This chapter examines some key developments in discussions of the social dimensions of knowing-how, focusing on work on the social function of the concept of knowing-how, testimony, demonstrating one's knowledge to other people, and epistemic injustice. I show how a conception of knowing-how as a form of 'downstream knowledge' can help to unify various phenomena discussed within this literature, and I also consider how these ideas might connect with issues concerning wisdom, moral knowledge, and moral testimony.

Defenders of pragmatic encroachment in epistemology (or what I call practicalism) need to address two main problems. First, the view seems to imply, absurdly, that knowledge can come and go quite easily—in particular, that it might come and go along with our variable practical interests. We can call this the stability problem. Second, there seems to be no fully satisfying way of explaining whose practical interests matter. We can call this the “whose stakes?” problem. I argue that both problems can (...) be addressed in roughly the same terms. More exactly, I argue that by first clarifying the whose stakes? problem an answer to the stability problem naturally falls out. (shrink)

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

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)

Intellectualism is the doctrine that knowing how to do something consists in knowing that something is the case. Drawing on contemporary linguistic theories of indirect questions, Jason Stanley and Timothy Williamson have recently revived intellectualism, proposing to interpret a sentence of the form ‘s knows how to F’ as ascribing to s knowledge of a certain way w of Fing that she can F in w. In order to preserve knowledgehow’s connection to action and thus avoid an overgeneration problem, they (...) add that this knowledge must be had under a “practical” mode of presentation of w. I argue that (i) there can be non-knowledgeable true beliefs under a practical mode of presentation and that (ii) some such beliefs would nevertheless be sufficient to establish knowledge-how’s characteristic connection to action, and thus count as knowledge-how. If so, Stanley & Williamson’s account is faced with a serious undergeneration problem. Moreover, the structural features on which the argument relies make it likely to present a quite general challenge for intellectualist strategies. (shrink)

Intellectualists claim that knowing how to do something is a matter of knowing, for some w, that w is a way to do that thing. However, standard accounts fail to account for the way that knowing how sometimes seems to require ability. I argue that the way to make sense of this situation is via a ‘subject-specific’ intellectualism according to which knowing how to do something is a matter of knowing that w is a way for some relevant person to (...) do that thing, but who the relevant person is can change from context to context. If it is the utterer themselves, then knowing how will require ability, but otherwise it will not. (shrink)

Tennis champion Maria Sharapova has a habit of grunting when she plays on the court. Assume that she also has a habit of hitting the ball in a certain way in a certain situation. The habit of on-court grunting might be bad, but can the habit of hitting the ball in a certain way in a certain situation be classified as intelligent? The fundamental questions here are as follows: What is habit? What is the relation between habit and skill? Is (...) there such a thing as intelligent habit? In this paper I expound the nature of habit by developing and defending a Rylean conception of habit, according to which an acquired disposition is a habit if and only if the manifestation of the disposition is repeated, automatic, and uniform. One implication of this conception is that there is no such thing as intelligent habit. A practical application in athletic expertise is that sport coaches can help athletes go beyond repeated, automatic, and uniform dispositions in sport. (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)

We argue that any strong version of a knowledge condition on intentional action, the practical knowledge principle, on which knowledge of what I am doing (under some description: call it A-ing) is necessary for that A-ing to qualify as an intentional action, is false. Our argument involves a new kind of case, one that centers the agent’s control appropriately and thus improves upon Davidson’s well-known carbon copier case. After discussing this case, offering an initial argument against the knowledge condition, and (...) discussing recent treatments that cover nearby ground, we consider several objections. One we consider at some length maintains that although contemplative knowledge may be disconnected from intentional action, specifically practical knowledge of the sort Anscombe elucidated escapes our argument. We demonstrate that this is not so. Our argument illuminates an important truth, often overlooked in discussions of the knowledge-intentional action relationship: intentional action and knowledge have different levels of permissiveness regarding failure in similar circumstances. (shrink)

Intelectualistas sobre o conhecimento-como afirmam que o conhecimento-como é um tipo de conhecimento proposicional. Antiintelectualistas procuram demonstrar que existem casos em que o agente possui conhecimento-como, mas não possuem conhecimento proposicional. Este artigo se concentra nos recentes argumentos antiintelectualistas propostos por Carter e Pritchard. Procuro mostrar que os argumentos de Carter e Pritchard não são bem sucedidos e que, aplicando a epistemologia das virtudes ao debate, pode-se concluir que o conhecimento-como compartilha as mesmas propriedades epistêmicas que o conhecimento proposicional. Se (...) isso é o caso, então é possível afirmar que o conhecimento-como é um tipo de conhecimento proposicional, deixando a salvo novamente o intelectualismo. (shrink)

Defendo que a gettierização de crenças práticas candidatas a conhecimento procedimental e a gettierização de crenças proposicionais candidatas a conhecimento proposicional produzem diferentes consequências. Contra o intelectualismo genérico, argumento que essa diferença implica que o conhecimento procedimental não é conhecimento proposicional, nem a esse pode ser reduzido.

Moral understanding is a species of knowledge. Understanding why an action is wrong, for example, amounts to knowing why the action is wrong. The claim that moral understanding is immune to luck while moral knowledge is not does not withstand scrutiny; nor does the idea that there is something deep about understanding for there are different degrees of understanding. It is also mistaken to suppose that grasping is a distinct psychological state that accompanies understanding. To understand why something is the (...) case is to grasp or see why something is the case and grasping and seeing are ways of knowing. (shrink)

Intellectualism about knowledge-how is the view that practical knowledge is a species of propositional knowledge. I argue that this view is undermined by a difference in properties between knowledge-how and both knowledge-that and knowledge-wh. More specifically, I argue that both knowledge-that and knowledge-wh are easily transmitted via testimony while knowledge-how is not easily transmitted by testimony. This points to a crucial difference in states of knowledge. I also consider Jason Stanley's attempt to subsume knowledge-how under an account of de se (...) knowledge. I argue that there are crucial differences between de se knowledge and knowledge-how. Thus, this paper advances both the discussion of intellectualism and the literature on the nature of de se knowledge. (shrink)

There is an emerging skepticism about the existence of testimonial knowledge-how :387–404, 2010; Poston in Noûs 50:865–878, 2016; Carter and Pritchard in Philos Phenomenol Res 91:181–199, 2015a). This is unsurprising since a number of influential approaches to knowledge-how struggle to accommodate testimonial knowledge-how. Nonetheless, this scepticism is misguided. This paper establishes that there are cases of easy testimonial knowledge-how. It is structured as follows: first, a case is presented in which an agent acquires knowledge-how simply by accepting a speaker’s testimony. (...) Second, it is argued that this knowledge-how is genuinely testimonial. Next, Poston’s arguments against easy testimonial knowledge-how are considered and rejected. The implications of the argument differ for intellectualists and anti-intellectualists about knowledge-how. The intellectualist must reject widespread assumptions about the communicative preconditions for the acquisition of testimonial knowledge. The anti-intellectualist must find a way of accommodating the dependence of knowledge-how on speaker reliability. It is not clear how this can be done. (shrink)

The prequel to this paper has discussed the relation between knowledge and skill and introduced the topic of the relationship between skill and know how. This sequel continues the discussion. First, I survey the recent debate on intellectualism about knowing how (§1-3). Then, I tackle the question as to whether intellectualism (and anti-intellectualism) about skill and intellectualism (and anti-intellectualism) about know how fall or stand together (§4-5).

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)

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)

This paper reexamines the case for mentality — the thesis that knowledge is a mental state in its own right, and not only derivatively, simply by virtue of being composed out of mental states or by virtue of being a property of mental states — and explores a novel argument for it. I argue that a certain property singled out by psychologists and philosophers of cognitive science as distinctive of skillful behavior (agentive control) is best understood in terms of knowledge. (...) While psychological theories of agentive control that appeal to monitoring mechanisms, such as attention, have been proposed, these theories cannot account for the full scope of controlled action. By contrast, I argue that an epistemic theory of agentive control that invokes knowledge is extensionally adequate. It is when it comes to understanding the hallmarks of skillful performance that the theoretical benefits of thinking of knowledge as mental can be fully appreciated. (shrink)

Epistemologists have long believed that epistemic luck undermines propositional knowledge. Action theorists have long believed that agentive luck undermines intentional action. But is there a relationship between agentive luck and epistemic luck? While agentive luck and epistemic luck have been widely thought to be independent phenomena, we argue that agentive luck has an epistemic dimension. We present several thought experiments where epistemic luck seems to undermine both knowledge-how and intentional action and we report experimental results that corroborate these judgments. These (...) findings have implications for the role of knowledge in a theory of intentional action and for debates about the nature of knowledge-how and the significance of knowledge representation in folk psychology. (shrink)

A wide variety of skills, abilities and knowledge are used in technological activities such as engineering design. Together, they enable problem solving and artefact creation. Gilbert Ryle’s division of knowledge into knowing how and knowing that is often referred to when discussing this technological knowledge. Ryle’s view has been questioned and criticised by those who claim that there is only one type, for instance, Jason Stanley and Timothy Williamson who claim that knowing how is really a form of knowing that (...) and Stephen Hetherington who claims that knowing that is knowing how. Neither Ryle himself nor any of his critics have discussed technological knowledge. Exposing both Ryle’s and his critics’ ideas to technological knowledge show that there are strong reasons to keep the knowing how–knowing that dichotomy in technological contexts. The main reasons are that they are justified in different ways, that Stanley’s and Williamson’s ideas have great difficulties to account for learning of technological knowing how through training, and that knowing that is susceptible to Gettier problems, which technological knowing how is not. (shrink)

According to Bengson et al.’s Salchow case, Irina is a novice skater who has a mistaken belief about what amounts to a Salchow, but also has a neurological abnormality which, unknowingly to her, affects both her movement and her sense of it. As a result of this twist, she always ends up succeeding in jumping the Salchow whenever she tries. This story was presented as a counterexample to a variant of anti-intellectualism, and as Bengson and colleagues expected, the vast majority (...) of participants in their survey judged both that Irina is able to do the Salchow and that she does not know how to do it. But the three conditions above leave some ambiguity about the story. That is whether Irina is aware of her own ability, or whether she is aware of what she is doing when she performs it, and therefore the fact that she can reliably perform the Salchow. However, as we report here, disambiguating this point will radically change the responses of people, which rather poses a serious challenge to intellectualism. (shrink)

Know-how has a distinctive, non-instrumental value that a mere reliable ability lacks. Some, including Bengson and Moffett Knowing how, Oxford University Press, Oxford, pp 161–195, 2011) and Carter and Pritchard :799–816, 2015b) have cited a close relation between knowhow and cognitive achievement, and it is tempting to think that the value of know-how rests in that relation. That’s not so, however. The value of know-how lies in its relation to the fundamental value of autonomy.

Tacit knowing as a concept and legitimate topic of scholarship came up in philosophical research in the second half of the 20th century in the form of some influential works by Michael Polanyi (although similar concepts had been discussed before). Systematic epistemological studies on the topic are still scarce, however. In this article, I support the thesis that tacit knowing pervades all our common major divisions of knowledge and that it therefore must not be neglected in epistemological research. By this (...) approach I am simultaneously giving a systematic back-up for Polanyi's claim that the tacit component is found in all knowledge. (shrink)

Intellectualists about knowledge-how state that knowledgehow is a kind of propositional knowledge. Anti-intellectualists try to show that there are cases where the agent has knowledge-how without knowing-that. This paper focuses on recent anti-intellectualists’ arguments by Carter and Pritchard. I argue that Carter and Pritchard’s arguments are not well succeeded and that, if we apply virtue epistemology to this debate, we can conclude that knowledge-how shares the same epistemic properties as propositional knowledge. If this is correct, we can say that knowledge-how (...) is a kind of propositional knowledge and intellectualism is safe again. (shrink)

The article provides a brief analysis of the current debate on the two types of knowledge – knowledge-how and knowledge-that and discusses the possibility of reduction of the former to the latter. Two promising anti-reductionist strategies are highlighted. The first strategy uses the notion of “epistemic luck” to demonstrate that the epistemic characteristics of these two kinds of knowledge differ. The second strategy can be based on M. Dewitt’s treatment of linguistic knowledge, which, if accepted, at least deprives the proponents (...) of epistemic reductionism of claims to the universality of their position. (shrink)

Elizabeth Anscombe held that acting intentionally entails knowing (in a distinctively practical way) what one is doing. The consensus for many years was that this knowledge thesis faces decisive counterexamples, the most famous being Donald Davidson’s carbon copier case, and so should be rejected or at least significantly weakened. Recently, however, a new defense of the knowledge thesis has emerged: provided one understands the knowledge in question as a form of progressive judgement, cases like Davidson’s pose no threat. In this (...) paper, I argue that this neo-Anscombean maneuver fails because it is founded on an untenable conception of the difference between intentional and merely lucky success. More specifically, the neo-Anscombean view conflates merely lucky success with subjectively surprising success. Unlike the former, subjectively surprising success may well be intentional, for it may well be the result of an exercise of knowledge-how. After sketching an alternative view that better captures the intuitive contrast between lucky and intentional success, I argue that the conflation of surprising and merely lucky success owes to a tacit commitment to the thesis that knowing how entails knowing that one knows how. This thesis is not only false, but distortive of the explanatory role of knowledge-how. This result, in turn, tells us something important about what practical knowledge cannot be. (shrink)

An overview of the knowing-how debates over the last ten years.

It has been widely accepted since Stanley and Williamson (2001) that the only linguistically acceptable semantic treatments for sentences of the form ‘S knows how to V’ involve treating the wh-complement ‘how to V’ as an interrogative phrase, denoting a set of propositions. Recently a number of authors have suggested that the ‘how to V’ phrase denotes not a proposition, but an object. This view points toward a prima facie plausible non-propositional semantics for knowledge-how, which treats ‘how to V’ as (...) a free relative noun phrase. In this paper I argue that the free relative semantics is implausible. I show that linguistic phenomena which seem to support a free relative semantics can be explained by the supporter of an interrogative semantics, and demonstrate that standard linguistic tests strongly suggest that ‘how to V’ has an interrogative reading, and no free relative reading. (shrink)

Inspired by Williamson’s knowledge-first epistemology, I propose a position on practical knowledge that can be called the ‘know-how-first view’; yet whereas Williamson is one of the pioneers of the new intellectualism about know-how, I employ the know-how-first view to argue against intellectualism and instead develop a know-how-first version of anti-intellectualism. Williamson argues that propositional knowledge is a sui generis unanalyzable mental state that comes first in the epistemic realm; in parallel, I propose that know-how is a sui generis unanalyzable power (...) that comes first in the practical realm. To motivate this suggestion, I put forward two arguments: drawing on dispositionalist ideas, I argue that the practical component of know-how is unanalyzable; based on an investigation of the natures of intentionality and intelligence, I argue that know-how is prior to intentional and intelligent abilities in the order of explanation of agential action. Deploying this know-how-first anti-intellectualism, I then set out know-how-first solutions to two challenging problems for anti-intellectualism: the sufficiency problem and the necessary condition problem. (shrink)

Norström has argued that contemporary epistemological debates about the conceptual relations between knowledge-that and knowledge-how need to be supplemented by a concept of technological knowledge—with this being a further kind of knowledge. But this paper argues that Norström has not shown why technological knowledge-that is so distinctive because Norström has not shown that such knowledge cannot be reduced conceptually to a form of knowledge-how. The paper thus applies practicalism to the case of technological knowledge-that. Indeed, the paper shows why Norström’s (...) conception of technological knowledge unintentionally strengthens this proposed form of reduction. (shrink)

According to a prominent account of knowledge-how, knowledge-how is a species of propositional knowledge. A related view has it that to know how to perform an action is for it to seem to one that a way to perform that action is in fact a way to do so. According to a further view, knowledge-how is a species of objectual knowledge. Each of these intellectualist views has significant virtues including, notably, the ability to account for the seemingly epistemic dimensions of (...) knowledge-how. However, while intellectualist views can account for the seemingly epistemic dimensions of knowledge-how, such views have difficulty accounting for the practical dimensions of knowledge-how. The objection I level against existing intellectualist views here seizes on this deficiency. I argue that, in virtue of the practical dimensions of knowledge-how, propositional knowledge under a practical mode of presentation is not sufficient for knowledge-how. Even when the sufficiency conditions for knowledge-how set out by extant intellectualist views are met, one may fail to know how to perform an action in virtue of a disposition to act on a false belief about a way for one to perform that action. Thus, whereas critics of intellectualist views often allege that such views place overly demanding conditions on knowledge-how, the objection developed here suggests that existing intellectualist views place insufficiently demanding conditions on knowledge-how. (shrink)

Knowledge intellectualism is the view that knowledge-how requires propositional knowledge. Knowledge intellectualism has a Gettier problem, or so many of its critics allege. The essence of this problem is that knowledge-how is compatible with epistemic luck in a way that ordinary propositional knowledge is not. Hence, knowledge-how can allegedly be had in the absence of knowledge-that, a fact inconsistent with knowledge intellectualism. This paper develops two responses to this challenge to knowledge intellectualism. First, it is not clear that propositional knowledge (...) is incompatible with the forms of epistemic luck with which knowledge-how is allegedly compatible. Second, existing cases intended to serve as counterexamples to knowledge intellectualism are flawed, and revised versions of these cases no longer elicit the judgments necessary to challenge knowledge intellectualism. (shrink)

In this paper I consider the prospects for an epistemic norm which relates knowledge-how to showing in a way that parallels the knowledge norm of assertion. In the first part of the paper I show that this epistemic norm can be motivated by conversational evidence, and that it fits in with a plausible picture of the function of knowledge. In the second part of the paper I present a dilemma for this norm. If we understand showing in a broad sense (...) as a general kind of skill teaching, then the norm faces counterexamples of teachers who know how to teach, but not to do. On the other hand, it we understand showing more narrowly as involving only teaching by doing the relevant activity, then the data which initially supported the norm can be explained away by more general connections between knowledge-how and intentional action. (shrink)

Our view is that the folk concept of knowing how is more complicated than many epistemologists assume. We present four studies that go some way towards supporting our view—that the folk concept of knowledge-how is a philosophical hybrid, comprising both intellectualist and anti-intellectualist features. One upshot is, if we are going to award a presumptive status to philosophical theories of know-how that best accord with the folk concept, it ought to go to those that combine intellectualist and anti-intellectualist elements.

My main intention in this article is to settle the question whether having the ability to \ is, as Ryleans think, necessary for knowing how to \, and to determine the kind of role played by procedural knowledge in knowing how to \ and in acquiring and possessing the ability to \. I shall argue, in a seemingly anti-Rylean fashion, that when it comes to know-hows that are ordinarily categorised as physical skills, or—to be, for the moment, philosophically neutral—as enabling (...) one to possess such skills, it is necessary to have procedural knowledge of how to \ in order to possess those know-hows. However, I shall contend that this knowledge cannot be acquired without acquiring the kind of ability to \ in which having the skill to \ consists. And that having acquired the ability to \ is not only necessary but also sufficient for having acquired procedural knowledge of how to succeed in \-ing. (shrink)

This paper provides an account of the strategic control involved in skilled action. When I discuss strategic control, I have in mind the practical goals, plans, and strategies that skilled agents use in order to specify, structure, and organize their skilled actions, which they have learned through practice. The idea is that skilled agents are better than novices not only at implementing the intentions that they have but also at forming the right intentions. More specifically, skilled agents are able formulate (...) and modify, adjust and adapt their practical intentions in ways that are appropriate, effective, and flexible given their overall goals. Further, to specify the kind of action plans that are involved in strategic control, I’ll rely on empirical evidence concerning mental practice and mental imagery from sports psychology as well as evidence highlighting the systematic differences in the cognitive representations of skills between experts and non-experts. I’ll claim that, together, this evidence suggests that the intentions that structure skilled actions are practical and not theoretical, that is, that they are perceptual and motor and not abstract, amodal, or linguistic. Importantly, despite their grounded nature, these plans are still personal-level, deliberate, rational states. That is, the practical intentions used to specify and structure skilled actions are best conceived of as higher-order, motor-modal structures, which can be manipulated and used by the agent for the purpose of reasoning, deliberation, decision-making and, of course, the actual online structuring and organizing of action. (shrink)

The distinction between knowledge-how and knowledge-that has long been debated in the epistemological literature. This distinction can, arguably, be better understood in terms of a more fundamental distinction between information-how and information-that. Information-how is prescriptive and informs a cognitive agent about which action can be performed to achieve a particular outcome. Information-that is descriptive and informs the agent about events, objects, and states of affairs in the world. Since the latter has received more attention in the epistemological literature, this article (...) focuses on the former. I offer a new account of information-how that answers the question, ‘When do data qualify as information-how?’. (shrink)

What mental states are required for an agent to know-how to perform an action? This question fuels one of the hottest debates in the current literature on philosophy of action. Answering this question means facing what we call here The Challenge of Format Dualism, which consists in establishing which is the format of the mental representations involved in practical knowledge and, in case they are given in more than one format, explaining how these different formats can interlock. This challenge has (...) generated two parallel debates: the debate between Intellectualism and Anti-Intellectualism on the one hand, and the debate on the Interface Problem on the other. While the former is about whether practical knowledge can be considered a species of propositional knowledge, the latter investigates how motoric and propositional states can be related. Here we offer a unified account capable of explicitly analyzing those two problems within the same philosophical framework. Our account suggests a new way for solving the Interface Problem that paves the way for addressing the debate between Intellectualism and Anti-Intellectualism. (shrink)

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 (...) some crucial reasons for which intellectualism seems not to be the best theory we have to correctly understand and describe practical knowledge. In particular, I will start from a specific philosophical account against intellectualism offered by Dickie :737–745, 2012), and suggest that it can be supported by current experimental results coming from motor neuroscience. The claim of the paper is that there is at least one kind of practical knowledge, which I call motor knowledge, and which is at the basis of the performance of skilled action, which cannot be reduced to propositional knowledge. (shrink)

Hawley introduced the idea of the client's perspective on knowledge, which she used to illuminate knowing-how and cases of epistemic injustice involving knowing-how. In this paper, I explore how Hawley's idea might be used to illuminate not only knowing-how, but other forms of knowledge that, like knowing-how, are often claimed to be distinct from mere knowing-that, focusing on the case studies of moral understanding and ‘what it is like’-knowledge.

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 (...) the very kinds of traditional (propositional) epistemic defeaters which clearly defeat the items of propositional knowledge which intellectualists identify with knowledge-how. Second, we aim to fill an important lacuna in the contemporary debate, which is to develop an alternative way in which epistemic defeat for knowledge-how could be modelled within an anti-intellectualist framework. (shrink)

Reductive intellectualists about knowledge-how hold, contra Ryle, that knowing how to do something is just a kind of propositional knowledge. In a similar vein, traditional reductivists about understanding-why insist, in accordance with a tradition beginning with Aristotle, that the epistemic standing one attains when one understands why something is so is itself just a kind of propositional knowledge—viz., propositional knowledge of causes. A point that has been granted on both sides of these debates is that if these reductive proposals are (...) right, then knowledge-how and understanding-why should be susceptible to the same extent as knowledge-that is to being undermined by epistemic luck. This paper reports experimental results that test these luck-based predictions. Interestingly, these results suggest a striking positive correlation between self-reported philosophical expertise and attributions of knowledge-how, understanding-why and knowledge-that which run contrary to reductive proposals. We contextualize these results by showing how they align very well with a particular kind of overarching non-reductive proposal, one that two of the authors have defended elsewhere according to which knowledge-how and understanding-why, but not knowledge-that, essentially involve cognitive achievement. We conclude by situating the interpretive narrative advanced within contemporary discussions about the role of expertise in philosophical judgment. (shrink)

According to reductive intellectualism, knowledge-how just is a kind of propositional knowledge (e.g., Stanley & Williamson 2001; Stanley 2011a, 2011b; Brogaard, 2008a, 2008b, 2009, 2011, 2009, 2011). This proposal has proved controversial because knowledge-how and propositional knowledge do not seem to share the same epistemic properties, particularly with regard to epistemic luck. Here we aim to move the argument forward by offering a positive account of knowledge-how. In particular, we propose a new kind of anti-intellectualism. Unlike neo-Rylean anti-intellectualist views, according (...) to which the possession of knowledge-how is just a matter of possessing certain abilities, we submit that knowledge-how is a particular kind of cognitive achievement attained just when cognitive ability is connected in the right way with successful performance. (shrink)

Reductive intellectualists hold that knowledge-how is a kind of knowledge-that. For this thesis to hold water, it is obviously important that knowledge-how and knowledge-that have the same epistemic properties. In particular, knowledge-how ought to be compatible with epistemic luck to the same extent as knowledge-that. It is argued, contra reductive intellectualism, that knowledge-how is compatible with a species of epistemic luck which is not compatible with knowledge-that, and thus it is claimed that knowledge-how and knowledge-that come apart.

Intentional action is, in some sense, non-accidental, and one common way action theorists have attempted to explain this is with reference to control. The idea, in short, is that intentional action implicates control, and control precludes accidentality. But in virtue of what, exactly, would exercising control over an action suffice to make it non-accidental in whatever sense is required for the action to be intentional? One interesting and prima facie plausible idea that we wish to explore in this paper is (...) that control is non-accidental in virtue of requiring knowledge—either knowledge-that or knowledge-how (e.g., Beddor and Pavese 2021; cf., Setiya 2008; 2012 and Habgood-Coote 2018). We review in detail some key recent work defending such knowledge-centric theories of control, and we show that none of these accounts holds water. We conclude with some discussion about how control opposes the sort of luck intentional action excludes without doing so by requiring knowledge (that- or how). (shrink)