Know How
Bibliographic Data
| ID | 23398996 |
|---|---|
| Authors | Jason Stanley (0009-0002-5425-4834, corresponding author) |
| Year | 2011 |
| Pages | 201 |
| Publication date | 2011-08-25 |
| Open Access | No |
| Type | BOOK |
| Venue | Know how (SOURCE_BOOK) |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/acprof:oso/9780199695362.001.0001 |
| OpenAlex | W4245266873 |
| Open Library | OL25103589M |
| ISBN | 9780199695362 |
| Language | EN |
| Citations received | 182 |
"The goal of inquiry is to acquire knowledge of truths about the world. In this book, Jason Stanley argues that knowing how to do something amounts to knowing a truth about the world. When you learned how to swim, what happened is that you learned some truths about swimming. Knowledge of these truths is what gave you knowledge of how to swim. Something similar occurred with every other activity that you now know how to do, such as riding a bicycle or cooking a meal. Of course, when you learned how to swim, you didn't learn just any truth about swimming. You learned a special kind of truth about swimming, one that answers the question, 'How could you swim?' Know How develops an account of the kinds of answers to questions, knowledge of which explains skilled action. Drawing on work in epistemology, philosophy of mind, ethics, action theory, philosophy of language, linguistic semantics, and cognitive neuroscience, Stanley presents a powerful case that it is our success as inquirers that explains our capacity for skilful engagement with the world."--Publisher's website.
Epistemology · Linguistics · Possession (linguistics) · Classical Philosophy and Thought · Epistemology, Ethics, and Metaphysics · Philosophy · Philosophy and Theoretical Science · Psychology · Theory of knowledge
Group Knowledge, Questions, and the Division of Epistemic Labour
Skills and savoir-faire
Wisdom, Action, and Knowledge
Expertise and the Space for Discretion
Varieties of Knowledge in Plato and Aristotle
Knowledge wh and False Beliefs
Discrimination in action
Knowing What To Do
Fake knowledge-How
From Sinks to Webs
Beyond Automaticity
Can we Agree About agree
Knowledge-How, Ability, and Linguistic Variance
Integration and Causality in Enactive Approaches to Psychiatry
A Solution to the General Epistemic Problem for Anti-Intellectualism
On the role of verbal semantics in question embedding
Habit
A Cognitive Perspective on Knowledge How
Knowledge, Practical Knowledge, and Intentional Action
Evidentialism and the Problem of Basic Competence
Self-ascription and primitiveness
The practical mode of presentation revisited
The enactive approach
Extending knowledge-how
How Did She Get So Good? On Virtue and Skill
Thinking the Right Way (at the Right Time) about Virtues and Skills
A (moderate) skill-based defense of the expertise defense
Rylean fictions for mental fictionalism
Epistemic Actions, Abilities and Knowing-How
A Bayesian interpretation of cross‐linguistic ambiguity tests
Fregeanism, sententialism, and scope
How Knowing-That and Knowing-How Interface in Action
Knowing How to Know That
Two or Three Strands To the Concept of Ignorance
What is Intelligence For? A Peircean Pragmatist Response to the Knowing-How, Knowing-That Debate
A Plea for Exemptions
Propositionalism and Questions that do not have Correct Answers
Is Skill a Kind of Disposition to Action-Guiding Knowledge
Knowing How and the Argument from Pervasive Inability
Knowing what you are doing
Intentional action and knowledge-centered theories of control
What we know when we act
Scaffolded practical knowledge
Practical knowledge without practical expertise
The epistemology of interpersonal relations
Narrative immersion as an attentional phenomenon
Gradable know-how
Inferential practical knowledge of meaning
Minimal intellectualism about know-how
De Se pluralism
Skills as Knowledge
Meno, Know-How
Habits of Mind
Knowledge as Potential for Action
The dangers of interpretation
The philosophy of memory technologies
Dreyfus and 3N minded skillful coping
On the Mutually Informing Relationship Between Practice and Theory in Evaluation
Culture, Cognition, and Internalization
Activity Concepts and Expertise
Practical Knowledge and Habits of Mind
Show and Tell
Three Different Conceptions of Know-How and their Relevance to Professional and Vocational Education
Learning How
Assessing Professional Know-How
Crenças “gettierizadas” e conhecimento procedimental
Relevance
On knowledge in action
Habit, sedimentation and institutions
Work's Role in Learning How
What Is Theoretical Knowledge
How I Learned to Stop Worrying and Love Probability 1
De Se Pragmatics
Linguistic Solutions to Philosophical Problems
De Se Preferences and Empathy for Future Selves1
Delimiting the Proper Scope of Epistemology
The Myth of the De Se
Technological Knowledge-That As Knowledge-How
Knowing How, Knowing That, Knowing Technology
Habit, sedimentation and economic institutions
The do‐able solution to the interface problem
Propositions are not Simple
Absolutely general knowledge
The unity of knowledge
Replies
The Defeasibility of Knowledge‐How
Practical Wisdom, Well‐Being, and Success
Replies to Dickie, Schroeder and Stalnaker
Showing How to Derive Knowing How
Skill Before Knowledge
Modal Virtue Epistemology
The puzzle of learning by doing and the gradability of knowledge‐how
Intellectualism and the Objects of Knowledge
Is Intuition Based On Understanding
Knowledge‐How and Cognitive Achievement
On The Intellectual Conditions for Responsibility
Frauds, Posers And Sheep
What Is Meta-Cognitive Skill? Kindling a Conversation Between Culadasa and Contemporary Philosophy of Psychology
Hyman, Ryle, and the Unity of Knowledge
Reassessing the argument–adjunct asymmetry in wh-in-situ islands in Mandarin
| Unique citing works | 182 |
|---|---|
| Citations per year | 13 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 180 |