Developing an intellectualist account of skill, Stanley and Williamson define skill as a kind of disposition to action-guiding knowledge. The present paper challenges their definition of skill. While we don’t dispute that skill may consist of a cognitive, a dispositional, and an action-guiding component, we argue that Stanley and Williamson’s account of each component is problematic. In the first section, we argue, against Stanley and Williamson, that the cognitive component of skill is not a case of propositional knowledge-wh, which is (...) typically indexical. In the second section, we seek to show that Stanley and Williamson face difficulties in arguing for a generic claim about skill as a kind of disposition, and they fail to defend intellectualism about skill based on the dispositional account. In the third section we argue that Stanley and Williamson need a more detailed account of the action-guiding aspect of skill to avoid several difficulties, including a threat of a regress. We close with some lessons for the debate over intellectualism and anti-intellectualism about skill. (shrink)

I argue that disposition ascriptions—claims like ‘the glass is fragile’—are semantically equivalent to possibility claims: they are true when the given object manifests the disposition in at least one of the relevant possible worlds.

Objects have dispositions. Dispositions are normally analyzed by providing a meaning to disposition ascriptions like ‘This piece of salt is soluble’. Philosophers like Carnap, Goodman, Quine, Lewis and many others have proposed analyses of such disposition ascriptions. In this paper we will argue with Quine that the proper analysis of ascriptions of the form ‘x is disposed to m ’, where ‘x’ denotes an object, ‘m’ a manifestation, and ‘C’ a condition, goes like this: ‘x is of natural kind k’, (...) and the generic ‘ks are m ’ is true. For the analysis of the generic, we propose an analysis in terms of causal powers: ‘ks have the causal power to m’. The latter, in turn, is analyzed in a very precise way, making use of Pearl’s probabilistic graphical causal models. We will show how this natural kind-analysis improves on standard conditional analyses of dispositions by avoiding the standard counterexamples, and that it gives rise to precise observable criteria under which the disposition ascription is true. (shrink)

Reviews work on moral judgment motivational internalism from the last two decades.

The concept of being in a position to know is an increasingly popular member of the epistemologist’s toolkit. Some have used it as a basis for an account of propositional justification. Others, following Timothy Williamson, have used it as a vehicle for articulating interesting luminosity and anti-luminosity theses. It is tempting to think that while knowledge itself does not obey any closure principles, being in a position to know does. For example, if one knows both p and ‘If p then (...) q’, but one dies or gets distracted before being able to perform a modus ponens on these items of knowledge and for that reason one does not know q, one is still plausibly in a position to know q. It is also tempting to suppose that, while one does not know all logical truths, one is nevertheless in a position to know every logical truth. Putting these temptations together, we get the view that being in a position to know has a normal modal logic. A recent literature has begun to investigate whether it is a good idea to give in to these twin temptations—in particular the first one. That literature assumes very naturally that one is in a position to know everything one knows and that one is not in a position to know things that one cannot know. It has succeeded in showing that, given the modest closure condition that knowledge is closed under conjunction elimination, being a position to know cannot satisfy the so-called K axiom of normal modal logics. In this paper, we explore the question of the normality of the logic of being in a position to know in a more far-reaching and systematic way. Assuming that being in a position to know entails the possibility of knowing and that knowing entails being in a position to know, we can demonstrate radical failures of normality without assuming any closure principles at all for knowledge. Moreover, the failure of normality cannot be laid at the door of the K axiom for knowledge, since the standard principle NEC of necessitation also fails for being in a position to know. After laying out and explaining our results, we briefly survey the coherent options that remain. (shrink)

Inspired by Williamson’s knowledge-first epistemology, I propose a position on practical knowledge that can be called the ‘know-how-first view’; yet whereas Williamson is one of the pioneers of the new intellectualism about know-how, I employ the know-how-first view to argue against intellectualism and instead develop a know-how-first version of anti-intellectualism. Williamson argues that propositional knowledge is a sui generis unanalyzable mental state that comes first in the epistemic realm; in parallel, I propose that know-how is a sui generis unanalyzable power (...) that comes first in the practical realm. To motivate this suggestion, I put forward two arguments: drawing on dispositionalist ideas, I argue that the practical component of know-how is unanalyzable; based on an investigation of the natures of intentionality and intelligence, I argue that know-how is prior to intentional and intelligent abilities in the order of explanation of agential action. Deploying this know-how-first anti-intellectualism, I then set out know-how-first solutions to two challenging problems for anti-intellectualism: the sufficiency problem and the necessary condition problem. (shrink)

Developing an intellectualist account of skill, Stanley and Williamson define skill as a kind of disposition to action-guiding knowledge. The present paper challenges their definition of skill. While we don’t dispute that skill may consist of a cognitive, a dispositional, and an action-guiding component, we argue that Stanley and Williamson’s account of each component is problematic. In the first section, we argue, against Stanley and Williamson, that the cognitive component of skill is not a case of propositional knowledge-wh, which is (...) typically indexical. In the second section, we seek to show that Stanley and Williamson face difficulties in arguing for a generic claim about skill as a kind of disposition, and they fail to defend intellectualism about skill based on the dispositional account. In the third section we argue that Stanley and Williamson need a more detailed account of the action-guiding aspect of skill to avoid several difficulties, including a threat of a regress. We close with some lessons for the debate over intellectualism and anti-intellectualism about skill. (shrink)