Knowledge-how, Linguistic Intellectualism, and Ryle's Return

How should we understand knowledge-how – knowledge how to do something? And how is it related to knowledge-that – knowledge that something is the case? In this paper, I will discuss a very important and influential aspect of this question, namely the claim – dubbed ‘Intellectualism’ by Gilbert Ryle – that knowledge-how can be reduced to knowledge-that. Recently, Jason Stanley and Timothy Williamson have tried to establish Intellectualism with the aid of linguistic considerations. This project – Linguistic Intellectualism – will be criticized on three levels. First, I will reconstruct and object to Stanley and Williamson’s positive argument in favour of Intellectualism. Second, I will assess their view of the relationship between knowledge-how and practical ability and argue that their stance is not well-motivated. Third, I will discuss their criticism of Ryle’s objection against Intellectualism. After distinguishing between different versions of Ryle’s argument, I will show that its strongest version is both immune to the objection by Stanley and Williamson and a decisive argument against their own theory. Given that Intellectualism fails for these three reasons, I finally draw on a broader reading of Ryle in order to develop the beginnings of a positive account of knowledge-how and its relationship to knowledge-that

Concepts and Action. Know-how and Beyond

Which role do concepts play in a person's actions? Do concepts underwrite the very idea of agency in somebody's acting? Or is the appeal to concepts in action a problematic form of over-intellectualization which obstructs a proper picture of genuine agency? Within the large and complicated terrain of these questions, the debate about know-how has been of special interest in recent years. In this paper, I shall try to spell out what know-how can tell us about the role of concepts in action. I will argue that the fact that people possess and exercise know-how is indeed suited to deliver a number of important insights as to where and how concepts play a role in action. But I shall argue that these insights are limited in that they fail to cover the whole realm of relevant phenomena

Regresse und Routinen. Repliken auf Brandt und Jung

This paper responds to comments and criticisms by Stefan Brandt and Eva-Maria Jung, directed at the book "Know-how as Competence. A Rylean Responsibilist Account"

›Wissen, dass‹ und ›Wissen, wie‹

This is an introduction to the debate about Know-how

Gesetze des Denkens? Von Husserls und Freges Psychologismus-Kritik zu einem transzendentalen Kern der Logik

Husserl and Frege reject logical psychologism, the view that logical laws are psychological 'laws of thought'. This paper offers an account of these famous objections and argues that their crucial premise, the necessity of logical laws, is justified with reference to a problematic metaphysics. However, this premise can be established in a more plausible way, namely via a transcendental argument which starts from the practice of rational criticism. This argument is developed through a discussion of Quine's holism, which at first appears to make the idea of the necessity of logical laws even less plausible, but eventually turns out to speak in favor of this view

Agentive und andere Fähigkeiten: Bemerkungen zu Agents' Abilities von Romy Jaster

Agents' Abilities ist ein Geschenk von einem Buch, das man nicht genug loben kann. Und deswegen versuche ich es erst gar nicht. Stattdessen beschränke ich mich auf einige konstruktiv-kritische Bemerkungen, die in zwei miteinander verbundenen Bereichen Perspektiven der Weiterentwicklung und Verfeinerung aufzeigen sollen

Anaphoric Deflationism and Theories of Meaning

It is widely held that truth and reference play an indispensable explanatory role in theories of meaning. By contrast, so-called deflationists argue that the functions of these concepts are merely expressive and never explanatory. Robert Brandom has proposed both a variety of deflationism — the anaphoric theory —, and a theory of meaning — inferentialism — which doesn’t rely on truth or reference. He argues that the anaphoric theory counts against his (chiefly referentialist) rivals in the debate on meaning and thereby paves the way for inferentialism. In this paper, I give a friendly reconstruction of anaphoric deflationism (section II) and point to a distinguishing feature of the theory with respect to other deflationist proposals. While Brandom simply assumes, but doesn’t earn this feature, I propose a natural argument to justify it (section III). Then, however, I point out a subtle but clear sense in which truth and reference can play a role in explaining meaning, even if the anaphoric theory holds. Thus, anaphoric deflationism will turn out to be neutral in the debate on meaning (section IV)

Why Know-how and Propositional Knowledge Are Mutually Irreducible

The distinction between knowing how to do something and knowing that something is the case is a piece of common sense. Still, it has been suggested that one of these concepts can be reduced to the other one. Intellectualists like Jason Stanley (2011) try to reduce know-how to propositional knowledge, while practicalists like Stephen Hetherington (2011) try to reduce propositional knowledge to know-how. I argue that both reductionist programs fail because they make the manifestations of the knowledge to be reduced unintelligible. Contrary to both, I suggest that know-how and propositional knowledge are distinct, but conceptually interdependent