David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Synthese 160 (1):123 - 153 (2008)
In this paper I criticize the most significant recent examples of the practical knowledge analysis of knowledge-how in the philosophical literature: David Carr [1979, Mind, 88, 394–409; 1981a, American Philosophical Quarterly, 18, 53–61; 1981b, Journal of Philosophy of Education, 15(1), 87–96] and Stanley & Williamson [2001, Journal of Philosophy, 98(8), 411–444]. I stress the importance of know-how in our contemporary understanding of the mind, and offer the beginnings of a treatment of know-how capable of providing insight in to the use of know-how in contemporary cognitive science. Specifically, I claim that Carr’s necessary conditions for know-how fail to capture the distinction he himself draws between ability and knowing-how. Moreover, Carr ties knowing-how to conscious intent, and to an explicit knowledge of procedural rules. I argue that both moves are mistakes, which together render Carr’s theory an inadequate account both of common ascriptions of knowledge-how and of widely accepted ascriptions of knowledge-how within explanations in cognitive science. Finally, I note that Carr’s conditions fail to capture intuitions (heshares) regarding the ascription of know-how to persons lacking ability. I then consider the position advocated by Stanley & Williamson (2001), which seems avoid Carr’s commitments to conscious intent and explicit knowledge while still maintaining that “knowledge-how is simply a species of knowledge-that" (Stanley & Williamson, 2001, p. 411). I argue that Stanley and Williamson’s attempt to frame a reductionist view that avoids consciously occurrent beliefs during exercises of knowledge-how and explicit knowledge of procedural rules is both empirically implausible and explanatorily vacuous. In criticizing these theories I challenge the presuppositions of the most pervasive response to Ryle in the philosophic literature, what might be described as “the received view." I also establish several facts about knowing-how. First, neither conscious intent nor explicit representation (much less conscious representation) of procedural rules are necessary for knowing-how given the theory of cognition current in cognitive science. I argue that the discussed analyses fail to capture the necessary conditions for knowledge-how because know-how requires the instantiation of an ability and of the capacities necessary for exploiting an ability—not conscious awareness of purpose or explicit knowledge of rules. Second, one must understand knowledge-how as task-specific, i.e., as presupposing certain underlying conditions. Conceiving of know-how as task-specific allows one to understand ascriptions of know-how in the absence of ability as counterfactual ascriptions based upon underlying competence
|Keywords||Consciousness Know how Functional connection David Carr Stanley and Williamson Knowing that Task-specific ascription|
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References found in this work BETA
D. G. Brown (1970). Knowing How and Knowing That, What. In Oscar P. Wood & George Pitcher (eds.), Ryle. Doubleday Anchor.
David Carr (1981). Knowledge in Practice. American Philosophical Quarterly 18 (1):53 - 61.
David Carr (1981). On Mastering a Skill. Journal of Philosophy of Education 15 (1):87–96.
David Carr (1979). The Logic of Knowing How and Ability. Mind 88 (351):394-409.
Citations of this work BETA
Cheng-Hung Tsai (2011). The Metaepistemology of Knowing-How. Phenomenology and the Cognitive Sciences 10 (4):541-556.
Jason Stanley (2011). Knowing (How). Noûs 45 (2):207 - 238.
Ephraim Glick (2011). Two Methodologies for Evaluating Intellectualism. Philosophy and Phenomenological Research 83 (2):398-434.
Ellen Fridland (2012). Knowing‐How: Problems and Considerations. European Journal of Philosophy 22 (3):n/a-n/a.
Garry Young (2009). Case Study Evidence for an Irreducible Form of Knowing How To: An Argument Against a Reductive Epistemology. Philosophia 37 (2):341-360.
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