Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722985
Title: Knowledge-how : linguistic and philosophical considerations
Author: Habgood-Coote, Joshua
Awarding Body: University of St Andrews
Current Institution: University of St Andrews
Date of Award: 2017
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Abstract:
This thesis concerns the nature of knowledge-how, in particular the question of how we ought to combine philosophical and linguistic considerations to understand what it is to know how to do something. Part 1 concerns the significance of linguistic evidence. In chapter 1, I consider the range of linguistic arguments that have been used in favour of the Intellectualist claim that knowledge-how is a species of propositional knowledge. Chapter 2 considers the idea that sentences of the form ‘S knows how to V' involve a free relative complement, and the relation between this claim and the Objectualist claim that knowledge-how is a kind of objectual knowledge. Chapter 3 argues that Intellectualism about knowledge-how faces a problem of generality in accounting for the kinds of propositions that are known in knowledge-how, which is analogous to the generality problem for Reliabilism. Part 2 turns to philosophical considerations, offering an extended inquiry into the point of thinking and talking about knowledge-how. Chapter 4 considers why we should want to work with a concept of knowledge, isolating two hypotheses: i) that thinking and talking about knowledge-how helps us to pool skills, and ii) that thinking and talking about knowledge-how helps us to engage in responsible practices of co-operation. Chapter 5 criticises the former hypothesis by arguing against the suggestion that there is a knowledge-how norm on teaching. Chapter 6 offers an indirect argument for the latter hypothesis, arguing for a knowledge-how norm on intending. Part 3, which consists of chapter 7, offers a positive account of knowledge-how which takes into account both philosophical and linguistic considerations. According to what I will call the Interrogative Capacity view, knowing how to do something consists in a certain kind of ability to answer the question of how to do it.
Supervisor: Hawley, Katherine Jane Sponsor: Arts and Humanities Research Council (AHRC)
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.722985  DOI: Not available
Keywords: Epistemology ; Philosophy of language ; Philosophical methodology ; Philosophy of linguistics ; Knowledge, Theory of ; Language and languages--Philosophy ; Linguistics--Philosophy ; Methodology
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