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  1. Probabilistic Knowledge in Action.Carlotta Pavese - 2020 - Analysis 80 (2):342-356.
    According to a standard assumption in epistemology, if one only partially believes that p , then one cannot thereby have knowledge that p. For example, if one only partially believes that that it is raining outside, one cannot know that it is raining outside; and if one only partially believes that it is likely that it will rain outside, one cannot know that it is likely that it will rain outside. Many epistemologists will agree that epistemic agents are capable of (...)
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  • Know How and Skill: The Puzzles of Priority and Equivalence.Yuri Cath - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York, NY: Routledge.
    This chapter explores the relationship between knowing-how and skill, as well other success-in-action notions like dispositions and abilities. I offer a new view of knowledge-how which combines elements of both intellectualism and Ryleanism. According to this view, knowing how to perform an action is both a kind of knowing-that (in accord with intellectualism) and a complex multi-track dispositional state (in accord with Ryle’s view of knowing-how). I argue that this new view—what I call practical attitude intellectualism—offers an attractive set of (...)
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  • Know-how, action, and luck.Carlotta Pavese - 2018 - Synthese 198 (Suppl 7):1595-1617.
    A good surgeon knows how to perform a surgery; a good architect knows how to design a house. We value their know-how. We ordinarily look for it. What makes it so valuable? A natural response is that know-how is valuable because it explains success. A surgeon’s know-how explains their success at performing a surgery. And an architect’s know-how explains their success at designing houses that stand up. We value know-how because of its special explanatory link to success. But in virtue (...)
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  • Knowledge-How, Abilities, and Questions.Joshua Habgood-Coote - 2019 - Australasian Journal of Philosophy 97 (1):86-104.
    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 (...)
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  • Know-How and Gradability.Carlotta Pavese - 2017 - Philosophical Review 126 (3):345-383.
    Orthodoxy has it that knowledge is absolute—that is, it cannot come in degrees. On the other hand, there seems to be strong evidence for the gradability of know-how. Ascriptions of know-how are gradable, as when we say that one knows in part how to do something, or that one knows how to do something better than somebody else. When coupled with absolutism, the gradability of ascriptions of know-how can be used to mount a powerful argument against intellectualism about know-how—the view (...)
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  • Fragmentation and information access.Adam Elga & Agustin Rayo - 2021 - In Cristina Borgoni, Dirk Kindermann & Andrea Onofri (eds.), The Fragmented Mind. Oxford: Oxford University Press.
    In order to predict and explain behavior, one cannot specify the mental state of an agent merely by saying what information she possesses. Instead one must specify what information is available to an agent relative to various purposes. Specifying mental states in this way allows us to accommodate cases of imperfect recall, cognitive accomplishments involved in logical deduction, the mental states of confused or fragmented subjects, and the difference between propositional knowledge and know-how .
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  • Revisionary intellectualism and Gettier.Yuri Cath - 2015 - Philosophical Studies 172 (1):7-27.
    How should intellectualists respond to apparent Gettier-style counterexamples? Stanley offers an orthodox response which rejects the claim that the subjects in such scenarios possess knowledge-how. I argue that intellectualists should embrace a revisionary response according to which knowledge-how is a distinctively practical species of knowledge-that that is compatible with Gettier-style luck.
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  • Updating, Undermining, and Independence.Jonathan Weisberg - 2015 - British Journal for the Philosophy of Science 66 (1):121-159.
    Sometimes appearances provide epistemic support that gets undercut later. In an earlier paper I argued that standard Bayesian update rules are at odds with this phenomenon because they are ‘rigid’. Here I generalize and bolster that argument. I first show that the update rules of Dempster–Shafer theory and ranking theory are rigid too, hence also at odds with the defeasibility of appearances. I then rebut three Bayesian attempts to solve the problem. I conclude that defeasible appearances pose a more difficult (...)
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  • Knowing How and Knowing That: The Presidential Address.Gilbert Ryle - 1946 - Proceedings of the Aristotelian Society 46:1 - 16.
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  • Knowing How.Jason Stanley & Timothy Willlamson - 2001 - Journal of Philosophy 98 (8):411-444.
    Many philosophers believe that there is a fundamental distinction between knowing that something is the case and knowing how to do something. According to Gilbert Ryle, to whom the insight is credited, knowledge-how is an ability, which is in turn a complex of dispositions. Knowledge-that, on the other hand, is not an ability, or anything similar. Rather, knowledge-that is a relation between a thinker and a true proposition.
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  • Knowing How Without Knowing That.Yuri Cath - 2011 - In John Bengson & Marc A. Moffett (eds.), Knowing How: Essays on Knowledge, Mind, and Action. Oxford, England: Oxford University Press USA. pp. 113.
    In this paper I develop three different arguments against the thesis that knowledge-how is a kind of knowledge-that. Knowledge-that is widely thought to be subject to an anti-luck condition, a justified or warranted belief condition, and a belief condition, respectively. The arguments I give suggest that if either of these standard assumptions is correct then knowledge-how is not a kind of knowledge-that. In closing I identify a possible alternative to the standard Rylean and intellectualist accounts of knowledge-how. This alternative view (...)
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  • Knowledge-how: A unified account.Berit Brogaard - 2011 - In John Bengson & Marc A. Moffett (eds.), Knowing How: Essays on Knowledge, Mind, and Action. Oxford, England: Oxford University Press USA. pp. 136-160.
    There are two competing views of knowledge-how: Intellectualism and anti-intellectualism. According to the reductionist varieties of intellectualism defended by Jason Stanley and Timothy Williamson (2001) and Berit Brogaard (2007, 2008, 2009), knowledge-how simply reduces to knowledge-that. To a first approximation, s knows how to A iff there is a w such that s knows that w is a way to A. For example, John knows how to ride a bicycle if and only if there is a way w such that (...)
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  • Practical Knowledge Revisited.Kieran Setiya - 2009 - Ethics 120 (1):128-137.
    Argues that the view propounded in "Practical Knowledge" (Ethics 118: 388-409) survives objections made by Sarah Paul ("Intention, Belief, and Wishful Thinking," Ethics 119: 546-557). The response gives more explicit treatment to the nature and epistemology of knowing how.
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  • What Mary Did Yesterday: Reflections on Knowledge-wh.Berit Brogaard - 2009 - Philosophy and Phenomenological Research 78 (2):439 - 467.
    Reductionists about knowledge-wh hold that "s knows-wh" (e.g. "John knows who stole his car") is reducible to "there is a proposition p such that s knows that p, and p answers the indirect question of the wh-clause." Anti-reductionists hold that "s knows-wh" is reducible to "s knows that p, as the true answer to the indirect question of the wh-clause." I argue that both of these positions are defective. I then offer a new analysis of knowledge-wh as a special kind (...)
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  • Finkish dispositions.David Kellogg Lewis - 1997 - Philosophical Quarterly 47 (187):143-158.
    Many years ago, C.B. Martin drew our attention to the possibility of ‘finkish’ dispositions: dispositions which, if put to the test would not be manifested, but rather would disappear. Thus if x if finkishly disposed to give response r to stimulus s, it is not so that if x were subjected to stimulus r, x would give response z; so finkish dispositions afford a counter‐example to the simplest conditional analysis of dispositions. Martin went on to suggest that finkish dispositions required (...)
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  • Knowledge, Action, Defeasibility.Carlotta Pavese - 2021 - In Jessica Brown & Mona Simion (eds.), Reasons, Justification, and Defeat. Oxford Oxford: Oxford University Press.
    One can intentionally do something only if one knows what one is doing while they are doing it. For example, one can intentionally kill one’s neighbor by opening their gas stove overnight only if one knows that the gas is likely to kill the neighbor in their sleep. One can intentionally sabotage the victory of one’s rival by putting sleeping drugs in their drink only if one knows that sleeping drugs will harm the rival’s performance. And so on. In a (...)
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  • The Defeasibility of Knowledge-How.J. Adam Carter & Jesús Navarro - 2017 - Philosophy and Phenomenological Research (3):662-685.
    Reductive intellectualists (e.g., Stanley & Williamson 2001; Stanley 2011a; 2011b; Brogaard 2008; 2009; 2011) hold that knowledge-how is a kind of knowledge-that. If this thesis is correct, then we should expect the defeasibility conditions for knowledge-how and knowledge-that to be uniform—viz., that the mechanisms of epistemic defeat which undermine propositional knowledge will be equally capable of imperilling knowledge-how. The goal of this paper is twofold: first, against intellectualism, we will show that knowledge-how is in fact resilient to being undermined by (...)
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  • Knowing How.Kieran Setiya - 2012 - Proceedings of the Aristotelian Society 112 (3pt3):285-307.
    Argues from the possibility of basic intentional action to a non-propositional theory of knowing how. The argument supports a broadly Anscombean conception of the will as a capacity for practical knowledge.
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  • Know How.Jason Stanley - 2011 - Oxford, GB: Oxford University Press.
    Chapter 1: Ryle on Knowing How Chapter 2: Knowledge-wh Chapter 3: PRO and the Representation of First-Person Thought Chapter 4: Ways of Thinking Chapter 5: Knowledge How Chapter 6: Ascribing Knowledge How Chapter 7: The Cognitive Science of Practical Knowledge Chapter 8: Knowledge Justified Preface A fact, as I shall use the term, is a true proposition. A proposition is the sort of thing that is capable of being believed or asserted. A proposition is also something that is characteristically the (...)
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  • Practical knowledge.Kieran Setiya - 2008 - Ethics 118 (3):388-409.
    Argues that we know without observation or inference at least some of what we are doing intentionally and that this possibility must be explained in terms of knowledge-how. It is a consequence of the argument that knowing how to do something cannot be identified with knowledge of a proposition.
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  • Dispositions and conditionals.C. B. Martin - 1994 - Philosophical Quarterly 44 (174):1-8.
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  • Knowledge as Potential for Action.Stephen Hetherington - 2017 - European Journal of Pragmatism and American Philosophy 9 (2).
    Can we conceive cogently of all knowledge – in particular, all knowledge of truths – as being knowledge-how? This paper provides reasons for thinking not only that is this possible, but that it is conceptually advantageous and suggestive. Those reasons include adaptations of, and responses to, some classic philosophical arguments and ideas, from Descartes, Hume, Peirce, Mill, and Ryle. The paper’s position is thus a practicalism – a kind of pragmatism – about the nature of knowledge, arguing that all knowledge (...)
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  • Success and Knowledge-How.Katherine Hawley - 2003 - American Philosophical Quarterly 40 (1):19 - 31.
    In this paper, I argue that there is a notion of 'counterfactual success' which stands to knowledge how as true belief stands to propositional knowledge. (I attempt to avoid the question of whether knowledge how is a type of propositional knowledge.).
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  • How knowledge works.John Hyman - 1999 - Philosophical Quarterly 49 (197):433-451.
    I shall be mainly concerned with the question ‘What is personal propositional knowledge?’. This question is obviously quite narrowly focused, in three respects. In the first place, there is impersonal as well as personal knowledge. Second, a distinction is often drawn between propositional knowledge and practical knowledge. And third, as well as asking what knowledge is, it is also possible to ask whether and how knowledge of various kinds can be acquired: causal knowledge, a priori knowledge, moral knowledge, and so (...)
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  • How to know.Stephen Hetherington - 2006 - In Stephen Cade Hetherington (ed.), Epistemology futures. New York: Oxford University Press.
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  • Practical Senses.Carlotta Pavese - 2015 - Philosophers' Imprint 15.
    In their theories of know how, proponents of Intellectualism routinely appeal to ‘practical modes of presentation’. But what are practical modes of presentation? And what makes them distinctively practical? In this essay, I develop a Fregean account of practical modes of presentation: I argue that there are such things as practical senses and I give a theory of what they are. One of the challenges facing the proponent of a distinctively Fregean construal of practical modes of presentation is to provide (...)
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  • Knowing (How).Jason Stanley - 2011 - Noûs 45 (2):207-238.
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  • Nonpropositional Intellectualism.John Bengson & Marc A. Moffett - 2011 - In John Bengson & Marc A. Moffett (eds.), Knowing How: Essays on Knowledge, Mind, and Action. Oxford, England: Oxford University Press USA. pp. 161-195.
    Knowledge how to do things, or know-how, is intimately related to action. Yet know-how is also a genuine cognitive achievement. An adequate account must handle these points. Negatively, we advance arguments against theories that focus narrowly on abilities or propositional knowledge. Positively, we develop an alternative approach. The central idea is that know-how involves grasping a conception of a method for acting (or set of such methods)—where a method for phi-ing is a sequence of act-types the execution of which is (...)
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  • Commutativity or Holism? A Dilemma for Conditionalizers.Jonathan Weisberg - 2009 - British Journal for the Philosophy of Science 60 (4):793-812.
    Conditionalization and Jeffrey Conditionalization cannot simultaneously satisfy two widely held desiderata on rules for empirical learning. The first desideratum is confirmational holism, which says that the evidential import of an experience is always sensitive to our background assumptions. The second desideratum is commutativity, which says that the order in which one acquires evidence shouldn't affect what conclusions one draws, provided the same total evidence is gathered in the end. (Jeffrey) Conditionalization cannot satisfy either of these desiderata without violating the other. (...)
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  • (2 other versions)Learning from Words.Jennifer Lackey - 2007 - Philosophy and Phenomenological Research 73 (1):77-101.
    There is a widely accepted family of views in the epistemology of testimony centering around the claim that belief is the central item involved in a testimonial exchange. For instance, in describing the process of learning via testimony, Elizabeth Fricker provides the following: “one language-user has a belief, which gives rise to an utterance by him; as a result of observing this utterance another user of the same language, his audience, comes to share that belief.” In a similar spirit, Alvin (...)
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  • Skill Before Knowledge. [REVIEW]Imogen Dickie - 2012 - Philosophy and Phenomenological Research 85 (3):737-745.
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