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 (...) of what is know-how explanatorily linked to success? This essay provides a novel argument for the thesis that know-how’s special link to success is to be explained at least in part in terms of its being, or involving, a doxastic attitude that is epistemically alike propositional knowledge. It is argued that the role played by know-how in explaining intentional success shows that the epistemic differences between know-how and knowledge, if any, are less than usually thought; and that "revisionary intellectualism", the view that know-how is true belief that might well fall short of knowledge, is not really a stable position. If its explanatory link to success is what makes know-how valuable, an upshot of my argument is that the value of know-how is due, to a considerable extent, to its being, or involving, a kind of propositional knowledge. (shrink)

Know -wh ascriptions are ubiquitous in many languages. One standard analysis of know -wh is this: someone knows-wh just in case she knows that p, where p is an answer to the question included in the wh-clause. Additional conditions have also been proposed, but virtually all analyses assume that propositional knowledge of an answer is at least a necessary condition for knowledge-wh. This paper challenges this assumption, by arguing that there are cases where we have knowledge-wh without knowledge- that of (...) an answer, for example in the cases familiar from arguments for the Extended Mind hypothesis. (shrink)

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)

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 (...) that know-how is a species of propositional knowledge. This essay defends intellectualism from the argument of gradability. It is argued that the gradability of ascriptions of know-how should be discounted as a rather superficial linguistic phenomenon, one that can be explained in a way compatible with the absoluteness of the state reported. (shrink)

It is often said that ‘what it is like’-knowledge cannot be acquired by consulting testimony or reading books [Lewis 1998; Paul 2014; 2015a]. However, people also routinely consult books like What It Is Like to Go to War [Marlantes 2014], and countless ‘what it is like’ articles and youtube videos, in the apparent hope of gaining knowledge about what it is like to have experiences they have not had themselves. This article examines this puzzle and tries to solve it by (...) appealing to recent work on knowing-wh ascriptions. In closing I indicate the wider significance of these ideas by showing how they can help us to evaluate prominent arguments by Paul [2014; 2015a] concerning transformative experiences. (shrink)

When two agents engage in a joint action, such as rowing together, they exercise joint know-how. But what is the relationship between the joint know-how of the two agents and the know-how each agent possesses individually? I construct an “active mutual enablement” account of this relationship, according to which joint know-how arises when each agent knows how to predict, monitor, and make failure-averting adjustments in response to the behaviour of the other agent, while actively enabling the other to make such (...) adjustments. I defend the AME account from three objections, and I then use this account as the platform for an examination of the reducibility of joint know-how to joint propositional knowledge. A summative account of joint propositional knowledge is incompatible with the reduction of joint know-how to joint propositional knowledge, whereas a distributive account is not. I close by highlighting some open questions the AME account brings into view concerning the evolutionary origin and scaling up of joint know-how. (shrink)

This book is primarily about checking and only derivatively about knowing. Checking is a very common concept for describing a subject’s epistemic goals and actions. Surprisingly, there has been no philosophical attention paid to the notion of checking. In Part I, I develop a sensitivity account of checking. To be more explicit, I analyze the internalist and externalist components of the epistemic action of checking which include the intentions of the checking subject and the necessary externalist features of the (...) method used. Crucially, successfully checking whether p is true requires using a method that is sensitive with respect to p, i.e. a method that would not indicate that p, if p were false. In Part II, I use the distinction between knowing and checking to explain central puzzles about knowledge, particularly puzzles centering on knowledge closure, puzzles concerning bootstrapping and the skeptical puzzle. Moreover, the book clarifies a dispute about modal epistemology, concerning the application of the sensitivity principle. By arguing that sensitivity is necessary for checking but not knowing, I explain where our persisting intuitions about sensitivity have their place in epistemology. (shrink)

In certain cases, people judge that agents bring about ends intentionally but also that they do not bring about the means that brought about those ends intentionally—even though bringing about the ends and means is just as likely. We call this difference in judgments the Kraemer effect. We offer a novel explanation for this effect: a perceived difference in the extent to which agents know how to bring about the means and the ends explains the Kraemer effect. In several experiments, (...) we replicate the Kraemer effect in a variety of non-moral and moral scenarios, and we find support for our new account. This work accords with a burgeoning area of action theory that identifies an important connection between know-how and intentionality. (shrink)

This paper argues that knowledge of what it’s like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it’s like to undergo their target experiences. This degreed picture contrasts with the standard all-or-nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, and (2) (...) the semantics of ‘knows what it’s like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts. (shrink)

Know how and ability have a seemingly fraught relationship. I deepen the tension here, by arguing for two new pieces of data concerning know how and ability. First, know how ascriptions have two distinct readings that differ in their entailments to ability: one entails ability, the other does not. Second, in certain cases, the indeterminacy of certain ability claims infects both readings of know how claims. No existing accounts of the relationship between know how and ability captures both data points, (...) I argue; but a certain kind of intellectualism has special resources to account for them. Ascriptions of knowledge of infinitival questions give rise to a distinctive kind of context-sensitivity specific to infinitivals. I show how on an intellectualist view where, very roughly, knowing how to do something is knowing an answer to an infinitival question about your abilities, this context-sensitivity accounts for the relationship between know how and ability. (shrink)

The central and paradigmatic cases of knowledge discussed in philosophy involve the possession of truth. Is there in addition a distinct type of practical knowledge, which does not aim at the truth? This question is often approached through asking whether states attributed by “know-how” locutions are distinct from states attributed by “know-that”. This paper argues that the question of practical knowledge can be raised not only about some cases of “know-how” attributions, but also about some cases of so-called “know-wh” attributions; (...) and that certain features of this practical knowledge-wh put pressure on the standard analysis of know-wh. (shrink)

How should we measure knowledge? According to the Counting Approach, we can measure knowledge by counting pieces of knowledge. Versions of the Counting Approach that try to measure knowledge by counting true beliefs with suitable support or by counting propositions known run into problems, stemming from infinite numbers of propositions and beliefs, difficulties in individuating propositions and beliefs, and cases in which knowing the same number of propositions contributes differently to knowledge. In this paper I develop a novel question-relative (...) and contextualist version of the counting approach, which measures an agent's knowledge by counting the number of complete answers of a contextually salient issue they can rule out. The question-relative and contextualist version of the Counting Approach avoids the issues for the proposition and belief-based systems, and offers a general, systematic, and explanatory system for measuring knowledge. (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)

According to all varieties of virtue reliabilism knowledge is always gained through the exercise of epistemic competences. These competences can be conceived as competences to form true beliefs, or as competences to know. I will present a short but decisive argument against the idea that knowledge is always gained through the exercise of competences to know. The competence to know isn’t necessary for gaining knowledge.

Walking through the supermarket, I see the avocados. I know they are avocados. Similarly, if you see a pumpkin on my office desk, you can know it’s a pumpkin from its looks. The phenomenology in such cases is that of “just seeing” that such and such. This phenomenology might suggest that the knowledge gained is immediate. This paper argues, to the contrary, that in these target cases, the knowledge is mediate, depending as it does on one’s knowledge of what the (...) relevant kind of thing looks like. To make the case requires examining the nature of knowing what Fs look like. Is such knowledge to be understood as knowledge of a fact, or rather as a kind of ability? From the conclusion that the knowledge in the target cases is not immediate, the paper concludes that perception does not afford us immediate knowledge concerning objects’ kinds. (shrink)

Motivated ignorance is an incentivized absence of knowledge that arises in circumstances of unequal power relations, a self-protective non-knowing which frees individuals from having to reflect on the privileges they have in virtue of membership in a dominant social group. In philosophical discussions, the term “motivated ignorance” gets used interchangeably with “willful ignorance.” In the first half of this paper, using Charles Mills’ (2007) white ignorance as the defining case, I argue that this is a mistake. A significant swath (...) of cases of motivated ignorance are non-willful, or deep, following Rik Peels (2010). But in all cases, benefits accrued to some in virtue of their social position are gained and maintained at the expense of harms to others. In the second half of this paper, I argue that these harms are what ground attributions of culpability in cases of motivated ignorance and drive the normative requirement that the subject know better, so long as the facts in question are ordinarily and easily knowable (in a sense to be specified). Willfulness is not a necessary condition for culpability, even if it is a sufficient one. (shrink)

There is an intimate relationship between our experiences and our knowledge of what it is like to have those experiences. For having an experience of Φ-ing is clearly an important way of coming to know what it is Φ, and some philosophers have even suggested that it is the only way of coming to possess such knowledge. But despite this intimate connection, we often possess WIL-knowledge after any generating experience has ended. How is this possible? One popular suggestion, roughly following (...) David Lewis, is that one retains knowledge of what it is like to Φ in virtue of retaining abilities to imagine, remember, and recognise experiences of Φ-ing. In this chapter, my aim is to clarify and update this retention hypothesis, by showing how it is independent from Lewis’ ability hypothesis (according to which WIL-knowledge is identified with these abilities), and by identifying and resolving certain ambiguities involved in interpreting Lewis’ three ability conditions, especially the ability to imagine condition. I also explore issues concerning the relative priority of these three conditions, and I argue that there is a good sense in which the ability to imagine condition is the most important of these conditions with respect to how we conceptualise and ascribe WIL-knowledge. (shrink)

ABSTRACTA longstanding tradition in philosophy distinguishes between knowthatand know-how. This traditional “anti-intellectualist” view is soentrenched in folk psychology that it is often invoked in supportof an allegedly equivalent distinction between explicit and implicitmemory, derived from the so-called “standard model of memory.”In the last two decades, the received philosophical view has beenchallenged by an “intellectualist” view of know-how. Surprisingly, defenders of the anti-intellectualist view have turned to the cognitivescience of memory, and to the standard model in particular, todefend their view. Here, (...) I argue that this strategy is a mistake. As it turns out, upon closer scrutiny, the evidence from cognitivepsychology and neuroscience of memory does not support theanti-intellectualist approach, mainly because the standard modelof memory is likely wrong. However, this need not be interpretedas good news for the intellectualist, for it is not clear that theempirical evidence necessarily supp... (shrink)

The distinction between knowing how to do something and knowing that something is the case is a piece of common sense. Still, it has been suggested that one of these concepts can be reduced to the other one. Intellectualists like Jason Stanley (2011) try to reduce know-how to propositional knowledge, while practicalists like Stephen Hetherington (2011) try to reduce propositional knowledge to know-how. I argue that both reductionist programs fail because they make the manifestations of the knowledge to (...) be reduced unintelligible. Contrary to both, I suggest that know-how and propositional knowledge are distinct, but conceptually interdependent. (shrink)

My topic in this paper is the nature of faith. Much of the discussion concerning the nature of faith proceeds by focussing on the relationship between faith and belief. In this paper, I explore a different approach. I suggest that we approach the question of what faith involves by focussing on the relationship between faith and action. When we have faith, we generally manifest it in how we act; we perform acts of faith: we share our secrets, rely on other’s (...) judgment, refrain from going through our partner’s emails, let our children prepare for an important exam without our interference. Religious faith, too is manifested in acts of faith: attending worship, singing the liturgy, fasting, embarking on a pilgrimage. I argue that approaching faith by way of acts of faith, reveals that faith is a complex mental state whose elements go beyond doxastic states towards particular propositions. It also involves conative states and – perhaps more surprisingly – know how. This has consequences for the epistemology of faith: the role of testimony and experts, the importance of practices, and what we should make of Pascal’s advice for how to acquire faith. (shrink)

Wang Yangming 王陽明 (1472 – 1529) is famously associated with the view that knowledge and action are unified (zhī xíng hé yī 知行合一). Call this the Unity Thesis. Given standard assumptions about what it means for a person to know, it may seem that the Unity Thesis is clearly false: I can know that p without currently acting in p-related ways, and I can know how to φ without currently φ-ing. My aims in this paper are, first, to draw on (...) recent work in epistemology to explain and defend the Unity Thesis and, second, to argue that it offers us an attractive conceptual alternative to a standard way of thinking about the nature of intentional action. The first step of my argument draws on the idea that what distinguishes intentional actions from bodily events is the presence of knowing-to – that is, an agent is φ-ing intentionally if and only if she is currently doing something because she knows to do it as a way for her to φ. Such a notion of knowing-to allows us to explain otherwise puzzling features of the Unity Thesis, including the claim that knowing and acting occur simultaneously. In the second step, I argue that the Unity Thesis can help us avoid various long-standing issues in the philosophy of action, including the problem of deviant (formal) causation. (shrink)

I know that I could have been where you are right now and that you could have been where I am right now, but that neither of us could have been turnips or natural numbers. This knowledge of metaphysical modality stands in need of explanation. I will offer an account based on our knowledge of the natures, or essencess, of things. I will argue that essences need not be viewed as metaphysically bizarre entities; that we can conceptualise and refer to (...) essences; and that we can gain knowledge of them. We can know about which properties are, and which properties are not, essential to a given entity. This knowledge of essence offers a route to knowledge of the ways those entities must be or could be. (shrink)

I provide a novel knowledge-first account of justification that avoids the pitfalls of existing accounts while preserving the underlying insight of knowledge-first epistemologies: that knowledge comes first. The view I propose is, roughly, this: justification is grounded in our practical knowledge (know-how) concerning the acquisition of propositional knowledge (knowledge-that). I first refine my thesis in response to immediate objections. In subsequent sections I explain the various ways in which this thesis is theoretically superior to existing knowledge-first accounts of justification. The (...) upshot is a virtue-theoretic, knowledge-first view of justification that is internalist-friendly and able to explain more facts about justification than any other available view. (shrink)

This article discusses a kind of knowledge classifiable as knowledge-wh but which seems to defy analysis in terms of the standard reductive theory of knowledge-wh ascriptions, according to which they are true if and only if one knows that p, where this proposition is an acceptable answer to the wh-question ‘embedded’ in the ascription. Specifically, it is argued that certain cases of knowing what an experience is like resist such treatment. I argue that in some of these cases, one (...) can know that p, where an acceptable answer to the question ‘What’s the experience like?’ is that p, but where one does not know what the experience is like. This could point to the distinctiveness of this sort of knowledge. (shrink)

It is almost universally presumed that knowledge is factive: in order to know that p it must be the case that p is true. This idea is often justified by appealing to knowledge ascriptions and related linguistic phenomena; i.e., an utterance of the form ‘S knows that p, but not-p’ sounds contradictory. In a recent article, Allan Hazlett argues that our ordinary concept of knowledge is not factive. From this it seems to follow that epistemologists cannot appeal to ordinary language (...) to justify the truth condition of knowledge. More significantly, Hazlett claims that epistemologists theorizing about knowledge should not concern themselves with the ordinary concept of knowledge as revealed by knowledge ascriptions and related linguistic phenomena. My paper has two goals: first, to defend the orthodox view that the ordinary concept of knowledge is factive; second, to undermine Hazlett’s claim that epistemologists should not theorize about knowledge on the basis of how ‘knows’ is used in everyday speech. (shrink)

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

I wonder whether the idea of knowing how as kind of knowing that with a peculiar mode of presentation really helps in the debate between philosophers and scientists.

Knowing what one believes sometimes takes effort—it sometimes involves seeking to know one’s beliefs as causes. And when one gains self-knowledge of one’s belief this way—that is, through causal self-interpretation—one engages in a characteristically human kind of psychological liberation. By investigating the nature of causal self-interpretation, I discover some surprising features of this liberty. And in doing so, I counter a trend in recent philosophical theories, of discounting the value of self-knowledge in projects of human liberation.

In this paper, I present counterexamples to the evidence thesis, the thesis that S knows that p at t only if S believes that p on the basis of evidence at t. The outline of my paper is as follows. In section 1, I explain the evidence thesis and make clear what a successful counterexample to the evidence thesis will look like. In section 2, I show that instances of non-occurrent knowledge are counterexamples to the evidence thesis. At the end (...) of section 2, I consider the primary thesis of my paper — that the evidence thesis is false — to be successfully defended. In section 3, I consider three variations of the evidence thesis. The first variation restricts the evidence thesis to occurrent knowledge; the second requires for knowledge that one’s belief could be based on evidence; and the third requires for knowledge that the belief was based on evidence at a suitable prior time. The secondary thesis of this paper is that these variations are also subject to serious objections. (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)

I examine two explanatory models of choking: the representationalist model and the anti-representationalist model. The representationalist model is based largely on Anderson's ACT model of procedural knowledge and is developed by Masters, Beilock and Carr. The antirepresentationalist model is based on dynamical models of cognition and embodied action and is developed by Dreyfus who employs an antirepresentational view of know-how. I identify the models' similarities and differences. I then suggest that Dreyfus is wrong to believe representational activity requires reflection and (...) attention. I also argue that the representationalist model of choking is preferable, since some embodied actions require appeals to representations, something not available to Dreyfus's anti-representational model. (shrink)

Twin-earth thought experiments, standardly construed, support the externalist doctrine that the content of propositional attitudes involving natural-kind terms supervenes upon properties external to those who entertain them. But this doctrine in conjunction with a common view of self-knowledge might have the intolerable consequence that substantial propositions concerning the environment could be knowable a priori. Since both doctrines, externalism and privileged self-knowledge, appear independently plausible, there is then a paradox facing the attempt to hold them concurrently. I shall argue, however, that (...) externalist claims about the dependence of content on environmental factors presuppose certain theses about the semantics of natural-kind terms that, if sound, would make those claims eligible for empirical justification instead. In fact, that is the only interpretation of their epistemic status that could square with the standard conclusion from twin-earth cases. Furthermore, it can be shown to solve the paradox of externalism and self-knowledge in a more doxastically conservative way--accommodating precisely each of the well-accepted intuitions about knowledge, closure and the individuation of content given up by available competitors. (shrink)

We present and discuss a counterexample to the following plausible principle: if you know that a coin is fair, and for all you know it is going to be flipped, then for all you know it will land tails.

We rely on language to know the minds of others, but does language have a role to play in knowing our own minds? To suppose it does is to look for a connection between mastery of a language and the epistemic relation we bear to our inner lives. What could such a connection consist in? To explore this, I shall examine strategies for explaining self-knowledge in terms of the use we make of language to express and report our mental (...) states. Success in these strategies will depend on the view we take of speakers' understanding of the words they use to speak their minds. The key is to avoid circularity in the account of how they know what they mean; for if knowing what one is saying in speaking a language provides a means of knowing one's own mind, it cannot simply be a part of it. I shall look at ways in which we might proceed here, and examine whether the strategy can make room for a genuinely first-person point of view. But first let me try to motivate the problem of self-knowledge. (shrink)

How do we know that what has happened to us is a microaggression? I claim in this chapter that our understanding about how we perceive microaggression is grounded in the cultivation and critical reflection about experiences of people who occupy marginalized social locations. My aim is to explore the nature of epistemic harms of microaggression in order to highlight how they diminish the microaggressed’s ability to generate and participate in making knowledge claims. I differentiate between the primary (direct) harm of (...) microaggressive acts, and the secondary epistemic harms that occur in the aftermath of the microaggression, particularly when the microaggressed attempts to convey their experience to others. I conclude with an analysis of the two secondary harms in hopes that it helps us explore a possible avenue of resistance to the epistemic harms of microaggression. (shrink)

How do you know what you want? Philosophers have lately developed sophisticated accounts of the practical and doxastic knowledge that are rooted in the point of view of the subject. Our ability to just say what we are doing or what we believe—that is, to say so authoritatively, but not on the basis of observation or evidence—is an aspect of our ability to reason about the good and the true. However, no analogous route to orectic self-knowledge is feasible. Knowledge of (...) desire is distinctive in being a matter of our affective response to imagined prospects. An examination of this idea yields the following thesis: I know what I want just in case the object pursued in anticipation of a certain pleasure actually yields the anticipated pleasure. (shrink)

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 (...) illustrates that even if the arguments given here succeed it might still be reasonable to hold that knowing how to do something is a matter of standing in an intentional relation to a proposition other than the knowledge-that relation. (shrink)

In ‘Knowing What Things Look Like,’ I argued against the immediacy of visual objectual knowledge, i.e. visual knowledge that a thing is F, for an object category F, such as avocado, tree, desk, etc. Joseph Shieber proposes a challenging dilemma in reply. Either knowing what Fs look like requires having concepts such as looks or it doesn’t. Either way my argument fails. If knowing what Fs look like doesn’t require having such concepts, then he claims we can (...) give an immediacy-friendly anti-intellectualist account of knowing what Fs look like, one that I neglected. If it does require having such concepts, then knowledge of what Fs look like plays no important role in ordinary cases of knowing things to be F by their looks. I argue for several claims. First, Shieber's anti-intellectualist proposal fails for independent reasons. Second, I give reasons for thinking that knowing what Fs look like doesn't require having a general concept of looks, which lessens worries about nonhuman animals having such knowledge. Finally, I consider the possibility, important to Shieber's argument, that nonhuman animals are simply incapable of knowing what Fs look like. I argue the implications for human knowledge are far from clear. (shrink)

How do I know that I see a cat? A curiously under-asked question. The paper tries to answer it.

I present two arguments that aim to establish logical limits on what we can know. More specifically, I argue for two results concerning what we can know about questions that we cannot answer. I also discuss a line of thought, found in the writings of Pierce and of Rescher, in support of the idea that we cannot identify specific scientific questions that will never be answered.

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 solutions to various puzzles concerning the connections between knowing-how and abilities and skills to perform intentional actions. (shrink)

How do you know what you want? The question is neglected by epistemologists. This paper attempts an answer.

In this paper, I argue for a novel reading of Spinoza’s position in his exchangewith Boyle about Boyle’s experiment with nitre. Boyle claimed to have shownthrough experiments that nitre ceased to be nitre after heating. Spinozadisagreed and proposed the alternative hypothesis that nitre has changed itsstate and not its nature. Spinoza’s position was construed in the literature asrational scepticism denying that experiments can yield knowledge ofessences because all sensory experience is underdetermined and open tomultiple interpretations. I argue for an alternative (...) reading of Spinoza’sposition which focuses on Bacon’s notion of crucial instance. According tothis reading, Spinoza did not deny the possibility of knowing byexperimentation whether nitre has changed its nature, he asked for a crucialinstance, i.e. an experiment that would refute the hypothesis that nitre haschanged merely its state. Spinoza’s argumentative strategy shows that,contrary to the mainstream reading, the representational content of sensoryideas can be determined even if it does not represent the essence of theobject: we can know with absolute, rather than merely moral, certaintywhether nitre ceased to be nitre without knowing what nitre is. (shrink)

This article was developed as part of the forthcoming special issue on "Reparations" for the Journal of Social Philosophy and was accepted (with minor revisions) by the guest editors Christina Nick and Susan Stark in November 2021. The special issue article is available online open access for early view. -/- Abstract: The United Nations Commission on Human Rights acknowledges the Right to Know as part of state obligations to combat impunity and thereby protect and promote human rights in the aftermath (...) of “serious crimes under international law”. In light of such an institutionally acknowledged epistemic right of victims, this paper explores the normative foundations of the idea of epistemic reparation in the aftermath of genocide. I argue that such epistemic reparation requires not only fulfilment of the informational needs of victims, survivors and descendants, including access to knowledge about the violations. By taking into account epistemic injuries, which are part and parcel of genocide, it ought to also re-establish victims’ epistemic standing. This is because genocide is enabled, justified and even prescribed through a genocidal epistemology involving the propagation of falsehoods and misinformation about social reality as well as abuses of epistemic authority and epistemic authoritarianism. Hence, epistemic reparation ought to correct the dysfunctional epistemic practices that underlie and sustain a genocidal epistemology. It thereby provides victims, survivors and descendants with epistemic recognition that has been systematically withdrawn from them, making epistemic reparation a crucial element of restorative justice. (shrink)

How does one know the phenomenal character of one’s own experience? I aim to present and defend a new view of the epistemology of qualia that addresses this issue. My view results from a reworking of Dretske’s displaced perception model. The guiding line is the key Wittgensteinian insight of his Private Language Argument, namely the claim that no inner perception of qualia can justify our corresponding qualia-beliefs. My reworking of the original model starts with the rejection of Dretske’s representationalism, as (...) well as any other metaphysical views about the ultimate nature of qualia. The reworking of the displaced perception model I am proposing is supposed to be compatible with any available meta- physical view on qualia. The second step consists of rejecting the epistemological misgivings of the original model, namely the view that knowing qualia requires “connecting beliefs” along with “meta-representations.” Yet, Dretske’s crucial mistake has been to force knowledge of qualia into the “belief-box.” As a matter of fact, there is only one belief involved in intro- specting qualia, namely the qualia-belief itself. The third final step is this. Assuming the key Wittgensteinian insight, I argue that introspection of qualia is a process that is both epis- temically reliable and automatic. It is reliable because it dispenses with justification of any beliefs whatsoever. Moreover, it is automatic because it also dispenses with reflexive con- necting beliefs. For example, it takes nonconceptual awareness of the color blue as an input and automatically yields the belief that phenomenal blue is the conscious character of my experience of the sky as an output just by employing the concept BLUE. (shrink)

Intellectualists about know-how tend to deny that knowing how to ϕ requires the corresponding ability to ϕ. So, it’s supposed to be an attractive feature of intellectualism that it can explain cases of knowing how without ability, while anti-intellectualism—roughly, the view that knowing how is a kind of ability—cannot. I show that intellectualism fails to explain the very cases that are supposed to showcase this feature of the view. Despite appearances, this does not amount to an objection (...) to intellectualism per se, but to the intellectualist’s rejection of ability entailment. It turns out that all parties to the debate about know-how should accept that knowing how entails ability. The upshot is that the central question of the debate should not be whether knowing how entails ability, but whether ability suffices for knowing how, as anti-intellectualists sometimes claim. (shrink)

This paper attempts to fill an epistemological gap in our theorizing about love with a sketch of an epistemology of love that unfolds by addressing Whitney Houston’s famous epistemological questions pertaining to how we can know whether another loves us. After arguing for three possible sources of the knowledge of love, it offers initial answers to how the knowledge of the presence or absence of another’s love can be acquired from the relevant possible sources previously established. These initial answers, though, (...) are unsatisfying because they invite more difficult questions that are then addressed, such as those pertaining to the kinds of things that constitute love’s expressions along with how to detect these expressions given the possibility of false positives. Addressing these questions ultimately leads to a sharpened, Aristotle-inspired account of how to acquire the knowledge of the presence or absence of another’s love by inferring it, respectively, from the successful or failed detection of love’s expressions. (shrink)

This paper discusses knowledge of opposites. In particular, attention is given to the linguistic notion of antonymy and how it represents oppositional relations that are commonly found in perception. The paper draws upon the long history of work on the formalisation of antonymy in linguistics and formal semantics, and also upon work on the perception of opposites in psychology, and an assessment is made of the main approaches. Treatments of these phenomena in linguistics and psychology posit that the principles of (...) minimal difference and invariance are centrally important. It will be suggested that the standard approach employing meaning postulates fails to capture the relevant notion of antonymy, in part because it is not informed by these principles, and in part due to a number of other problems with this kind of approach, many of which may be overcome by building in the central principles from the beginning. The paper also discusses the issue of whether we can know that opposites necessarily exclude each other and, if so, how. This issue is intertwined with what is known as the colour incompatibility problem that Wittgenstein wrangled with at various times during his life. The paper assesses various solutions to these problems including an approach that was first put forward by Jerrold J. Katz. The relation between this approach and the theory of determinables and determinates is also examined. A further development upon this approach is proposed and then applied to the case of the formalisation of antonymy. It is argued that this approach avoids the problems suffered by the main approaches discussed earlier in the paper. (shrink)

This anthology focuses on “practical” forms and expressions of knowledge, like thinking through artistic media or by crafting things out of materials. The ten chapters follow and review various tracks in conceptions of contemporary knowledge, exploring human knowledge and experience from the perspective of human activities or practices, professional, artistic, domestic, or whatever. A guiding idea is that human knowledge seldom, perhaps never, fits into the traditional dualism between thinking and doing. -/- The chapters are written by philosophers and musicians (...) – some with a double experience as artists and theoreticians. The themes are philosophical, but above all, they touch on questions that are essential for how we understand ourselves as thinking and playing bodies, indeed as parts of nature. The book does not propose one single “theory of knowledge” but steps towards a more diverse and open attitude to the meaning of knowledge. -/- We hope that the texts will be of interest and useful in both disciplinebased and professional education: in philosophy, art schools, tea cher education, and in other programmes where tacit and practical knowledge are essential for the (future) practitioners. It is possible to independently read, and profit from, most of the chapters. (shrink)