Ryle on Knowing How and the Possibility of Vocational Education

Journal of Applied Philosophy 26 (1):88-101 (2009)
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Abstract

abstract Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant bearing on knowledge how, Ryle implicitly supports a view of vocational education that favours narrow notions of skill and associated training over knowledge informed occupational practice of the kind found in most Northern European countries. The source of Ryle's error in excluding systematic propositional knowledge from a significant place in the constitution of knowing how is traced. It is argued that Ryle's original distinction survives without the exclusion of systematic propositional knowledge from knowing how and the resulting account does more justice to the practice of vocational education in advanced economies than does Ryle's original treatment.

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Christopher Winch
King's College London

Citations of this work

Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
References.John Bengson & Marc A. Moffett - 2011 - In Knowing How: Essays on Knowledge, Mind, and Action. Oxford: Oxford University Press. pp. 361-386.
Vocational Education, Knowing How and Intelligence Concepts.Christopher Winch - 2010 - Journal of Philosophy of Education 44 (4):551-567.
Knowing how and pragmatic intrusion.Alessandro Capone - 2011 - Intercultural Pragmatics 8 (4):543-570.

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