This chapter demonstrates why the commonsensical idea of forgetting as simply a vice is problematic. It presents some philosophical arguments for the positive role of forgetting. Forgetting can be understood in many ways, for example forgetting as a cause of memory-seeming, forgetting as a reliable process of justification, forgetting as an intellectual virtue, and forgetting as a way of liberation. The polysemy of forgetting can be traced back to Plato’s conceptual distinction between ἐπιλήθομαι and λήθη. It echoes with the many (...) facets of forgetting by showing how the opposite of memory relates to different domains such as knowing and perception. Key to classifying the polysemy of forgetting is a taxonomy of forgetting according to the computational model of memory. It brings out how the tripartite stages of memory correspond to the different types of forgetting. (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)

Increasingly, epistemologists are discussing the conceptual relationships between knowledge-that and knowledge-how. This chapter argues that epistemology should also encompass a distinct concept of knowing-to. Only with the addition of knowing-to can knowledge-how ever be manifested in a particular action within a particular setting. Unlike the possibly longer-lasting knowledge-how, knowing-to is fleeting and contextual. It is inherent within what Gilbert Ryle called intelligent acting. In ordinary parlance, we talk freely of knowing-to; here, I begin investigating epistemologically this (...) epistemic aspect of action. (shrink)

Dickert et al. (2020) effectively address how factors such as time limitations, stress, and illness severity in acute conditions warrant a deeper evaluation of how current consent processes serve patients. While data suggests that patients “prefer to be asked for permission upfront rather than waiving consent” (2), consent forms themselves “are frequently long and technical, follow rigid templates, and contain language that appears to prioritize institutional protection” (1). Such findings elucidate patients’ valuation of personal agency over settling for the “benefit (...) of the doubt” that physicians and the consent forms they provide are acting in the patients’ best interests. In response, the authors recommend revisions to consent forms in terms of content, structure, and tone to better facilitate patient understanding beyond the mere conveyance of information. We aim to build Dickert et al.’s discussion of how “consent processes serve functions beyond facilitating an informed, autonomous decision” (2), but with a broader focus on an underrecognized purpose of the consent process: namely, reaffirming a patient’s status as a capable, rational agent. Specifically, we argue that patients can exercise this agency when they thoroughly understand the consent process, per Grimm’s (2012) conception of understanding. (shrink)

Many scholars note that the Analects, and Confucian philosophy more generally, hold a conception of knowing that more closely approximates ‘knowing-how’ than ‘knowing-that’. However, I argue that this description is not sufficiently sensitive to the concerns of the early Confucians and their focus on self-cultivation. I propose that a particular conception of knowing—knowing to act in the moment—is better suited to capturing the Analects’ emphasis on exemplary lives in actual contexts. These investigations might also contribute (...) to discussions on know-how in epistemology in western philosophy. (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)

When Augustine condemns the Jews to eternal carnality, he draws a direct connection between anthropology and hermeneutics. Because the Jews reject reading “in the spirit,” they are therefore condemned to remain “Israel in the flesh.” Allegory is thus, in his theory, a mode of relating to the body. In another part of the Christian world, Origen also described the failure of the Jews as owing to a literalist hermeneutic, one that is unwilling to go beyond or behind the material language (...) and discover its immaterial spirit.1 This way of thinking about language has been initially stimulated in the Fathers by Paul’s usage of “in the flesh” and “in the spirit” respectively to mean literal and figurative. Romans 7:5-6 is a powerful example of this hermeneutic structure: “For when we were still in the flesh, our sinful passions, stirred up by the law, were at work on our members to bear fruit for death. But now we are fully freed from the law, dead to that in which we lay captive. We can thus serve in the new being of the Spirit and not the old one of the letter.” In fact, the exact same metaphor is used independently of Paul by Philo, who writes that his interest is in “the hidden and inward meaning which appeals to the few who study soul characteristics rather than bodily forms.”2 For both, hermeneutics becomes anthropology. 1. See Henri Crouzel, Origen, trans. A. S. Worrall , pp. 107-12.2. Philo, On Abraham, sec. 147, in vol. 6 of Philo, trans. and ed. F. H. Colson , p. 75. It is very important to note that Philo himself is just the most visible representative of an entire school of people who understood the Bible, and indeed the philosophy of language, as he did. On this see David Winston, “Philo and the Contemplative Life,” in Jewish Spirituality: From the Bible through the Middle Ages, ed. Arthur Green , pp. 198-231, esp. p. 211. Daniel Boyarin is Taubman Professor of Talmudic Culture in the department of Near-Eastern studies at the University of California, Berkeley. He is the author of Intertextuality and the Reading of Midrash , as well as the forthcoming Carnal Israel: Reading Sex in Talmudic Culture, from which the present essay is drawn. He is currently engaged in a project entitled The Politics of the Spirit: Paul as a Jewish Cultural Critic. (shrink)

Giving permission to embodied knowing to inform nursing research methodology: die poetics of voice(s)This paper originated from my experience of trying to find an authentic way to research women's experience of the pre‐menstruum. I describe how personal change informed an evolving methodological approach. This change occurred when I felt tension between two strong voices. Conflict and insecurities originated from the pressure of my academic voice to conform to the dominant culture in what often seemed a disempowering way; a way (...) that denied my body voice by emphasizing theory over experience. The construction of a poetic of voice (s) to illustrate how I eventually found an embodied voice is used to provide space for the reader's own interpretive process. The evolving embodied voice integrates my experience as a woman/nurse/researcher, validating my knowing bodily, practically, experientially and academically that I was able to help the participants to disclose their embodied knowing. This approach has wider implications when considering the value nurse researchers and academics give to embodied wisdom. (shrink)

Both Polanyi and many of his interpreters saw the implications of tacit knowing for restoring the Augustinian principle that faith precedes understanding. Polanyi’s contribution to the rediscovery of the essential role of faith in the achievement of knowledge has, however, had a limited impact in science, philosophy, and in Christian theology. Polanyi’s epistemological contribution, nevertheless, is much more than a restoration and a reformulation of tradition. Tacit knowing provides a new vehicle for deeper interpersonal understanding.

The Platonic definition of courage as the ‘knowledge of the fearful and the hopeful’ is often eschewed by philosophers of sport. In fact, the passionate nature of sport itself seems to testify against such a definition. Hence, accounts of courage within sport tend to emphasize the affective dimension of courage at the expense of the cognitive dimension. This essay argues in defense of the Platonic vision of courage as a species of knowledge as opposed to contemporary attempts to recover the (...) affective dimension of courage, as exemplified by John Corlett. I shall argue that far from producing an overly intellectualized vision of courage, treating courage as a species of knowledge, even within sport, throws valuable light on the exercise of courage in sport and on the shape of sport itself with regards to the exercise of virtue. (shrink)

Different situations — like school and workplace — demand different forms of knowledge. Even more important, in particular for lifelong learning, are forms of knowledge we need for managing movements between those situations. To develop a better understanding of how to ‘navigate’ knowledge boundaries, this paper analyzes, firstly, interviews with scientists interpreting familiar and unfamiliar graphs. Our goal is to identify those forms of knowledge that should receive special attention in education. Secondly, the article elaborates — based on Peirce’s semiotics (...) — an epistemologically reflected semiotic model to describe the role and conditions of knowledge necessary for crossing knowledge boundaries. (shrink)

Gilbert Ryle has made the famous distinction between intellectual knowing-that and practical knowing-how. Since knowledge in Confucianism is not merely intellectual but also practical, many scholars have argued that such knowledge is knowing-how or, at least, very similar to it. In this essay, focusing on Wang Yangming’s moral knowledge, I shall argue that it is neither knowing-that nor knowing-how, but a third type of knowing, knowing-to. There is a unique feature of knowing-to (...) that is not shared by either knowing-that or knowing-how: a person with knowing-to will act accordingly, while neither knowing-that nor knowing-how, whether separately or combined, will dispose or incline its possessor to act accordingly. (shrink)

It begins by suggesting that it would be reasonable to accept the idea that theories of conversation and theories of argumentation are closely related. Working on the assumption that there is a close relationship between the two, it looks at some cross-cultural scenarios, and show how our theories of conversations generate implausible conclusions if asked to account for these scenarios. These conclusions, it shows, arise due to culture-specific assumptions made by theories of conversation.

Ryle’s distinction between knowing that and knowing how has recently been challenged. The paper first briefly defends the distinction and then proceeds to address the question of classifying moral knowledge. Moral knowledge is special in that it is practical, that is, it is essentially a motive. Hence the way we understand moral knowledge crucially depends on the way we understand motivation. The Humean theory of motivation is wrong in saying that reason cannot be a motive, but right in (...) saying that desire is essential for motivating us. The right response to the Humean theory of motivation is to see that moral knowledge is desire-related rationality or thought-related desire. Moral knowledge is neither knowing that nor knowing how but rather a third species of knowledge which we may call “knowing to do.” Knowing to do is to be rationally disposed to do the right thing. This understanding of moral knowledge is exactly what we can learn from Aristotle’s ethics. (shrink)

In this paper I argue for the following six claims: 1) The problem is that some think metacognition and consciousness are dissociable. 2) The solution is not to revive associationist explanations; 3) …nor is the solution to identify metacognition with Carruthers’ gatekeeping mechanism. 4) The solution is to define conscious metacognition; 5) … devise an empirical test for it in humans; and 6) … apply it to animals.

Character judgments play an important role in our everyday lives. However, decades of empirical research on trait attribution suggest that the cognitive processes that generate these judgments are prone to a number of biases and cognitive distortions. This gives rise to a skeptical worry about the epistemic foundations of everyday characterological beliefs that has deeply disturbing and alienating consequences. In this paper, I argue that this skeptical worry is misplaced: under the appropriate informational conditions, our everyday character-trait judgments are in (...) fact quite trustworthy. I then propose a mindreading-based model of the socio-cognitive processes underlying trait attribution that explains both why these judgments are initially unreliable, and how they eventually become more accurate. (shrink)

Increasing public knowledge of science is a widely recognized goal, but what that knowledge might consist of is rarely unpacked. Existing measures of science literacy tend to focus on textbook knowledge of science. Yet constructing a meaningful list of facts, even facts in application, is not only difficult but less than satisfying as an indicator of what people actually know—or need to know—as citizens. Revisiting this concept from a more sociological perspective yields a rather different concept that is here termed (...) “critical science literacy.” The implications of this reconsideration for thinking about citizen perspectives, for the work of science journalists and other professional interpreters, and for the design and evaluation of new approaches to science communication are explored. (shrink)

Some key aspects of contemporary epistemology deserve to be challenged, and _How to Know_ does just that. This book argues that several long-standing presumptions at the heart of the standard analytic conception of knowledge are false, and defends an alternative, a practicalist conception of knowledge. Presents a philosophically original conception of knowledge, at odds with some central tenets of analytic epistemology Offers a dissolution of epistemology’s infamous Gettier problem — explaining why the supposed problem was never really a problem in (...) the first place. Defends an unorthodox conception of the relationship between knowledge-that and knowledge-how, understanding knowledge-that as a _kind_ of knowledge-how. (shrink)

I analyze the insights present in Elisabeth Kübler-Ross’s seminal work, On Death and Dying that have laid the foundation for contemporary clinical bioethics as it is practiced by clinical ethics co...

Sophie Grace Chappell develops a picture of what philosophical ethics can be like, once set aside from the idealising and reductive pressures of conventional moral theory. Her question is 'How are we to know what to do?', and the answer she defends is 'By developing our moral imaginations'.

Part 1 What Do Teachers Need to Know? Part 2 What Makes a Good Teacher? Part 3 Being a Teacher?

Timothy Chappell develops a picture of what philosophical ethics can be like, once set aside from conventional moral theory. His question is 'How are we to know what to do?', and the answer he defends is 'By developing our moral imaginations'--a key part of human excellence, which plays many roles in our practical and evaluative lives.

Ethical Practice in the Human Services by Richard D. Parsons and Karen L. Dickinson moves beyond addressing ethical issues and principles to helping readers actually practice ethical behavior through awareness of their personal morals, values, and choices. With coverage of ethical standards from six different associations, the text addresses ethical issues and principles in social work, counseling, psychology, and marriage and family therapy. Robust pedagogy includes case illustrations and guided exercises to give readers a deeper understanding of the underlying moral (...) principles and values that serve as a foundation for the various ethical codes. (shrink)

This paper defends a new norm of assertion: Assert that p only if you are in a position to know that p. We test the norm by judging its performance in explaining three phenomena that appear jointly inexplicable at first: Moorean paradoxes, lottery propositions, and selfless assertions. The norm succeeds by tethering unassertability to unknowability while untethering belief from assertion. The PtK‐norm foregrounds the public nature of assertion as a practice that can be other‐regarding, allowing asserters to act in the (...) best interests of their audience when psychological pressures would otherwise prevent them from communicating the knowable truth. (shrink)

Critical-thinking skills are essential for life in the 21st century. In this follow-up to his introductory guide Think, and continuing his trademark of hopeful skepticism, Guy Harrison demonstrates in a detailed fashion how to sort through bad ideas, unfounded claims, and bogus information to drill down to the most salient facts. By explaining how the human brain works, and outing its most irrational processes, this book provides the thinking tools that will help you make better decisions, ask the right questions (...) (at the right time), know what to look for when evaluating information, and understand how your own brain subconsciously clouds your judgment. Think you're too smart to be easily misled? Harrison summarizes scientific research showing how easily even intelligent and well-educated people can be fooled. We all suffer from cognitive biases, embellished memories, and the tendency to kowtow to authority figures or be duped by dubious 'truths' packaged in appealing stories. And as primates we are naturally status seekers, so we are prone to irrational beliefs that seem to enhance our sense of belonging and ranking. Emotional impulses and stress also all too often lead us into traps of misperception and bad judgment. Understanding what science has discovered about the brain makes you better equipped to cope with its built-in pitfalls. Good Thinking--the book and the practice-- makes clear that with knowledge and the right thinking skills, anyone can lead a safer, wiser, more efficient, and productive life. (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)

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)

There are potentialities to be harnessed in a fusion between elements of Alicia Juarrero’s views and a Polanyian framework. In this brief response piece, I address the latent Polanyian dimensions of Juarrero’s ontic approach to dynamical systems.

Half a century after Michael Polanyi conceptualised ‘the tacit component’ in personal knowing, management studies has reinvented ‘tacit knowledge’—albeit in ways that squander the advantages of Polanyi’s insights and ignore his faith in ‘spiritual reality’. While tacit knowing challenged the absurdities of sheer objectivity, expressed in a ‘perfect language’, it fused rational knowing, based on personal experience, with mystical speculation about an un-experienced ‘external reality’. Faith alone saved Polanyi’s model from solipsism. But Ernst von Glasersfeld’s radical constructivism (...) provides scope to rethink personal tacit knowing with regard to ‘other people’ and the intersubjectively viable construction of ‘experiential reality’. By separating tacit knowing from Polanyi’s metaphysical realism and drawing on Benedict Anderson’s concept of ‘imagined communities’, it is possible to conceptualise ‘imagined institutions’ as the tacit dimension of power that shapes human interaction. Whereas Douglass North claimed institutions could be reduced to rules, imagined institutions are known in ways we cannot tell. (shrink)

It is a privilege to have such extensive engagement with one's work as in the responses of Linda Alcoff, Eva Kittay, Keya Maitra, and Nilanjan Das. I am sincerely thankful for the intellectual generosity and thoughtfulness of their critiques. Before responding to their specific concerns, however, I lay out the general argument of Caring to Know in broad strokes to serve as the common backdrop to their comments.The central idea of Caring to Know is that notions of 'knowing well' (...) are intertwined with ideas of 'living well,' and so epistemology is linked with ethics and politics, and epistemic normativity is reconfigured to involve goodness and justice. Of course, reference to moral concepts when delineating epistemic... (shrink)

The manuscript explores the plausibility of care-based epistemology in a comparative key. Investigating the epistemic virtue of care-giving, the work weaves together insights from care ethics, virtue epistemology and a particular reading of the Mah=abh=arata which, left to themselves, do not appear compatible with one another. Drawing on these traditions, the work goes on to provide a feminist vision of search for truth that is consistent with both ethical relations and interventions for justice.

_Knowing Reality_ is a guided introduction to metaphysics and epistemology. Each of the book’s twelve chapters contains extended excerpts from influential historical and contemporary philosophers, as well as a guided exposition of their views and their locations within the logical space of the issues at play. Topics are introduced through engaging thought experiments, with relevant philosophical puzzles sprinkled throughout. Complex issues are explained using down-to-earth examples, with illustrations provided to connect with readers and assist them in understanding the sophisticated concepts (...) under discussion. (shrink)

I am aware of the tree and its leaves, but am I aware of my awareness of these things? When I try to introspect my awareness, I just find myself attending to objects and their properties. This observation is known as the ‘transparency of experience’. On the other hand, I seem to directly know that I am aware. Given the first observation, it is not clear how I know that I am aware. Fred Dretske thought that the problem was so (...) acute that he issued the challenge of answering ‘How do you know that you are not a zombie?’ I propose that a view found in the Advaita Vedanta, that awareness is self luminous, reconciles these two observations. I understand self-luminosity as the thesis that: (1) I am implicitly aware of my awareness and (2) I am phenomenally aware of a distinct phenomenal character of my awareness. In support of the first claim, that I apparently only attend to objects in the world when introspecting perceptual experience, suggests that I do not know my awareness explicitly, but rather that I must know it implicitly. In support of the second claim, I argue that the mere fact that I am perceptually conscious is not sufficient to allow me to know that I am perceptually conscious. In particular, the qualities I am perceptually aware of do not tell me that I aware of them, rather they just seem to be properties of objects. I also assess whether strategies for responding to Cartesian sceptical scenarios can be employed against Dretske’s consciousness scepticism. I argue that these strategies either fail to distinguish me from a zombie or they do not adequately describe my epistemic situation. By contrast to other accounts, if awareness has its own distinct phenomenal character, then it cannot be considered to be a prima facie property of the world, hence the self-luminosity of awareness provides a plausible account of how I know that I’m not a zombie. (shrink)

Individuals differ considerably in their emotion experience. Some experience emotions in a highly differentiated manner, clearly distinguishing among a variety of negative and positive discrete emotions. Others experience emotions in a relatively undifferentiated manner, treating a range of like-valence terms as interchangeable. Drawing on self-regulation theory, we hypothesised that individuals with highly differentiated emotion experience should be better able to regulate emotions than individuals with poorly differentiated emotion experience. In particular, we hypothesised that emotion differentiation and emotion regulation would be (...) positively related in the context of intense negative emotions, where the press for emotion regulation is generally greatest. To test this hypothesis, participants' negative and positive emotion differentiation was assessed using a 14-day diary protocol. Participants' regulation of negative and positive emotions was assessed using laboratory measures. As predicted, negative emotion differentiation was positively related to the frequency of negative emotion regulation, particularly at higher levels of emotional intensity. (shrink)