David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Southern Journal of Philosophy 44 (S1):177-196 (2006)
A philosopher once asked me: “Paul, how do you collaborate?” He was puzzled about how I came to have more than two dozen co-authors over the past 20 years. His puzzlement was natural for a philosopher, because co-authored articles and books are still rare in philosophy and the humanities, in contrast to science where most current research is collaborative. Unlike most philosophers, scientists know how to collaborate; this paper is about the nature of such procedural knowledge. I begin by discussing three related distinctions found in philosophy and cognitive science: knowledge how vs. knowledge that, procedural vs. declarative knowledge, and explicit vs. implicit knowledge. I then document the prevalence of collaboration in the sciences and its scarcity in philosophy. In order to characterize the sorts of procedural knowledge that make collaborative research possible and fruitful, I discuss how scientists collaborate, how they learn to collaborate, and why they collaborate. Contrary to some recent suggestions by philosophers, I will argue that knowledge how often does not always reduce to knowledge that, and that collaboration has many purposes besides the pursuit of power and resources. The relative scarcity of philosophical collaborations might be explained by the nature of philosophy, if the field is viewed as inherently personal or a priori. But I argue against this view in favor of a more naturalistic one, December 2, 2005 with the implication that the main reason why philosophers do not collaborate more is that they do not know how. My account of collaboration is based on my own experience, published advice by practicing scientists, and interviews with a group of highly successful scientific collaborators who are members of the Social Psychology area of the University of Waterloo Psychology Department. For the past two decades, Waterloo’s social psychology program has flourished, both in collaborative publication and in graduate training: their former Ph.D..
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Paul Thagard & Terrence C. Stewart (2011). The AHA! Experience: Creativity Through Emergent Binding in Neural Networks. Cognitive Science 35 (1):1-33.
K. Brad Wray (2009). The Epistemic Cultures of Science and WIKIPEDIA: A Comparison. Episteme 6 (1):38-51.
Karen Frost-Arnold (2013). Moral Trust & Scientific Collaboration. Studies in History and Philosophy of Science 44 (3):301-310.
Hanne Andersen (2013). The Second Essential Tension: On Tradition and Innovation in Interdisciplinary Research. Topoi 32 (1):3-8.
Jesús Zamora Bonilla (2012). The Nature of Co-Authorship: A Note on Recognition Sharing and Scientific Argumentation. Synthese (1):1-12.
Similar books and articles
Paul Thagard (2005). How to Collaborate. Southern Journal of Philosophy 44 (Supplement):177-196.
Don Fallis (2006). The Epistemic Costs and Benefits of Collaboration. Southern Journal of Philosophy 44 (S1):197-208.
Don Fallis (2005). The Epistemic Costs and Benefits of Collaboration. Southern Journal of Philosophy 44 (Supplement):197-208.
Baljinder Sahdra & Paul Thagard (2003). Procedural Knowledge in Molecular Biology. Philosophical Psychology 16 (4):477 – 498.
Paul Thagard (1997). Collaborative Knowledge. Noûs 31 (2):242-261.
Giovanni Pezzulo (2011). Grounding Procedural and Declarative Knowledge in Sensorimotor Anticipation. Mind and Language 26 (1):78-114.
Steven M. Flipse, Maarten C. A. Van der Sanden & Patricia Osseweijer (2014). Setting Up Spaces for Collaboration in Industry Between Researchers From the Natural and Social Sciences. Science and Engineering Ethics 20 (1):7-22.
Martha Wagner Alibali & Kenneth R. Koedinger (1999). The Developmental Progression From Implicit to Explicit Knowledge: A Computational Approach. Behavioral and Brain Sciences 22 (5):755-756.
K. Brad Wray (2006). Scientific Authorship in the Age of Collaborative Research. Studies in History and Philosophy of Science, A 37 (3):505-514.
David Rakison (2007). Is Consciousness in its Infancy in Infancy? Journal of Consciousness Studies 14 (s 9-10):66-89.
Jay Weinstein & Nico Stehr (1999). The Power of Knowledge: Race Science, Race Policy, and the Holocaust. Social Epistemology 13 (1):3 – 35.
Jay Weinstein & Nico Stehr (1999). The Power of Knowledge: Race Science, Race Policy, and the Holocaust. Social Epistemology 13 (1):3-35.
Katherine Hawley (2003). Success and Knowledge-How. American Philosophical Quarterly 40 (1):19 - 31.
Flavia Santoianni (2011). Educational Models of Knowledge Prototypes Development. Mind and Society 10 (2):103-129.
Added to index2010-09-14
Total downloads20 ( #94,667 of 1,413,361 )
Recent downloads (6 months)3 ( #67,207 of 1,413,361 )
How can I increase my downloads?