Practical Knowledge and Habits of Mind

Journal of Philosophy of Education 54 (2):377-397 (2020)
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Abstract

Education aims at more than supplying learners with information, or knowledge of facts. Even when the transmission of information is at stake, abilities relevant to using that information are among the things that teachers aim, or ought to aim, to inculcate. We may think that abilities for critical reflection on knowledge, and critical thinking more generally, are central to what teachers should cultivate in their students. Moreover, we may hope that students acquire not merely the ability to (e.g.) think critically, but the propensity or habit of doing so. We hope that critical thinking will be something they *do* do, not something they merely *can* do; that they will become, not merely capable of inquiry, but inquisitive; and so on. If education aims at more than the inculcation of propositional knowledge, are these other aims non-cognitive, or non-epistemic? This essay aims to make progress on this question by critically examining Gilbert Ryle's conceptions of skill and habit.

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Will Small
University of Illinois, Chicago

Citations of this work

The Intelligence of Virtue and Skill.Will Small - 2021 - Journal of Value Inquiry 55 (2):229-249.
Human nature, reason and morality.David Bakhurst - 2021 - Journal of Philosophy of Education 55 (6):1029-1044.

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References found in this work

The Concept of Mind.Gilbert Ryle - 1949 - Revue Philosophique de la France Et de l'Etranger 141:125-126.
Virtue and Reason.John Mcdowell - 1979 - The Monist 62 (3):331-350.
Skill.Jason Stanley & Timothy Williamson - 2017 - Noûs 51 (4):713-726.
Sources of Knowledge: On the Concept of a Rational Capacity for Knowledge.Andrea Kern - 2016 - Cambridge, Massachusetts: Harvard University Press.
Additive Theories of Rationality: A Critique.Matthew Boyle - 2016 - European Journal of Philosophy 24 (3):527-555.

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