In this discussion I shall argue that some fairly widely held views about human habits are mistaken. These misconceptions are important because of the pervasiveness of the habitual in human behavior and because it is the concept of habit that has served as the prototype of various conceptions of conditioned response which are used in psychological explanation. One major task of this analysis is to show that accounts in which actions are explained by reference to rules are not incompatible with (...) accounts in which the same behavior is seen as the product of habit. (shrink)

1. Presumably the point of, say, inculcating a moral outlook lies in a concern with how people live. It may seem that the very idea of a moral outlook makes room for, and requires, the existence of moral theory, conceived as a discipline which seeks to formulate acceptable principles of conduct. It is then natural to think of ethics as a branch of philosophy related to moral theory, so conceived, rather as the philosophy of science is related to science. On (...) this view, the primary topic of ethics is the concept of right conduct, and the nature and justification of principles of behaviour. If there is a place for an interest in the concept of virtue, it is a secondary place. Virtue is a disposition to behave rightly; the nature of virtue is explained, as it were, from the outside in. (shrink)

Part I: The representation of life -- Can life be given a real definition? -- The representation of the living individual -- The representation of the life-form itself -- Part II: Naive action theory -- Types of practical explanation -- Naive explanation of action -- Action and time -- Part III: Practical generality -- Two tendencies in practical philosophy -- Practices and dispositions as sources of the goodness of individual actions -- Practice and disposition as sources of individual action.

Grice coined the term ‘conventional implicature’ in a short passage in ‘Logic and conversation’. The description is intuitive and deeply intriguing. The range of phenomena that have since been assigned this label is large and diverse. I survey the central factual motivation, arguing that it is loosely uni- fied by the idea that conventional implicatures contribute a separate dimen- sion of meaning. I provide tests for distinguishing conventional implicatures from other kinds of meaning, and I briefly explore ways in which (...) one can incorporate multiple dimensions of meaning into a single theory. (shrink)

In 'The Humean Theory of Motivation' Michael Smith attempts two tasks: he offers an account of the debate about motivation between Humeans and anti-Humeans and he provides arguments that are designed to show that the Humeans win. While the paper is of great virtue in clarifying the debate, I believe that it falls short of both its goals. It does not highlight the really central issue between Humeans and anti-Humeans and it does not provide arguments which would settle that issue (...) in favour of the Humean side. (shrink)

Since the 1940s, Western epistemology has discussed Gilbert Ryle’s distinction between knowledge-that and knowledge-how. Ryle argued that intelligent actions – manifestations of knowledge-how – are not constituted as intelligent by the guiding intervention of knowledge-that: knowledge-how is not a kind of knowledge-that; we must understand knowledge-how in independent terms. Yet which independent terms are needed? In this chapter, we consider whether an understanding of intelligent action must include talk of knowledge-to. This is the knowledge to do this or that now, (...) not then or in general. Our argument is refined and buttressed by consideration of a text in Chinese philosophy, the Lüshi Chunqiu. This 3rd century BCE text, a compendium on good government, focuses on different types of knowledge that an effective ruler or a capable official should possess. A significant number of those discussions concern examples of knowing-how being manifested in particular situations. The text is explicitly aware of the importance of timeliness and awareness of context in manifesting know-how. Some might say that these are merely manifestations of knowing-how. But we see these examples as revealing characteristics of know-how that Ryle did not anticipate. Might knowing-to be an essential and irreducible aspect of intelligent action? (shrink)

_ Source: _Page Count 29 The author raises objections to the intellectualist analysis of knowing-how on the basis of certain features of ‘learning to’ ascriptions. He starts by observing that ‘learning to’ ascriptions can only have a first-personal reading. Since embedded questions make the generic reading available, this suggests that ‘learning to’ ascriptions are not embedded question configurations. Then the author locates an ambiguity in ‘learning to’ ascriptions. They can be used to ascribe either the acquisition of practical knowledge, or (...) the acquisition of a behavioural disposition—a habit—of some value. Once this ambiguity is taken into account, it can be shown that the embedded infinitival in practical learning ascriptions cannot be negated, by contrast to embedded question configurations. This suggests that the semantic value of the infinitival is not propositional. Hence the intellectualist analysis fails to extend to learning ascriptions, and cannot accommodate the systematic relationships between knowledge and learning. The two points above regarding ‘learning to’ ascriptions extend to ascriptions of practical knowledge in certain languages. (shrink)

This paper challenges the linguistic arguments Jason Stanley and Timothy Williamson gave in support of their thesis that knowing how is a species of knowing that.

Some of our actions manifest states or qualities of intelligence, such as skill or cleverness. But what are these states or qualities, and how are they manifested in action? We articulate and examine general intellectualist and anti-intellectualist answers to such questions. We show how these answers — two distinct philosophical theories of intelligence and intelligent action — reflect quite different conceptions of mind and action. One of our principal aims is to illuminate some of the main issues and arguments in (...) the contemporary debate over knowledge how. A second aim is to highlight the broader theoretical significance of knowledge how, which (we argue) may serve as a hinge on which our general understanding of mind and action turns. The role of knowledge how in various debates in ethics, philosophy of action, philosophy of language, philosophy of mind, and cognitive science is also discussed. (shrink)

Objects have dispositions. As Nelson Goodman put it, “a thing is full of threats and promises”. But sometimes those threats go unfulfilled, and the promises unkept. Sometimes the dispositions of objects fail to manifest themselves, even when their conditions of manifestation obtain. Pieces of wood, disposed to burn when heated, do not burn when heated in a vacuum chamber. And pastries, disposed to go bad when left lying around too long, won’t do so if coated with lacquer and put on (...) display in a baker ’s window. Any account of what a disposition is, or of what it takes for an object to have a disposition, should be compatible with these commonplace observations. To date, I believe, no adequate account of dispositions has been given, and the aim of this paper is to defend one. (shrink)

From time to time we explain what people do by referring to their habits. We explain somebody’s putting the kettle on in the morning as done through “force of habit”. We explain somebody’s missing a turning by saying that she carried straight on “out of habit”. And we explain somebody’s biting her nails as a manifestation of “a bad habit”. These are all examples of what will be referred to here as habit explanations. Roughly speaking, they explain by referring to (...) a pattern of a particular kind of behaviour which is regularly performed in characteristic circumstances, and has become automatic for that agent due to this repetition. (shrink)

Ryle’s account of practical knowing is much controverted. The paper seeks to place present disputations in a larger context and draw attention to the connection between Ryle’s preoccupations and Aristotle’s account of practical reason, practical intelligence, and the way in which human beings enter into the way of being and acting that Aristotle denominates ethos . Considering matters in this framework, the author finds inconclusive the arguments that Stanley and Williamson offer for seeing knowing how to as a special case (...) of knowing that. The paper then explores certain implications of the author’s position for the philosophy of mind and the grammatical analysis of constructions involving ‘know how to’. It ends with a neo-Rylean remark about Aristotelian nous. (shrink)