (shrink)

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

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)

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)

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)

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)

Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the ability to know how to make appropriate inferences within a body of knowledge, whether systematic or unsystematic. This thesis is developed along lines suggested in the earlier work of Paul Hirst. The different kinds (...) of know-how and their relationships are discussed and it is suggested that they occupy different places and different relationships in any curricular hierarchy. The changing role that knowledge by acquaintance plays within this hierarchy is also discussed. Implications of this account for the current National Curriculum and for curriculum design more generally are discussed, looking at History, Science and Design Technology as examples. (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)

I advance a variety of intellectualism about knowing-how that is, paradoxically, suggested by Ryle's positive discussions of that phenomenon. I discuss the roots of the view in Ryle's work, its affinity with John Hyman's () view of factual knowledge, and important points of contrast with Stanley and Williamson's () proposal. Drawing on work by Cath () and Wiggins () I also discuss conditions on knowing practically, in ‘the executive way’, as an alternative to appealing to practical modes of presentation.

In arguing against a supposed ambiguity, philosophers often rely on the zeugma test. In an application of the zeugma test, a supposedly ambiguous expression is placed in a sentence in which several of its supposed meanings are forced together. If the resulting sentence sounds zeugmatic, that is taken as evidence for ambiguity; if it does not sound zeugmatic, that is taken as evidence against ambiguity. The aim of this article is to show that arguments based on the second direction of (...) the test are misguided: ambiguous expressions, and in particular philosophically contested ones, do not reliably lead to zeugmaticity, so an absence of zeugmaticity provides no meaningful evidence for an absence of ambiguity. (shrink)

The main goal of this paper is to defend the thesis that the content of know-how states is an accuracy assessable type of nonconceptual content. My argument proceeds in two stages. I argue, first, that the intellectualist distinction between types of ways of grasping the same kind of content is uninformative unless it is tied in with a distinction between kinds of contents. Second, I consider and reject the objection that, if the content of know-how states is non-conceptual, it will (...) be mysterious why attributions of knowing how create opaque contexts. I show that the objection conflates two distinct issues: the nature of the content of know-how states and the semantic evaluability of know-how ascriptions. (shrink)

We defend two theses: (1) Knowledge how and knowledge that are two distinct forms of knowledge, and; (2) Stanley-style intellectualism is neuro-psychologically implausible. Our naturalistic argument for the distinction between knowledge how and knowledge that is based on a consideration of the nature of slips and basic activities. We further argue that Stanley’s brand of intellectualism has certain ontological consequences that go against modern cognitive neuroscience and psychology. We tie up our line of thought by showing that input from cognitive (...) neuroscience and psychology, on multiple levels of analysis, cohere in supporting the distinction between two separate forms of knowledge. The upshot is a neuro-psychologically plausible understanding of knowledge. (shrink)

In this monograph Horsthemke provides a philosophically robust account of knowledge and refutes the idea of knowledge being premised on multiple truths. I am a proponent of his model on what should...

How questions are understudied in philosophy and linguistics. They can be answered in very different ways, some of which are poorly understood. Jaworski identifies several types: ‘manner’, ‘method, means or mechanism’, ‘cognitive resolution’, and develops a logic designed to enable us to distinguish among them. Some key questions remain open, however, in particular, whether these distinctions derive from an ambiguity in how, from differences in the logical structure of the question or from contextual underspecification. Arguing from two classes of responses, (...) adverbs and by gerunds, I give the answer that the logical structure of the question is indeed relevant: loosely, manners are adjuncts but methods are arguments. (shrink)

According to the Adoption Problem certain basic logical principles cannot be adopted. Drawing on the AP, Suki Finn presents an argument against logical pluralism: Modus Ponens and Universal Instantiation both govern a general structure shared by every logical rule. As such, analogues of these two rules must be present in every meta-logic for any logical system L, effectively imposing a restriction to logical pluralism at the meta-level through their presence constituting a “meta-logical monism”. We find a tension in the dual (...) role that the “unadoptable rules” must play in Finn’s “meta-logical monism” rendering it ineffective to restrict logical theories and systems. Consequently, we argue they cannot be both analogues of MP and UI and inferentially productive. We conclude with a series of suggestions regarding where a more satisfying and robust interpretation of the AP could lie. (shrink)

An increasingly popular objection to anti-intellectualism about know-how is that there are clear cases where an agent having the dispositional ability to φ does not suffice for her knowing how to φ. Recently, Adam Carter has argued that anti-intellectualism can only rise to meet this sufficiency objection if it imposes additional constraints on know-how. He develops a revisionary anti-intellectualism, on which knowing how to φ not only entails that the agent possesses a reliable ability to φ, but also that she (...) is equipped with certain kind of intellectual grasp of the method by which she is able to reliably φ. This paper argues that Carter's revisionary know-how does not constitute an improvement over the more standard version of anti-intellectualism. Moreover, it is argued that Carter's additional demands concede too much to the intellectualist, and, as a result, commit his revised anti-intellectualism to familiar problems facing the intellectualist account of know-how. In other words, his attempts to respond to the sufficiency objection constitutes a dangerous compromise to the intellectualist. The paper finishes with a final analysis that suggests, in the end, there are still reasons to prefer standard anti-intellectualism over intellectualism. (shrink)

A dispositional theory of skill, such as that defended by Stanley and Williamson, might seem promising. Such a theory looks to provide a unified intellectualist account of skill reflecting insights from cognitive science and philosophy. I argue that any theory of the kind fails given that skill is broadly answerable to the will. A person may be characteristically disposed both against the exercise of her skill and against any associated intentional forming of knowledge. Clearly she does not cease thereby to (...) be skilled. I consider four replies, none of which vindicate this kind of theory. (shrink)

Moral understanding is a species of knowledge. Understanding why an action is wrong, for example, amounts to knowing why the action is wrong. The claim that moral understanding is immune to luck while moral knowledge is not does not withstand scrutiny; nor does the idea that there is something deep about understanding for there are different degrees of understanding. It is also mistaken to suppose that grasping is a distinct psychological state that accompanies understanding. To understand why something is the (...) case is to grasp or see why something is the case and grasping and seeing are ways of knowing. (shrink)

Do you know who you are? If the question seems unclear, it might owe to the notion of ‘knowing-wh’ (knowing-who, knowing-what, knowing-when, etc.). Such knowledge contrasts with ‘knowing-that’, the more familiar topic of epistemologists. But these days, knowing-wh is receiving more attention than ever, and here we will survey three current debates on the nature of knowing-wh. These debates concern, respectively, (1) whether all knowing-wh is reducible to knowing-that (‘generalized intellectualism’), (2) whether all knowing-wh is relativized to a contrast proposition (...) (‘contrastivism about knowing-wh’), and (3) whether the context-sensitivity of knowing-wh is a semantic or purely pragmatic phenomenon (‘contextualism vs. invariantism about knowing-wh’). (shrink)

Most epistemologists hold that knowledge entails belief. However, proponents of this claim rarely offer a positive argument in support of it. Rather, they tend to treat the view as obvious and assert that there are no convincing counterexamples. We find this strategy to be problematic. We do not find the standard view obvious, and moreover, we think there are cases in which it is intuitively plausible that a subject knows some proposition P without—or at least without determinately—believing that P. Accordingly, (...) we present five plausible examples of knowledge without (determinate) belief, and we present empirical evidence suggesting that our intuitions about these scenarios are not atypical. (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)

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)

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)

In The Concept of Mind, Gilbert Ryle argued that a more sophisticated understanding of the dispositional nature of ‘intelligent capacities’ could bolster philosophical resistance to the tempting view that the human mind is possessed of metaphysically ‘occult’ powers and properties. This temptation is powerful in the context of accounting for the special qualities of responsible agency. Incompatibilists indulge the temptation; compatibilists resist it, using a variety of strategies. One recent strategy, reminiscent of Ryle’s, is to exploit a more sophisticated understanding (...) of dispositional properties to account for these qualities. But ‘new dispositionalists’ run up against a ‘hard problem’ that threatens the approach. This paper argues that the threat may be averted by embracing a yet more radical ‘Rylean’ view of the distinctive dispositional nature of ‘intelligent capacities’. (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.

According to Skow (2016, 2017), correct answers to why-questions only cite causes or grounds, but not non-accidental regularities. Accounts that cite non-accidental regularities typically confuse second-level reasons with first-level reasons. Only causes and grounds are first-level reasons why. Non-accidental regularities are second-level reasons why. I first show that Skow's arguments for the accusation of confusion depend on the independent thesis that only citations of first-level reasons why are (parts of) answers to why-questions. Then, I argue that this thesis is false. (...) Consequently, the claim that correct answers to why-questions only cite causes or grounds is refuted as well. (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)

Gilbert Ryle's distinction between knowledge-how and knowledge-that faces a significant challenge: accounting for the unity of knowledge. Jason Stanley, an ‘intellectualist’ opponent of Ryle's, brings out this problem by arguing that Ryleans must treat ‘know’ as an ambiguous word and must distinguish knowledge proper from knowledge-how, which is ‘knowledge’ only so-called. I develop the challenge and show that underlying Ryle's distinction is a unified vision of knowledge as ‘a capacity to get things right’, covering both knowledge-how and knowledge-that. I show (...) how Ryle specifies the general notion into knowledge-how and knowledge-that and discuss the mutual interdependence exhibited by the two forms of knowledge. Ryle's positive view of knowledge, properly understood, emerges as an important, neglected, alternative which should be brought back into the ongoing conversation about practical and theoretical knowledge. (shrink)

Keith DeRose has argued that the two main problems facing subject-sensitive invariantism come from the appropriateness of certain third-person denials of knowledge and the inappropriateness of now you know it, now you don't claims. I argue that proponents of SSI can adequately address both problems. First, I argue that the debate between contextualism and SSI has failed to account for an important pragmatic feature of third-person denials of knowledge. Appealing to these pragmatic features, I show that straightforward third-person denials are (...) inappropriate in the relevant cases. And while there are certain denials that are appropriate, they pose no problems for SSI. Next, I offer an explanation, compatible with SSI, of the oddity of now you know it, now you don't claims. To conclude, I discuss the intuitiveness of purism, whose rejection is the source of many problems for SSI. I propose to explain away the intuitiveness of purism as a side-effect of the narrow focus of previous epistemological inquiries. (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)

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)

Stanley and Williamson :411–444, 2001) argue for intellectualism—the thesis that knowing how is a type of knowing that—in part by defending a thesis about the semantics of English ascriptions of knowing how. But ascriptions of practical knowledge seem to exhibit significant crosslinguistic variation. This observation has been invoked to argue that S&W’s analysis reflects a quirk of English rather than a general feature of the concept of knowledge. I argue that the type of argument employed by both S&W and their (...) critics presupposes that the categories of denotational semantics correspond to those of the theory of mental content. But the relation between the semantic theory and the theory of content is more complex than this. Specifically, a closer look at ascriptions of practical knowledge and other obligatory control constructions in various languages shows that semantic theory needs distinctions that are redundant from the perspective of the theory of content, and that important distinctions in the theory of content may fail to correspond to any distinctions in semantic theory. It follows that we may not be able to read off as much about mental states as S&W and their critics try to from the structure of their ascriptions. (shrink)

I maintain that an account of knowledge how to do something – an account which might be supposed to uncover ‘the nature’ of such knowledge – can't be got by considering what linguists tell us is expressed in ascriptions of knowing how. Attention must be paid to the knowledge that is actually being exercised when someone is doing something. I criticize some claims about ascriptions of knowledge-how which derive from contemporary syntactic and semantic theory. I argue that these claims can (...) no more provide an understanding of what it is to intend to do something than of what it is to know how to do something. Philosophy, not linguistics, must be the source of such understanding. (shrink)

Many of the things we do in the course of a day we don't do intentionally: blushing, sneezing, breathing, blinking, smiling—to name but a few. But we also do act intentionally, and often when we do we act for reasons. Whether we always act for reasons when we act intentionally is controversial. But at least the converse is generally accepted: when we act for reasons we always act intentionally. Necessarily, it seems. In this paper, I argue that acting intentionally is (...) not in all cases acting for a reason. Instead, intentional agency involves a specific kind of control. Having this kind of control makes it possible to modify one's action in the light of reasons. Intentional agency opens the possibility of acting in the light of reasons. I also explain why when we act with an intention we act for reasons. In the second part of the paper, I draw on these results to show that the dominant view of reasons to intend and the rationality of intentions should be rejected. (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)

According to a prominent account of knowledge-how, knowledge-how is a species of propositional knowledge. A related view has it that to know how to perform an action is for it to seem to one that a way to perform that action is in fact a way to do so. According to a further view, knowledge-how is a species of objectual knowledge. Each of these intellectualist views has significant virtues including, notably, the ability to account for the seemingly epistemic dimensions of (...) knowledge-how. However, while intellectualist views can account for the seemingly epistemic dimensions of knowledge-how, such views have difficulty accounting for the practical dimensions of knowledge-how. The objection I level against existing intellectualist views here seizes on this deficiency. I argue that, in virtue of the practical dimensions of knowledge-how, propositional knowledge under a practical mode of presentation is not sufficient for knowledge-how. Even when the sufficiency conditions for knowledge-how set out by extant intellectualist views are met, one may fail to know how to perform an action in virtue of a disposition to act on a false belief about a way for one to perform that action. Thus, whereas critics of intellectualist views often allege that such views place overly demanding conditions on knowledge-how, the objection developed here suggests that existing intellectualist views place insufficiently demanding conditions on knowledge-how. (shrink)

Knowledge intellectualism is the view that knowledge-how requires propositional knowledge. Knowledge intellectualism has a Gettier problem, or so many of its critics allege. The essence of this problem is that knowledge-how is compatible with epistemic luck in a way that ordinary propositional knowledge is not. Hence, knowledge-how can allegedly be had in the absence of knowledge-that, a fact inconsistent with knowledge intellectualism. This paper develops two responses to this challenge to knowledge intellectualism. First, it is not clear that propositional knowledge (...) is incompatible with the forms of epistemic luck with which knowledge-how is allegedly compatible. Second, existing cases intended to serve as counterexamples to knowledge intellectualism are flawed, and revised versions of these cases no longer elicit the judgments necessary to challenge knowledge intellectualism. (shrink)

There is a widespread assumption that ordinary language philosophy was killed off sometime in the 1960s or 70s by a combination of Gricean pragmatics and the rapid development of systematic semantic theory. Contrary to that widespread assumption, however, contemporary versions of ordinary language philosophy are alive and flourishing, but going by various aliases—in particular (some versions of) "contextualism" and (some versions of) "experimental philosophy". And a growing group of contemporary philosophers are explicitly embracing the methods as well as the title (...) of ordinary language philosophy and arguing that it has been unfairly maligned and was never decisively refuted. In this overview, I will outline the main projects and arguments employed by contemporary ordinary language philosophers, and make the case that updated versions of the arguments made by ordinary language philosophers in the middle of the twentieth century are attracting renewed attention. (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)

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)

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.

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)

My main intention in this article is to settle the question whether having the ability to \ is, as Ryleans think, necessary for knowing how to \, and to determine the kind of role played by procedural knowledge in knowing how to \ and in acquiring and possessing the ability to \. I shall argue, in a seemingly anti-Rylean fashion, that when it comes to know-hows that are ordinarily categorised as physical skills, or—to be, for the moment, philosophically neutral—as enabling (...) one to possess such skills, it is necessary to have procedural knowledge of how to \ in order to possess those know-hows. However, I shall contend that this knowledge cannot be acquired without acquiring the kind of ability to \ in which having the skill to \ consists. And that having acquired the ability to \ is not only necessary but also sufficient for having acquired procedural knowledge of how to succeed in \-ing. (shrink)

In this paper, I submit that it is the controlled part of skilled action, that is, that part of an action that accounts for the exact, nuanced ways in which a skilled performer modifies, adjusts and guides her performance for which an adequate, philosophical theory of skill must account. I will argue that neither Jason Stanley nor Hubert Dreyfus have an adequate account of control. Further, and perhaps surprisingly, I will argue that both Stanley and Dreyfus relinquish an account of (...) control for precisely the same reason: each reduce control to a passive, mechanistic, automatic process, which then prevents them from producing a substantive account of how controlled processes can be characterized by seemingly intelligent features and integrated with personal-level states. I will end by introducing three different kinds of control, which are constitutive of skilled action: strategic control, selective, top–down, automatic attention, and motor control. It will become clear that Dreyfus cannot account for any of these three kinds of control while Stanley has difficulty tackling the two latter kinds. (shrink)

In the current literature, discussions of cognitive penetrability focus largely either on interpreting empirical evidence in ways that is relevant to the question of modularity :343–391, 1999; Wu Philos Stud 165:647–669, 2012; Macpherson Philos Phenomenol Res, 84:24–62, 2012) or in offering epistemological considerations regarding which properties are represented in perception :519–540, 2009, Noûs 46:201–222, 2011; Prinz Perceptual experience, Oxford University Press, Oxford, pp 434–460, 2006). In contrast to these debates, in this paper, I explore conceptual issues regarding how we ought (...) to understand the “cognitive” side of cognitive penetrability. I argue that it is only on its most narrow construal that a full-fledged defense of cognitive impenetrability has been forwarded. Specifically, I argue that the defenders of modularity have tacitly identified cognitive states with propositional states, and have thus only defended the idea that early perceptual systems are immune to the impacts of propositional knowledge. My aim then is to raise doubts about the identification of cognitive states with propositional ones. In particular, by focusing on skill, I will broaden the conceptual space for a greater number of states to have the potential to impact perceptual processing in a way that would constitute a genuine instance of cognitive penetrability. (shrink)