Results for 'Knowledge That'

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  1.  29
    Technological Knowledge-That As Knowledge-How: A Comment.Stephen Hetherington - 2015 - Philosophy and Technology 28 (4):567-572.
    Norström has argued that contemporary epistemological debates about the conceptual relations between knowledge-that and knowledge-how need to be supplemented by a concept of technological knowledge—with this being a further kind of knowledge. But this paper argues that Norström has not shown why technological knowledge-that is so distinctive because Norström has not shown that such knowledge cannot be reduced conceptually to a form of knowledge-how. The paper thus applies practicalism (...)
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  2.  87
    The Knowledge That a Man has of His Intentional Actions.Adrian Haddock - 2011 - In Anton Ford, Jennifer Hornsby & Frederick Stoutland (eds.), Essays on Anscombe's Intention. Harvard University Press.
  3. Empirical Evidence and the Knowledge-That/Knowledge-How Distinction.Marcus P. Adams - 2009 - Synthese 170 (1):97-114.
    In this article I have two primary goals. First, I present two recent views on the distinction between knowledge-that and knowledge-how (Stanley and Williamson, The Journal of Philosophy 98(8):411–444, 2001; Hetherington, Epistemology futures, 2006). I contend that neither of these provides conclusive arguments against the distinction. Second, I discuss studies from neuroscience and experimental psychology that relate to this distinction. Having examined these studies, I then defend a third view that explains certain relevant data (...)
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  4.  19
    Causal Knowledge: That Great Guide of Human Life.Chirstopher Read Hitchcock - forthcoming - Communication and Cognition: An Interdisciplinary Quarterly Journal.
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  5. How to Know (That Knowledge-That is Knowledge-How).Stephen Hetherington (ed.) - 2006 - Oxford University Press.
     
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  6.  9
    Knowledge That Works: A Tale of Two Conceptual Models.Stephen Hetherington - 2006 - In Aspects of Knowing. Elsevier Science. pp. 219--240.
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  7. A Priori Knowledge That I Exist.Nick Zangwill - 2013 - Analytic Philosophy 54 (2):189-208.
    I exist. That is something I know. Most philosophers think that Descartes was right that each of us knows that we exist. Furthermore most philosophers agree with Descartes that there is something special about how we know it. Agreement ends there. There is little agreement about exactly what is special about this knowledge. I shall present an account that is in some respects Cartesian in spirit, although I shall not pursue interpretive questions very (...)
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  8. The Distinction Between Knowledge-That and Knowledge-How.Huiming Ren - 2012 - Philosophia 40 (4):857-875.
    I first argue why Stanley and Williamson fail to eliminate the distinction between knowledge-that and knowledge-how. Then I argue that knowledge-how consists in a special kind of ways of thinking of ways of engaging in actions. So the distinction between knowledge-that and knowledge-how is twofold: the objects of knowledge-that and knowledge-how are different; the ways in which we entertain the object of knowledge are also distinct when we have (...)
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  9. Dispositional Knowledge-How Versus Propositional Knowledge-That.Gregor Damschen - 2009 - In Gregor Damschen, Robert Schnepf & Karsten Stueber (eds.), Debating Dispositions. Issues in Metaphysics, Epistemology and Philosophy of Mind. Berlin/New York: de Gruyter. pp. 278-295.
    The paper deals with the question of the structure of knowledge and the precise relationship between propositional "knowledge that" and dispositional "knowledge how." In the first part of my essay, I provide an analysis of the term 'knowing how' and argue that the usual alternatives in the recent epistemological debate – knowing how is either a form of propositional or dispositional knowledge – are misleading. In fact it depends on the semantic and pragmatic context (...)
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  10.  32
    Subjective Measures of Implicit Knowledge That Go Beyond Confidence: Reply to Overgaard Et Al.☆.Zoltán Dienes, Ryan B. Scott & Anil K. Seth - 2010 - Consciousness and Cognition 19 (2):685-686.
    Overgaard, Timmermans, Sandberg, and Cleeremans ask if the conscious experience of people in implicit learning experiments can be explored more fully than just confidence ratings allow. We show that confidence ratings play a vital role in such experiments, but are indeed incomplete in themselves: in addition, use of structural knowledge attributions and ratings of fringe feelings like familiarity are important in characterizing the phenomenology of the application of implicit knowledge.
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  11. The Analysis of 'Knowledge That P'.Ernest Sosa - 1964 - Analysis 25 (1):1 - 8.
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  12.  14
    Knowledge That the Mind Seeks: The Epistemic Impact of Plato's Form of Discourse.Christiane Schildknecht - 1996 - Philosophy and Rhetoric 29 (3):225 - 243.
  13. The Knowledge That Endures: Coleridge, German Philosophy, and the Logic of Romantic Thought.Gerald McNiece - 1992 - St. Martin's Press.
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  14.  30
    The Knowledge That is in Instinct.W. D. Lighthall - 1930 - Philosophical Review 39 (5):491-501.
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  15.  76
    Art: Knowledge-That and Knowing This.Louis Arnaud Reid - 1980 - British Journal of Aesthetics 20 (4):329-339.
  16. Having Know‐How: Intellect, Action, and Recent Work on Ryle's Distinction Between Knowledge‐How and KnowledgeThat.Greg Sax - 2010 - Pacific Philosophical Quarterly 91 (4):507-530.
    Stanley and Williamson reject Ryle's knowing‐how/knowing‐that distinction charging that it obstructs our understanding of human action. Incorrectly interpreting the distinction to imply that knowledge‐how is non‐propositional, they object that Ryle's argument for it is unsound and linguistic theory contradicts it. I show that they misconstrue the distinction and Ryle's argument. Consequently, their objections fail. On my reading, Ryle's distinction pertains to, not knowledge, but an explanatory gap between explicit and implicit content, and his (...)
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  17.  26
    On Our Alleged a Priori Knowledge That Water Exists.S. C. Goldberg - 2003 - Analysis 63 (1):38-41.
  18.  31
    Dispositional Knowledge-How Vs. Propositional Knowledge-That.Gregor Damschen - 2011 - Universitas Philosophica 28 (57):189-212.
    Is knowledge-how a hidden knowledge-that, and therefore also a relation between an epistemic subject and a proposition? What is the connection between knowledge-how and knowledge-that? I will deal with both questions in the course of my paper. In the first part, I argue that the term ‘knowledge-how’ is an ambiguous term in a semantic pragmatic sense, blending two distinct meanings: ‘knowledge-how’ in the sense of knowledge-that, and ‘knowledge-how’ in (...)
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  19. On Our Alleged A Priori Knowledge That Water Exists.Sanford C. Goldberg - 2003 - Analysis 63 (1):38-41.
  20. Knowledge How Vs. Knowledge That.John Bengson - 2013 - In B. Kaldis (ed.), Encyclopedia of Philosophy and the Social Sciences. Sage Publications.
    An overview of philosophical work on the distinction between knowledge how and knowledge that, focusing on what it means to say that they are 'distinct', and on what is at stake in the debate between intellectualists and anti-intellectualists about knowledge how.
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  21. Knowledge and Practical Interests.Jason Stanley - 2005 - Oxford University Press.
    Jason Stanley presents a startling and provocative claim about knowledge: that whether or not someone knows a proposition at a given time is in part determined by his or her practical interests, i.e. by how much is at stake for that person at that time. In defending this thesis, Stanley introduces readers to a number of strategies for resolving philosophical paradox, making the book essential not just for specialists in epistemology but for all philosophers interested in (...)
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  22. “It’s the Knowledge That Puts You in Control”: The Embodied Labor of Gynecological Educators.Kelly Underman - 2011 - Gender and Society 25 (4):431-450.
    Studies have recently begun to attend to the ways paid labor is embodied. However, the literature on embodied labor has not adequately addressed occupations for which the site of labor is the worker’s own body. One such occupation is that of gynecological educators—female-bodied instructors who teach breast and pelvic examinations to medical students using their own bodies as models. Drawing on interviews with current and former gynecological educators and professional directors, I ask how workers use their bodies to produce (...)
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  23. Practical Knowledge: Knowing How To and Knowing That.David Wiggins - 2012 - Mind 121 (481):97-130.
    Ryle’s account of practical knowing is much controverted. The paper seeks to place present disputations in a larger context and draw attention to the connection between Ryle’s preoccupations and Aristotle’s account of practical reason, practical intelligence, and the way in which human beings enter into the way of being and acting that Aristotle denominates ethos . Considering matters in this framework, the author finds inconclusive the arguments that Stanley and Williamson offer for seeing knowing how to as a (...)
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  24.  83
    Is Knowledge the Ability to Φ for the Reason That P?Nick Hughes - 2014 - Episteme 11 (4):457-462.
    Hyman (1999, 2006) argues that knowledge is best conceived as a kind of ability: S knows that p iff S can φ for the reason that p. Hyman motivates this thesis by appealing to Gettier cases. I argue that it is counterexampled by a certain kind of Gettier case where the fact that p is a cause of the subject’s belief that p. One can φ for the reason that p even if (...)
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  25.  31
    The Self-Knowledge That Externalists Leave Out.Lisa L. Hall - 1998 - Southwest Philosophy Review 14 (2):115-123.
  26. Paul and the Knowledge That Puffs Up.Bruce Benson - 2005 - Journal of Philosophy and Scripture 2 (2).
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  27.  10
    The Nature of the Knowledge That Conditions Goodness.Louis Arnaud Reid - 1923 - International Journal of Ethics 33 (2):158-168.
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  28.  12
    The Nature of the Knowledge That Conditions Goodness.Louis Arnaud Reid - 1922 - Ethics 33 (2):158.
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  29.  4
    The Nature of the Knowledge That Conditions Goodness.Louis Arnaud Reid - 1923 - International Journal of Ethics 33 (2):158-168.
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  30. Knowledge-Based Systems That Determine the Appropriate Students Major: In the Faculty of Engineering and Information Technology.Samy S. Abu Naser & Ihab S. Zaqout - 2016 - World Wide Journal of Multidisciplinary Research and Development 2 (10):26-34.
    In this paper a Knowledge-Based System (KBS) for determining the appropriate students major according to his/her preferences for sophomore student enrolled in the Faculty of Engineering and Information Technology in Al-Azhar University of Gaza was developed and tested. A set of predefined criterions that is taken into consideration before a sophomore student can select a major is outlined. Such criterion as high school score, score of subject such as Math I, Math II, Electrical Circuit I, and Electronics I (...)
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  31.  10
    Probabilistic Knowledge.Sarah Moss - 2018 - Oxford University Press.
    Traditional philosophical discussions of knowledge have focused on the epistemic status of full beliefs. In this book, Moss argues that in addition to full beliefs, credences can constitute knowledge. For instance, your .4 credence that it is raining outside can constitute knowledge, in just the same way that your full beliefs can. In addition, you can know that it might be raining, and that if it is raining then it is probably cloudy, (...)
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  32.  18
    Objective Knowledge: An Evolutionary Approach.Karl Raimund Popper - 1972 - Oxford, England: Oxford, Clarendon Press.
    The essays in this volume represent an approach to human knowledge that has had a profound influence on many recent thinkers. Popper breaks with a traditional commonsense theory of knowledge that can be traced back to Aristotle. A realist and fallibilist, he argues closely and in simple language that scientific knowledge, once stated in human language, is no longer part of ourselves but a separate entity that grows through critical selection.
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  33. Knowledge and Lotteries.John P. Hawthorn - 2003 - Oxford, England: Oxford University Press.
    Knowledge and Lotteries is organized around an epistemological puzzle: in many cases, we seem consistently inclined to deny that we know a certain class of propositions, while crediting ourselves with knowledge of propositions that imply them. In its starkest form, the puzzle is this: we do not think we know that a given lottery ticket will be a loser, yet we normally count ourselves as knowing all sorts of ordinary things that entail that (...)
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  34. How Do You Know That 'How Do You Know?' Challenges a Speaker's Knowledge?Rachel McKinnon - 2012 - Pacific Philosophical Quarterly 93 (1):65-83.
    It is often argued that the general propriety of challenging an assertion with ‘How do you know?’ counts as evidence for the Knowledge Norm of Assertion (KNA). Part of the argument is that this challenge seems to directly challenge whether a speaker knows what she asserts. In this article I argue for a re-interpretation of the data, the upshot of which is that we need not interpret ‘How do you know?’ as directly challenging a speaker's (...); instead, it's better understood as challenging a speaker's reasons. Consequently, I argue that reasons-based norms can equally well explain this data. (shrink)
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  35.  76
    Knowing That One Knows and the Classical Definition of Knowledge.Risto Hilpinen - 1970 - Synthese 21 (2):109 - 132.
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  36. Unsafe Knowledge.Juan Comesaña - 2005 - Synthese 146 (3):395-404.
    Ernest Sosa has argued that if someone knows that p, then his belief that p is “safe”. and Timothy Williamson has agreed. In this paper I argue that safety, as defined by Sosa, is not a necessary condition on knowledgethat we can have unsafe knowledge. I present Sosa’s definition of safety and a counterexample to it as a necessary condition on knowledge. I also argue that Sosa’s most recent refinements (...)
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  37. Objective Knowledge: An Evolutionary Approach.Karl Raimund Popper - 1972 - Oxford, England: Oxford University Press.
    The essays in this volume represent an approach to human knowledge that has had a profound influence on many recent thinkers. Popper breaks with a traditional commonsense theory of knowledge that can be traced back to Aristotle. A realist and fallibilist, he argues closely and in simple language that scientific knowledge, once stated in human language, is no longer part of ourselves but a separate entity that grows through critical selection.
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  38. Of Knowledge and Knowing That Someone is in Pain.P. M. S. Hacker - 2005 - In Alois Pichler & Simo Saatela (eds.), Wittgenstein: The Philosopher and His Works. The Wittgenstein Archives at the University of Bergen.
    1. First person authority: the received explanation Over a wide range of psychological attributes, a mature speaker seems to enjoy a defeasible form of authority on how things are with him. The received explanation of this is epistemic, and rests upon a cognitive assumption. The speaker’s word is a authoritative because when things are thus-and-so with him, then normally he knows that they are. This is held to be because the speaker has direct and privileged access to the contents (...)
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  39. What can we know about man? An analysis of the concept of knowledge that is of use to philosophical anthropology.Konrad Werner - 2006 - Diametros:83-110.
    In the article I consider whether philosophical anthropology offers knowledge about man. I begin with a definition of knowledge, then I present philosophical anthropology against the background of other kinds of anthropology. Having explained what is proper to it, I show that its goal cannot be the attainment of knowledge. Knowledge has requirements that an unreduced philosophical anthropology cannot fulfill; reduction deprives it of what is proper to it. However, the fact that it (...)
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  40. Achieving Knowledge: A Virtue-Theoretic Account of Epistemic Normativity.John Greco - 2010 - Cambridge University Press.
    When we affirm that someone knows something, we are making a value judgment of sorts - we are claiming that there is something superior about that person's opinion, or their evidence, or perhaps about them. A central task of the theory of knowledge is to investigate the sort of evaluation at issue. This is the first book to make 'epistemic normativity,' or the normative dimension of knowledge and knowledge ascriptions, its central focus. John Greco (...)
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  41. Knowledge‐How and Epistemic Luck.J. Adam Carter & Duncan Pritchard - 2015 - Noûs 49 (3):440-453.
    Reductive intellectualists hold that knowledge-how is a kind of knowledge-that. For this thesis to hold water, it is obviously important that knowledge-how and knowledge-that have the same epistemic properties. In particular, knowledge-how ought to be compatible with epistemic luck to the same extent as knowledge-that. It is argued, contra reductive intellectualism, that knowledge-how is compatible with a species of epistemic luck which is not compatible with knowledge- (...), and thus it is claimed that knowledge-how and knowledge-that come apart. (shrink)
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  42. Assertion, Knowledge, and Context.Keith DeRose - 2002 - Philosophical Review 111 (2):167-203.
    This paper uses the knowledge account of assertion (KAA) in defense of epistemological contextualism. Part 1 explores the main problem afflicting contextualism, what I call the "Generality Objection." Part 2 presents and defends both KAA and a powerful new positive argument that it provides for contextualism. Part 3 uses KAA to answer the Generality Objection, and also casts other shadows over the prospects for anti-contextualism.
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  43.  16
    How Are We to Think About the Knowledge That We Should Know?Raúl Fornet-Betancourt - 2013 - Budhi: A Journal of Ideas and Culture 17 (1):28-48.
  44.  3
    Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite?Junyi Chu, Pierina Cheung, Rose M. Schneider, Jessica Sullivan & David Barner - 2020 - Cognitive Science 44 (8).
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  45.  16
    Useful Knowledge, Social Agency, and Legitimation 'Useful'Knowledge in This Context Means Valid and Socially Legitimate, as Well as Being of More Immediate Practical Relevance and Use. It is Often Found That Expert.Alan Irwin & Brian Wynne - 1996 - In Alan Irwin & Brian Wynne (eds.), Misunderstanding Science?: The Public Reconstruction of Science and Technology. Cambridge University Press. pp. 213.
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  46. Properties of Generated Ballads-Evidence of Knowledge That Constrains Recall and Stabilizes Memory.Wt Wallace - 1987 - Bulletin of the Psychonomic Society 25 (5):355-355.
     
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  47.  10
    Amygdala Represents Diverse Forms of Intangible Knowledge, That Illuminate Social Processing and Major Clinical Disorders.C. S. E. Weston - 2018 - Frontiers in Human Neuroscience 12.
  48. Personal Knowledge.Michael Polanyi - 1958 - Chicago: University of Chicago Press.
    In this work the distinguished physical chemist and philosopher, Michael Polanyi, demonstrates that the scientist's personal participation in his knowledge, in ...
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  49. Knowledge and Cognitive Integration.Spyridon Orestis Palermos - 2014 - Synthese 191 (8):1931-1951.
    Cognitive integration is a defining yet overlooked feature of our intellect that may nevertheless have substantial effects on the process of knowledge-acquisition. To bring those effects to the fore, I explore the topic of cognitive integration both from the perspective of virtue reliabilism within externalist epistemology and the perspective of extended cognition within externalist philosophy of mind and cognitive science. On the basis of this interdisciplinary focus, I argue that cognitive integration can provide a minimalist yet adequate (...)
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  50.  98
    Knowledge and Presuppositions.Michael Blome-Tillmann - 2014 - Oxford University Press.
    Knowledge and Presuppositions develops a novel account of epistemic contextualism based on the idea that pragmatic presuppositions play a central role in the semantics of knowledge attributions. According to Blome-Tillmann, knowledge attributions are sensitive to what is pragmatically presupposed at the context of ascription. The resulting theory--Presuppositional Epistemic Contextualism (PEC)--is simple and straightforward, yet powerful enough to have far-reaching and important consequences for a variety of hotly debated issues in epistemology and philosophy of language. -/- In (...)
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