Online research in philosophy

For both philosophers and managers, reasoning with ourselves and others can be used both as (1) a way of knowing what is ethical and (2) a way of acting to help ourselves, others and organizations behave ethically. However, for many of us, knowing is frequently not the same as acting. Four areas are addressed: (1) thirteen limitations of ethical reasoning as an action strategy; (2) how a better understanding of these limitations can strengthen ethical reasoning as an action strategy; (3) how an understanding of these limitations can serve as a conceptual foundation for exploring other ethical action strategies; and, (4) implications for experiential learning and teaching.

Dean Pettit recently argued in Mind that understanding a word did not require knowing what it meant. Adam and I show that his core arguments, which mostly turn on showing that some particular cases are cases of understanding without knowledge, do not work.

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For Bhartrhari, a fifth-century Indian grammarian-philosopher, all conscious beings—beasts, birds and humans—are capable of what he called pratibha, a flash of indescribable intuitive understanding such that one knows what the present object “means” and what to do with it. Such an understanding, if correct, amounts to a mode of knowing that may best be termed knowing-what, to distinguish it from both knowing-that and knowing-how. This paper attempts to expound Bhartrhari’s conception of pratibha in relation to the notions of meaning, understanding, and knowing. First, I touch briefly on Bhartrhari’s views of consciousness and language, and examine at some length his indescribability thesis concerning the intuitive meaning of a sentence. Then, I delineate the general features of pratibha as intuitive understanding and discuss its probable range in relation to expert intuition and sense perception. Thereafter, I relate pratibha to the notion of knowing-what and show why these two notions are to be differentiated from knowing-that and knowing-how. The paper concludes with some remarks on the contemporary relevance of Bhartrhari’s conception of pratibha.

Sometimes we work out by ourselves how to do something. But often we rely upon the help, advice or example of others. To this extent learning how resembles learning that: sometimes you can see the truth for yourself, but sometimes you need to phone a friend. Do the similarities end there? When we are tempted to think that knowing how differs significantly from knowing that, it is often because knowing how seems to be transmitted, acquired, taught and learned in distinctive ways. Practical knowledge can’t always be obtained from books or lectures, it often requires hands-on experience, those who know how can’t always teach, and sometimes those who can’t do can nevertheless teach.