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  1. Knowing How and Pragmatic Intrusion.Alessandro Capone - 2011 - Intercultural Pragmatics 8 (4):543-570.
  • Tacit and Explicit Knowledge in Construction Management.Addis Mark - 2014 - .
    In construction better practice has been sought through the employment of knowledge management. Interest in tacit knowledge has grown due to its importance for raising performance at all organisational levels. Aspects of the limits which tacit knowledge places on knowledge management approaches in construction are considered with the focus being upon broad knowledge management categories rather than the details of particular methods. The distinction between knowing how and knowing that coupled with examination of whether the main mode of knowing is (...)
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  • Learning How.Ben Kotzee - 2016 - Journal of Philosophy of Education 50 (2):218-232.
    In this paper, I consider intellectualist and anti-intellectualist approaches to knowledge-how and propose a third solution: a virtue-based account of knowledge-how. I sketch the advantages of a virtue-based account of knowledge-how and consider whether we should prefer a reliabilist or a responsibilist virtue-account of knowledge-how. I argue that only a responsibilist account will maintain the crucial distinction between knowing how to do something and merely being able to do it. Such an account, I hold, must incorporate ‘learning how to do (...)
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  • Introduction.Mark Addis & Christopher Winch - 2017 - Journal of Philosophy of Education 51 (3):557-573.
    This volume brings together a number of related contributions on the topic of expertise and education. Expertise is a topic that is beginning to receive more attention in the Philosophy of Education and discussions are closely related to the epistemological debate concerning the nature of know-how which has also burgeoned in recent years within ‘mainstream’ epistemology. More specifically, this volume focuses on the relevance of expertise to professional education and practice, with the aim on shedding light on what is involved (...)
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  • Three Views on Expertise: Philosophical Implications for Rationality, Knowledge, Intuition and Education.Fernand Gobet - 2017 - Journal of Philosophy of Education 51 (3):605-619.
  • The Role of ‘Autonomy’ in Teaching Expertise.Irene Bucelli - 2017 - Journal of Philosophy of Education 51 (3):588-604.
  • Activity Concepts and Expertise.Mark Addis - 2017 - Journal of Philosophy of Education 51 (3):574-587.
  • Three Different Conceptions of Know‐How and Their Relevance to Professional and Vocational Education.Christopher Winch - 2013 - Journal of Philosophy of Education 47 (2):281-298.
    This article discusses three related aspects of know-how: skill, transversal abilities and project management abilities, which are often not distinguished within either the educational or the philosophical literature. Skill or the ability to perform tasks is distinguished from possession of technique which is a necessary but not sufficient condition for possession of a skill. The exercise of skill, contrary to much opinion, usually involves character aspects of agency. Skills usually have a social dimension and are subject to normative appraisal. Transversal (...)
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  • Vocational Education, Knowing How and Intelligence Concepts.Christopher Winch - 2010 - Philosophy of Education 44 (4):551-567.
    Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a (...)
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  • Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  • Learning at Work and in the Workplace: Reflections on Paul Hager’s Advocacy of Work-Based Learning.Christopher Winch - 2013 - Educational Philosophy and Theory 45 (12):1205-1218.
    Sound initial vocational education is an important precondition for subsequent episodes of vocational education or professional development. The presence of strong occupational identities and labour markets is argued to be a precondition for high-quality initial vocational education and training (IVET) and continuing vocational education and training (CVET) in many countries. The question of whether occupational identity and boundaries are in decline or are relatively stable is examined in relation to the UK and to northern European countries, particularly Germany. A review (...)
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