Reflective Equilibrium

This article examines the method of reflective equilibrium (RE) and its role in philosophical inquiry. It begins with an overview of RE before discussing some of the subtleties involved in its interpretation, including challenges to the standard assumption that RE is a form of coherentism. It then evaluates some of the main objections to RE, in particular, the criticism that this method generates unreasonable beliefs. It concludes by considering how RE relates to recent debates about the role of intuitions in philosophy

Intellectualism and Testimony

Knowledge-how often appears to be more difficult to transmit by testimony than knowledge-that and knowledge-wh. Some philosophers have argued that this difference provides us with an important objection to intellectualism—the view that knowledge-how is a species of knowledge-that. This article defends intellectualism against these testimony-based objections

A Practical Guide to Intellectualism

In this thesis I examine the view—known as intellectualism—that knowledge-how is a kind of knowledge-that, or propositional knowledge. I examine issues concerning both the status of this view of knowledge-how and the philosophical implications if it is true. The ability hypothesis is an important position in the philosophy of mind that appeals to Gilbert Ryle’s famous idea that there is a fundamental distinction between knowledge-how and knowledge-that. This position appears to be inconsistent with the truth of intellectualism. However, I demonstrate in this thesis that the ability hypothesis can be restated using the intellectualist view of knowledge-how. With regards to the status of intellectualism, I argue that the two main traditional arguments against intellectualism do not succeed. I also provide new and, I claim, successful arguments against intellectualism. These arguments point to a new view of knowledge-how that is distinct from both the standard intellectualist and Rylean views of knowledge-how

Know How and Skill: The Puzzles of Priority and Equivalence

This chapter explores the relationship between knowing-how and skill, as well other success-in-action notions like dispositions and abilities. I offer a new view of knowledge-how which combines elements of both intellectualism and Ryleanism. According to this view, knowing how to perform an action is both a kind of knowing-that (in accord with intellectualism) and a complex multi-track dispositional state (in accord with Ryle’s view of knowing-how). I argue that this new view—what I call practical attitude intellectualism—offers an attractive set of solutions to various puzzles concerning the connections between knowing-how and abilities and skills to perform intentional actions

Knowing How

An overview of the knowing-how debates over the last ten years

Seumas Miller on Knowing-How and Joint Abilities

A critical discussion of Seumas Miller's view on knowing-how and joint abilities

Social Epistemology and Knowing-How

This chapter examines some key developments in discussions of the social dimensions of knowing-how, focusing on work on the social function of the concept of knowing-how, testimony, demonstrating one's knowledge to other people, and epistemic injustice. I show how a conception of knowing-how as a form of 'downstream knowledge' can help to unify various phenomena discussed within this literature, and I also consider how these ideas might connect with issues concerning wisdom, moral knowledge, and moral testimony