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)

The role of testimony in the transmission and generation of knowledge has been debated vigorously in contemporary epistemology. More recently, types other than propositional knowledge are also being discussed, among them know-how. No special attention, however, has been paid so far to tacit forms of know-how. In this article, I am arguing for the thesis that testimony, if understood in an inclusive way, can play a central role in the transmission and generation of tacit know-how. This thesis is embedded in (...) a virtue-theoretic framework: next to testimony, successful acquisition of tacit know-how crucially depends on the relationship between teacher and student and the virtues they both display. (shrink)

Was macht unseren Charakter aus? Wie wird er geformt und ist eine Änderung im Erwachsenenalter noch möglich? Welche Rolle spielen bei diesem Prozess unsere natürlichen Anlagen und die Erziehung? Mit diesen immer noch hochaktuellen Fragen hat sich bereits Platon auseinandergesetzt. Die Studie zeichnet ein möglichst umfassendes Bild des platonischen Verständnisses vom Charakter und arbeitet neben den ethischen Aspekten auch die politischen Auswirkungen unserer seelischen Verfasstheit heraus.