David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Philosophy of Education 44 (4):551-567 (2010)
Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a central feature of Ryle's account of knowing how and that account cannot be adequately understood without an appreciation of their importance. The paper will offer a qualified defence of anti-intellectualism about practical knowledge, paying particular attention to the importance of intelligence epithets and, second, argue that anti-intellectualism offers the best opportunity for constructing a rationale for vocational and professional education that gives broad forms of agency, autonomous action and the pursuit of excellence their due place in such programmes
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References found in this work BETA
Robert Brandom (2000). Articulating Reasons: An Introduction to Inferentialism. Harvard University Press.
Gilbert Ryle (1949/2002). The Concept of Mind. Hutchinson and Co.
Jason Stanley & Timothy Williamson (2001). Knowing How. Journal of Philosophy 98 (8):411-444.
Tobias Rosefeldt (2004). Is Knowing-How Simply a Case of Knowing-That? Philosophical Investigations 27 (4):370–379.
Citations of this work BETA
Christopher Winch (2015). Assessing Professional Know‐How. Journal of Philosophy of Education 50 (1):n/a-n/a.
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