Results for 'intellectualism'

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  1. Intellectualism and the Argument From Cognitive Science.Arieh Schwartz & Zoe Drayson - 2019 - Philosophical Psychology 32 (5):662-692.
    Intellectualism is the claim that practical knowledge or ‘know-how’ is a kind of propositional knowledge. The debate over Intellectualism has appealed to two different kinds of evidence, semantic and scientific. This paper concerns the relationship between Intellectualist arguments based on truth-conditional semantics of practical knowledge ascriptions, and anti-Intellectualist arguments based on cognitive science and propositional representation. The first half of the paper argues that the anti-Intellectualist argument from cognitive science rests on a naturalistic approach to metaphysics: its proponents (...)
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  2. On Intellectualism in Epistemology.Stephen R. Grimm - 2011 - Mind 120 (479):705-733.
    According to ‘orthodox’ epistemology, it has recently been said, whether or not a true belief amounts to knowledge depends exclusively on truth-related factors: for example, on whether the true belief was formed in a reliable way, or was supported by good evidence, and so on. Jason Stanley refers to this as the ‘intellectualist’ component of orthodox epistemology, and Jeremy Fantl and Matthew McGrath describe it as orthodox epistemology’s commitment to a ‘purely epistemic’ account of knowledge — that is, an account (...)
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  3.  15
    Intellectualist Aristotelian Character Education: An Outline and Assessment.Matt Ferkany & Benjamin Creed - 2014 - Educational Theory 64 (6):567-587.
    Since its resurgence in the 1990s, character education has been subject to a bevy of common criticisms, including that it is didactic and crudely behaviorist; premised on a faulty trait psychology; victim‐blaming; culturally imperialist, racist, religious, or ideologically conservative; and many other horrible things besides. Matt Ferkany and Benjamin Creed examine an intellectualist Aristotelian form of character education that has gained popularity recently and find that it is largely not susceptible to such criticisms. In this form, character education is education (...)
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  4. Why Intellectualism Still Fails.Andreas Ditter - 2016 - Philosophical Quarterly 66 (264):500-515.
    Intellectualism about knowledge-how is the view that knowing how to do something amounts to knowing a fact. The version of intellectualism defended by Jason Stanley and Timothy Williamson holds that knowledge-how is a species of knowledge-wh, i.e., knowledge-where, -when, -who, etc. It draws its major motivation from the uniformity between ascriptions of knowledge-how and ascriptions of knowledge-wh in English, being all infinitival embedded question constructions. My aim in this paper is to challenge intellectualism of this sort. I (...)
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  5. Anti-Intellectualism.Blake Roeber - 2018 - Mind 127 (506):437-466.
    Intellectualists disagree with anti-intellectualists about the relationship between knowledge and truth. According to intellectualists, this relationship is intimate. Knowledge entails true belief, and in fact everything required for knowledge is somehow relevant to the probability that the belief in question is true. According to anti-intellectualists, this relationship isn’t intimate. Or, at least, it’s not as intimate as intellectualists think. Factors that aren’t in any way relevant to the probability that a belief is true can make a difference to whether it (...)
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  6. Against Intellectualism.Alva Noë - 2005 - Analysis 65 (4):278-290.
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  7. Intellectualism and Testimony.Yuri Cath - 2017 - Analysis 77 (2):1-9.
    Knowledge-how often appears to be more difficult to transmit by testimony than knowledge-that and knowledge-wh. Some philosophers have argued that this difference provides us with an important objection to intellectualism—the view that knowledge-how is a species of knowledge-that. This article defends intellectualism against these testimony-based objections.
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  8. Revisionary Intellectualism and Gettier.Yuri Cath - 2015 - Philosophical Studies 172 (1):7-27.
    How should intellectualists respond to apparent Gettier-style counterexamples? Stanley offers an orthodox response which rejects the claim that the subjects in such scenarios possess knowledge-how. I argue that intellectualists should embrace a revisionary response according to which knowledge-how is a distinctively practical species of knowledge-that that is compatible with Gettier-style luck.
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  9.  17
    Anti-Intellectualist Motor Knowledge.Gabriele Ferretti - 2020 - Synthese 198 (11):10733-10763.
    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 (...)
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  10. Nonpropositional Intellectualism.John Bengson & Marc A. Moffett - 2011 - In John Bengson & Marc A. Moffett (eds.), Knowing How. Oxford University Press. pp. 161-195.
  11. Problems with Intellectualism.Ellen Fridland - 2013 - Philosophical Studies 165 (3):879-891.
    In his most recent book, Stanley (2011b) defends his Intellectualist account of knowledge how. In Know How, Stanley produces the details of a propositionalist theory of intelligent action and also responds to several objections that have been forwarded to this account in the last decade. In this paper, I will focus specifically on one claim that Stanley makes in chapter one of his book: I will focus on Stanley’s claim that automatic mechanisms can be used by the intellectualist in order (...)
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  12. The Generality Problem for Intellectualism.Joshua Habgood-Coote - 2018 - Mind and Language 33 (3):242-262.
    According to Intellectualism knowing how to V is a matter of knowing a suitable proposition about a way of V-ing. In this paper, I consider the question of which ways of acting might figure in the propositions which Intellectualists claim constitute the object of knowledge-how. I argue that Intellectualists face a version of the Generality Problem – familiar from discussions of Reliabilism – since not all ways of V-ing are such that knowledge about them suffices for knowledge-how. I consider (...)
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  13.  10
    Against Intellectualism.Alva NoË - 2005 - Analysis 65 (4):278-290.
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  14.  80
    Anti-Intellectualism, Egocentrism and Bank Case Intuitions.Alexander Dinges - 2018 - Philosophical Studies 175 (11):2841-2857.
    Salience-sensitivity is a form of anti-intellectualism that says the following: whether a true belief amounts to knowledge depends on which error-possibilities are salient to the believer. I will investigate whether salience-sensitivity can be motivated by appeal to bank case intuitions. I will suggest that so-called third-person bank cases threaten to sever the connection between bank case intuitions and salience-sensitivity. I will go on to argue that salience-sensitivists can overcome this worry if they appeal to egocentric bias, a general tendency (...)
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  15. Doing Without Believing: Intellectualism, Knowledge-How, and Belief-Attribution.Michael Brownstein & Eliot Michaelson - 2016 - Synthese 193 (9):2815–2836.
    We consider a range of cases—both hypothetical and actual—in which agents apparently know how to \ but fail to believe that the way in which they in fact \ is a way for them to \. These “no-belief” cases present a prima facie problem for Intellectualism about knowledge-how. The problem is this: if knowledge-that entails belief, and if knowing how to \ just is knowing that some w is a way for one to \, then an agent cannot both (...)
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  16.  27
    Anti-Intellectualism for the Learning and Employment of Skill.Daniel C. Burnston - 2021 - Review of Philosophy and Psychology 12 (3):507-526.
    I draw on empirical results from perceptual and motor learning to argue for an anti-intellectualist position on skill. Anti-intellectualists claim that skill or know-how is non-propositional. Recent proponents of the view have stressed the flexible but fine-grained nature of skilled control as supporting their position. However, they have left the nature of the mental representations underlying such control undertheorized. This leaves open several possible strategies for the intellectualist, particularly with regard to skill learning. Propositional knowledge may structure the inputs to (...)
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  17.  29
    On Intellectualism in the Theory of Action.Robert Audi - 2017 - Journal of the American Philosophical Association 3 (3):284-300.
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  18. Intellectualism and the Objects of Knowledge. [REVIEW]Robert Stalnaker - 2012 - Philosophy and Phenomenological Research 85 (3):754-761.
  19.  87
    Anti-Intellectualism and the Knowledge-Action Principle. [REVIEW]Ram Neta - 2007 - Philosophy and Phenomenological Research 75 (1):180–187.
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  20. Collectivized Intellectualism.Julia Jael Smith & Benjamin Wald - 2019 - Res Philosophica 96 (2):199-227.
    We argue that the evolutionary function of reasoning is to allow us to secure more accurate beliefs and more effective intentions through collective deliberation. This sets our view apart both from traditional intellectualist accounts, which take the evolutionary function to be individual deliberation, and from interactionist accounts such as the one proposed by Mercier and Sperber, which agrees that the function of reasoning is collective but holds that it aims to disseminate, rather than come up with, accurate beliefs. We argue (...)
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  21.  19
    Anti-Intellectualism and the Knowledge-Action Principle.Ram Neta - 2007 - Philosophy and Phenomenological Research 75 (1):180-187.
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  22.  50
    Intellectualism, Relational Properties and the Divine Mind in Kant's Pre-Critical Philosophy.Christopher Insole - 2011 - Kantian Review 16 (3):399-427.
    I demonstrate that the pre-Critical Kant is essentialist and intellectualist about the relational properties of substances. That is to say, God can choose whether or not to create a substance, and whether or not to connect this substance with other substances, so as to create a world: but God cannot choose what the nature of the relational properties is, once the substance is created and connected. The divine will is constrained by the essences of substances. Nonetheless, Kant considers that essences (...)
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  23.  6
    Plato's Moral Psychology: Intellectualism, the Divided Soul, and the Desire for Good.Rachana Kamtekar - 2017 - Oxford University Press.
    Rachana Kamtekar offers a new understanding of Plato's account of the soul and its impact on our living well or badly, virtuously or viciously. She argues that throughout the dialogues Plato maintains that human beings have a natural desire for our own good, and that actions and conditions contrary to this desire are involuntary.
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  24. Know-How, Intellectualism, and Memory Systems.Felipe De Brigard - 2019 - Philosophical Psychology 32 (5):720-759.
    ABSTRACTA longstanding tradition in philosophy distinguishes between knowthatand know-how. This traditional “anti-intellectualist” view is soentrenched in folk psychology that it is often invoked in supportof an allegedly equivalent distinction between explicit and implicitmemory, derived from the so-called “standard model of memory.”In the last two decades, the received philosophical view has beenchallenged by an “intellectualist” view of know-how. Surprisingly, defenders of the anti-intellectualist view have turned to the cognitivescience of memory, and to the standard model in particular, todefend their view. Here, (...)
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  25.  3
    Anti-Intellectualism to Anti-Rationalism to Post-Truth Era: The Challenges for Higher Education.Robert J. Thompson - 2022 - Lexington Books.
    The post-truth world threatens our collective commitment to rationality but must not become the norm. Synthesis of the scholarship on anti-intellectualism and personal attributes informs educational practices to promote development of student's rational mind-set and rationalist identity necessary to combat anti-rationalism and the post-truth world.
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  26.  54
    Susan Stebbing's Intellectualism.Bryan Pickel - forthcoming - Journal for the History of Analytical Philosophy.
    This paper reconstructs Susan Stebbing’s account of intelligent dealing with a problem and defends this account against charges that it relies on a “censurable kind” of intellectualism. This charge was made in Stebbing’s own time by Laird and Wittgenstein. Michael Kremer has recently made the case that Stebbing is also a proximate target of Gilbert Ryle’s attack on intellectualism. This paper argues that Stebbing should indeed be counted as an intellectualist since she holds that intelligent dealing with a (...)
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  27.  50
    The Intellectualism of Edwin Arlington Robinson.David H. Burton - 1969 - Thought: Fordham University Quarterly 44 (4):565-580.
    The poetic art of Edwin Arlington Robinson mirrored remarkably the sources of the American mind of his generation and the growth nurtured by these sources.
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  28. Two Methodologies for Evaluating Intellectualism.Ephraim Glick - 2011 - Philosophy and Phenomenological Research 83 (2):398-434.
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  29.  65
    Ryle’s “Intellectualist Legend” in Historical Context.Michael Kremer - 2017 - Journal for the History of Analytical Philosophy 5 (5).
    Gilbert Ryle’s distinction between knowledge-how and knowledge-that emerged from his criticism of the “intellectualist legend” that to do something intelligently is “to do a bit of theory and then to do a bit of practice,” and became a philosophical commonplace in the second half of the last century. In this century Jason Stanley has attacked Ryle’s distinction, arguing that “knowing-how is a species of knowing-that,” and accusing Ryle of setting up a straw man in his critique of “intellectualism.” Examining (...)
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  30. Overcoming Intellectualism About Knowledge and Understanding: A Unified Approach.Eros Carvalho - 2018 - Logos and Episteme 9 (1):7-26.
    In this paper I defend a unified approach to knowledge and understanding. Both are achievements due to cognitive abilities or skills. The difference between them is a difference of aspects. Knowledge emphasizes the successful aspect of an achievement and the exclusion of epistemic luck, whereas understanding emphasizes the agent's contribution in bringing about an achievement through the exercise of one's cognitive skills. Knowledge and understanding cannot be separated. I argue against the claim that understanding is distinct from knowledge because the (...)
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  31. The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students' Perceptions of Cheating.Rafik Z. Elias - 2009 - Journal of Business Ethics 86 (2):199 - 209.
    College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student’s negative view of the value and importance of intellectual pursuits and critical thinking. Academic self-efficacy refers to a student’s belief in one’s ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy (...)
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  32. Minimal Intellectualism and Gods as Intuitive Regress-Blockers.Paolo Mantovani - 2018 - In Hans van Eyghen, Rik Peels & Gijsbert van den Brink (eds.), New Developments in the Cognitive Science of Religion - the Rationality of Religious Belief. Springer. pp. 131-156.
    What is the role of explanation in shaping and sustaining religious beliefs, if any? This chapter tackles this question from the perspective of the framework known as the Cognitive Science of Religion. CSR has been generally dismissive of ‘intellectualist’ approaches to religion emphasizing the explanatory role of religious beliefs. Here, I argue, first, that some of the arguments against intellectualism found in the CSR literature are overstated and that some ‘minimally intellectualist’ propositions concerning religion are not only compatible with (...)
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  33.  14
    Anti-Intellectualism, Instructive Representations, and the Intentional Action Argument.Alison Ann Springle & Justin Humphreys - 2021 - Synthese (3-4):7919-7955.
    Intellectualists hold that knowledge-how is a species of knowledge-that, and consequently that the knowledge involved in skill is propositional. In support of this view, the intentional action argument holds that since skills manifest in intentional action and since intentional action necessarily depends on propositional knowledge, skills necessarily depend on propositional knowledge. We challenge this argument, and suggest that instructive representations, as opposed to propositional attitudes, can better account for an agent’s reasons for action. While a propositional-causal theory of action, according (...)
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  34.  76
    Evidence for Anti-Intellectualism About Know-How From a Sentence Recognition Task.Ian Harmon & Zachary Horne - 2016 - Synthese 193 (9).
    An emerging trend in cognitive science is to explore central epistemological questions using psychological methods. Early work in this growing area of research has revealed that epistemologists’ theories of knowledge diverge in various ways from the ways in which ordinary people think of knowledge. Reflecting the practices of epistemology as a whole, the vast majority of these studies have focused on the concept of propositional knowledge, or knowledge-that. Many philosophers, however, have argued that knowing how to do something is importantly (...)
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  35.  52
    Fixing Descartes: Ethical Intellectualism in Spinoza's Early Writings.Andrea Sangiacomo - 2015 - Southern Journal of Philosophy 53 (3):338-361.
    This paper aims at reconstructing the ethical issues raised by Spinoza's early Treatise on the Emendation of the Intellect. Specifically, I argue that Spinoza takes issue with Descartes’ epistemology in order to support a form of “ethical intellectualism” in which knowledge is envisaged as both necessary and sufficient to reach the supreme good. First, I reconstruct how Descartes exploits the distinction between truth and certainty in his Discourse on the Method. On the one hand, this distinction acts as the (...)
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  36. Knowing How to Establish Intellectualism.Daniele Sgaravatti & Elia Zardini - 2008 - Grazer Philosophische Studien 77 (1):217-261.
    In this paper, we present a number of problems for intellectualism about knowledge-how, and in particular for the version of the view developed by Stanley & Williamson 2001. Their argument draws on the alleged uniformity of 'know how'-and 'know wh'-ascriptions. We offer a series of considerations to the effect that this assimilation is problematic. Firstly, in contrast to 'know wh'-ascriptions, 'know how'-ascriptions with known negative answers are false. Secondly, knowledge-how obeys closure principles whose counterparts fail for knowledge-wh and knowledge-that. (...)
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  37.  78
    Socratic Intellectualism and the Problem of Courage: An Interpretation of Plato's Laches.Carol S. Gould - 1987 - History of Philosophy Quarterly 4 (3):265 - 279.
  38. Intellectualism and Voluntarism.Tobias Hoffmann - 2010 - In Robert Pasnau (ed.), Cambridge Companion for Medieval Philosophy. Cambridge University Press.
    This chapter reviews major accounts of free decision of the second half of the thirteenth century, from St. Bonaventure to Duns Scotus. A clear divide between intellectualists and voluntarists is observable beginning in the early 1270s, when the question of whether free decision is founded upon reason or will becomes central. Intellectualists stress the causality of the object apprehended as good at the expense of the will’s self-determination, whereas the reverse emphasis can be observed among voluntarists.
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  39. The Anti-Intellectualism of Kierkegaard.David F. Swenson - 1916 - Philosophical Review 25 (4):567-586.
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  40.  48
    Intellectualism Against Empiricism.Federico Castellano - 2014 - Grazer Philosophische Studien 90 (1):231-251.
    Intellectualism is the philosophical view that thinking involves the activity of reason-giving. In this paper I argue that the intellectualist point of view is incompatible with any form of empiricism. First, I show that Traditional Empiricism collapses because it brings together two conflicting theses: the intellectualist thesis according to which the normative properties of thoughts depend upon the activity of reason-giving, and the intuitive empiricist thesis according to which the normative properties of empirical thoughts derive from perceptual experience. Second, (...)
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  41.  23
    Anti-Intellectualism is a Virus.Michael A. Peters - 2018 - Educational Philosophy and Theory 51 (4):357-363.
  42. Knowledge-How, Linguistic Intellectualism, and Ryle's Return.David Löwenstein - 2011 - In Stefan Tolksdorf (ed.), Conceptions of Knowledge. De Gruyter. pp. 269-304.
    How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This project – Linguistic (...) – will be criticized on three levels. First, I will reconstruct and object to Stanley and Williamson’s positive argument in favour of Intellectualism. Second, I will assess their view of the relationship between knowledge-how and practical ability and argue that their stance is not well-motivated. Third, I will discuss their criticism of Ryle’s objection against Intellectualism. After distinguishing between different versions of Ryle’s argument, I will show that its strongest version is both immune to the objection by Stanley and Williamson and a decisive argument against their own theory. Given that Intellectualism fails for these three reasons, I finally draw on a broader reading of Ryle in order to develop the beginnings of a positive account of knowledge-how and its relationship to knowledge-that. (shrink)
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  43.  5
    Pseudo-intellectualism and Melancholy. The Poetics of Black Bile in Lucian's Lexiphanes.George Kazantzidis - 2019 - Araucaria 21 (41).
    In Lucian's highly competitive and exhibitionist world, hyper-Atticism, the use of recondite, archaic words for the sake of impression, has become a sort of plague. In this article, I discuss how Lexiphanes focuses precisely on the literal and metaphorical associations of hyper-Atticism as a disease, by paying particular attention on the medical verdict - articulated in the text by Lucian's authorial double, Lycinus - that the dialogue's eponymous character suffers from melancholia. Rather than constitute a passing reference to the colloquial (...)
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  44. In Support of Anti-Intellectualism.Victor Kumar - 2011 - Philosophical Studies 152 (1):135-54.
    Intellectualist theories attempt to assimilate know how to propositional knowledge and, in so doing, fail to properly explain the close relation know how bears to action. I develop here an anti-intellectualist theory that is warranted, I argue, because it best accounts for the difference between know how and mere “armchair knowledge.” Know how is a mental state characterized by a certain world-to-mind direction of fit (though it is non-motivational) and attendant functional role. It is essential of know how, but not (...)
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  45. Contextualism and Intellectualism.Matthew McGrath - 2010 - Philosophical Perspectives 24 (1):383-405.
  46. Guerilla Intellectualism: Walter A. Rodney and the Weapon of Knowledge in the Struggle for Black Liberation.Tunde Adeleke - 2000 - Journal of Thought 35 (1):37-60.
     
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  47.  78
    Two Charges of Intellectualism Against Kant.Arthur Melnick - 2013 - Kantian Review 18 (2):197-219.
    The contemporary discussion of non-conceptual content inaugurated by Gareth Evans and John McDowell has generated a range of differing views as to Kant's position on the issues raised. I argue that for Kant perception is prior to thought and that it is as being prior that perception connects us to reality in outer intuition. I then argue that for Kant thought relates to perception by being the rule for perceptual procedures. This accounts for thought's extending in scope beyond what we (...)
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  48. Subject-Specific Intellectualism: Re-Examining Know How and Ability.Kevin Wallbridge - 2018 - Synthese 198 (Suppl 7):1619-1638.
    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 (...)
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  49.  22
    The Impact of Anti-Intellectualism Attitudes and Academic Self-Efficacy on Business Students’ Perceptions of Cheating.Rafik Z. Elias - 2009 - Journal of Business Ethics 86 (2):199-209.
    College cheating represents a major ethical problem facing students and educators, especially in colleges of business. The current study surveys 666 business students in three universities to examine potential determinants of cheating perceptions. Anti-intellectualism refers to a student's negative view of the value and importance of intellectual pursuits and critical thinking. Academic selfefficacy refers to a student's belief in one's ability to accomplish an academic task. As hypothesized, students high in anti-intellectualism attitudes and those with low academic self-efficacy (...)
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  50. Human Nature and Intellectualism in Aristotle.Jennifer Whiting - 1986 - Archiv für Geschichte der Philosophie 68 (1):70-95.
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