Philosophical Topics 42 (1):85-111 (2014)

Authors
Will Small
University of Illinois, Chicago
Abstract
The ideas (i) that skill is a form of knowledge and (ii) that it can be taught are commonplace in both ancient philosophy and everyday life. I argue that contemporary epistemology lacks the resources to adequately accommodate them. Intellectualist and anti-intellectualist accounts of knowledge how struggle to represent the transmission of skill via teaching and learning (§II), in part because each adopts a fundamentally individualistic approach to the acquisition of skill that focuses on individual practice and experience; consequently, learning from an expert’s teaching is rendered at best peripheral (§III). An account of the transmission of skill that focuses on guided practice is shown to be immanent in an anti-individualist account of skill (§IV) that takes seriously the Aristotelian ideas that skills are rational capacities and second natures by developing the thought that doing, teaching, and practising are three moments of an a priori unity: the life-cycle of a skill (§V).
Keywords Analytic Philosophy  General Interest  Philosophy of Mind
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ISBN(s) 0276-2080
DOI 10.5840/philtopics20144215
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Know-How as Competence. A Rylean Responsibilist Account.David Lowenstein - 2017 - Frankfurt am Main: Vittorio Klostermann.
Know-How and Gradability.Carlotta Pavese - 2017 - Philosophical Review 126 (3):345-383.
I—Culture and Critique.Sally Haslanger - 2017 - Aristotelian Society Supplementary Volume 91 (1):149-173.
Self-Regulation and Knowledge How.Elzinga Benjamin - 2018 - Episteme 15 (1):119-140.
What's the Point of Knowing How?Joshua Habgood‐Coote - 2019 - European Journal of Philosophy 27 (3):693-708.

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