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  1. Know-How as Competence. A Rylean Responsibilist Account.David Lowenstein - 2017 - Frankfurt am Main: Vittorio Klostermann.
    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 (...)
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  • Knowledge-How, Linguistic Intellectualism, and Ryle's Return.David Löwenstein - 2011 - In Stefan Tolksdorf (ed.), Conceptions of Knowledge. De Gruyter. pp. 269-304.
    How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This project – Linguistic Intellectualism – will (...)
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  • How to Ascribe Beliefs to Animals.Albert Newen & Tobias Starzak - 2022 - Mind and Language 37 (1):3-21.
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  • Anti-Intellectualist Motor Knowledge.Gabriele Ferretti - 2020 - Synthese 198 (11):10733-10763.
    Intellectualists suggest that practical knowledge, or ‘knowing- how’, can be reduced to propositional knowledge, or ‘knowing-that’. Anti-intellectualists, on the contrary, suggest, following the original insights by Ryle, that such a reduction is not possible. Rejection of intellectualism can be proposed either by offering purely philosophical analytical arguments, or by recruiting empirical evidence from cognitive science about the nature of the mental representations involved in these two forms of knowledge. In this paper, I couple these two strategies in order to analyze (...)
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  • Knowledge How, Ability, and the Type-Token Distinction.Garry Young - 2017 - Synthese 194 (2):593-607.
    This paper examines the relationship between knowing how to G and the ability to G, which is typically presented in one of the following ways: knowing how to G entails the ability to G; knowing how to G does not entail the ability to G. In an attempt to reconcile these two putatively opposing positions, I distinguish between type and token actions. It is my contention that S can know how to G in the absence of an ability to \, (...)
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  • The Metaepistemology of Knowing-How.Cheng-Hung Tsai - 2011 - Phenomenology and the Cognitive Sciences 10 (4):541-556.
    Knowing-how is currently a hot topic in epistemology. But what is the proper subject matter of a study of knowing-how and in what sense can such a study be regarded as epistemological? The aim of this paper is to answer such metaepistemological questions. This paper offers a metaepistemology of knowing-how, including considerations of the subject matter, task, and nature of the epistemology of knowing-how. I will achieve this aim, first, by distinguishing varieties of knowing-how and, second, by introducing and elaborating (...)
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  • Implicit Attitudes and Implicit Prejudices.René Baston & Gottfried Vosgerau - 2016 - Philosophical Psychology 29 (6):889-903.
    In social psychology, the concept of implicit attitudes has given rise to ongoing discussions that are rather philosophical. The aim of this paper is to discuss the status of implicit prejudices from a philosophical point of view. Since implicit prejudices are a special case of implicit attitudes, the discussion will be framed by a short discussion of the most central aspects concerning implicit attitudes and indirect measures. In particular, the ontological conclusions that are implied by different conceptions of implicit attitudes (...)
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  • Knowledge How, Procedural Knowledge, and the Type-Token Action Clause.Garry Young - 2019 - Acta Analytica 34 (3):327-343.
    This paper argues that the propositions “S knowing how to Φ entails that S has the ability to Φ” and “S knowing how to Φ does not entail the ability to Φ” can both be true and non-contradictory when true, so long as one distinguishes between Φ as an action-type and Φ as an action-token. In order to defend this claim, recent work by Young, Levy, and Gaultier is discussed with a view to integrating into a coherent and novel position (...)
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  • An Association Account of False Belief Understanding.L. C. De Bruin & Albert Newen - 2012 - Cognition 123 (2):240-259.
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  • Preface.Raphael van Riel & Albert Newen - 2011 - Philosophia Naturalis 48 (1):5-8.
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  • Memory and Content.Gottfried Vosgerau - 2010 - Consciousness and Cognition 19 (3):838-846.