Most epistemologists hold that knowledge entails belief. However, proponents of this claim rarely offer a positive argument in support of it. Rather, they tend to treat the view as obvious and assert that there are no convincing counterexamples. We find this strategy to be problematic. We do not find the standard view obvious, and moreover, we think there are cases in which it is intuitively plausible that a subject knows some proposition P without—or at least without determinately—believing (...) that P. Accordingly, we present five plausible examples of knowledge without (determinate) belief, and we present empirical evidence suggesting that our intuitions about these scenarios are not atypical. (shrink)

How do I know that I am in pain? Pain is the philosopher’s favourite example of a sensation, so it is surprising that this question hasn’t received much attention. This paper proposes an answer, after a lengthy detour through the metaphysics of pain,.

The consensus is that a normal person, regarding a normal fair lottery, under ordinary, realistic conditions, can’t know ahead of time that a given ticket is a loser. I disagree, sort of. Suppose you learn that a lottery involves extreme probabilities. You also hear, perhaps via the lottery’s website, that someone who bought just one ticket got the winning number. In response to the acquisition of those two pieces of knowledge, you come to think that (...) either the announcement is false (no one who bought a single ticket won), or it's true but either something superhuman was going on or the lottery was fixed. I say: if your belief is true, then it amounts to knowledge. That is, you can know that the lottery’s outcome won’t be an ordinary case of someone with one ticket winning a fair lottery, with no superhuman assistance. -/- . (shrink)

In recent epistemology, introspection principles are commonly rejected. One of the central reasons for this is the adoption of Williamson’s anti-luminosity arguments (1996, 2000) and the popularity of the associated epistemic externalist position. This rejection, however, comes with theoretical costs concerning the applications of introspection principles in epistemic and doxastic logic and modeling cooperative behavior. In this paper, I provide a way to solve this dilemma by arguing that the principle KB – expressing one’s privileged knowledge of their beliefs (...) – remains unscathed by Williamson’s argument while saving the important theoretical applications introspective principles are used for. I propose a way of justifying KB and rejecting KK on principled grounds using Byrne’s (Byrne, A. (2005). ‘Introspection.’ Philosophical Topics 33(1), 79–104., Byrne, A. (2018). Transparency and Self-Knowledge. Oxford: Oxford University Press.) transparency account of introspection, improving upon a previous attempt by Das and Salow (Das, N. and Salow, B. (2018). ‘Transparency and the KK Principle.’ Noûs 52(1), 3–23.). This defense of KB, unlike many in the literature, is consistent with epistemic externalism and allows one to reject the problematic KK principle and maintain that non-introspective knowledge is guided by Williamson’s margin-for-error principle. (shrink)

I am aware of the tree and its leaves, but am I aware of my awareness of these things? When I try to introspect my awareness, I just find myself attending to objects and their properties. This observation is known as the ‘transparency of experience’. On the other hand, I seem to directly know that I am aware. Given the first observation, it is not clear how I know that I am aware. Fred Dretske thought that the (...) problem was so acute that he issued the challenge of answering ‘How do you know that you are not a zombie?’ I propose that a view found in the Advaita Vedanta, that awareness is self-luminous, reconciles these two observations. I understand self-luminosity as the thesis that: (1) I am implicitly aware of my awareness and (2) I am phenomenally aware of a distinct phenomenal character of my awareness. In support of the first claim, that I apparently only attend to objects in the world when introspecting perceptual experience, suggests that I do not know my awareness explicitly, but rather that I must know it implicitly. In support of the second claim, I argue that the mere fact that I am perceptually conscious is not sufficient to allow me to know that I am perceptually conscious. In particular, the qualities I am perceptually aware of do not tell me that I aware of them, rather they just seem to be properties of objects. I also assess whether strategies for responding to Cartesian sceptical scenarios can be employed against Dretske’s consciousness scepticism. I argue that these strategies either fail to distinguish me from a zombie or they do not adequately describe my epistemic situation. By contrast to other accounts, if awareness has its own distinct phenomenal character, then it cannot be considered to be a prima facie property of the world, hence the self-luminosity of awareness provides a plausible account of how I know that I’m not a zombie. (shrink)

Twin-earth thought experiments, standardly construed, support the externalist doctrine that the content of propositional attitudes involving natural-kind terms supervenes upon properties external to those who entertain them. But this doctrine in conjunction with a common view of self-knowledge might have the intolerable consequence that substantial propositions concerning the environment could be knowable a priori. Since both doctrines, externalism and privileged self-knowledge, appear independently plausible, there is then a paradox facing the attempt to hold them concurrently. I shall argue, (...) however, that externalist claims about the dependence of content on environmental factors presuppose certain theses about the semantics of natural-kind terms that, if sound, would make those claims eligible for empirical justification instead. In fact, that is the only interpretation of their epistemic status that could square with the standard conclusion from twin-earth cases. Furthermore, it can be shown to solve the paradox of externalism and self-knowledge in a more doxastically conservative way--accommodating precisely each of the well-accepted intuitions about knowledge, closure and the individuation of content given up by available competitors. (shrink)

Most agree that believing a proposition normally or ideally results in believing that one believes it, at least if one considers the question of whether one believes it. I defend a much stronger thesis. It is impossible to believe without knowledge of one's belief. I argue, roughly, as follows. Believing that p entails that one is able to honestly assert that p. But anyone who is able to honestly assert that p is also able (...) to just say – i.e., authoritatively, yet not on the basis of evidence – that she believes that p. And anyone who is able to just say that she believes that p is able to act in light of the fact that she holds that belief. This ability to act, in turn, constitutes knowledge of the psychological fact. However, without a broader theory of belief to help us make sense of this result, this conclusion will be hard to accept. Why should being in a particular mental state by itself necessitate an awareness of being in that state? I sketch a theory that helps to answer this question: believing is a matter of viewing a proposition as what one ought to believe. I show how this theory explains the thesis that to believe is to know that you believe. (shrink)

In this paper I develop three different arguments against the thesis that knowledge-how is a kind of knowledge-that. Knowledge-that is widely thought to be subject to an anti-luck condition, a justified or warranted belief condition, and a belief condition, respectively. The arguments I give suggest that if either of these standard assumptions is correct then knowledge-how is not a kind of knowledge-that. In closing I identify a possible alternative to the standard Rylean and intellectualist accounts (...) of knowledge-how. This alternative view illustrates that even if the arguments given here succeed it might still be reasonable to hold that knowing how to do something is a matter of standing in an intentional relation to a proposition other than the knowledge-that relation. (shrink)

I wonder whether the idea of knowing how as kind of knowing that with a peculiar mode of presentation really helps in the debate between philosophers and scientists.

Mainstream philosophy has seen a recent flowering in discussions of intellectualism which revisits Gilbert Ryle’s famous distinction between ‘knowing how’ and ‘knowing that’, and challenges his argument that the former cannot be reduced to the latter. These debates so far appear not to have engaged with pragmatist philosophy in any substantial way, which is curious as the relation between theory and practice is one of pragmatism’s main themes. Accordingly, this paper examines the contemporary debate in the (...) light of Charles Peirce’s habit-based epistemology. We argue both that knowing-that can be understood as a particularly sophisticated form of knowing-how, and that all bodily competencies—if sufficiently deliberately developed—can be analysed as instantiating propositional structure broadly conceived. In this way, intellectualism and anti-intellectualism are seen to be not opposed, and both true, although Peirce’s original naturalistic account of propositional structure does lead him to reject what we shall call ‘linguistic intellectualism’. (shrink)

Before the semester begins, a teacher tells his students: “There will be exactly one exam this semester. It will not take place on a day that is an immediate-successor of a day that you are currently in a position to know is not the exam-day”. Both the students and the teacher know – it is common knowledge – that no exam can be given on the first day of the semester. Since the teacher is truthful and reliable, (...) it seems that the students can know that what he says is true. However, in that case, assuming the students can know that they know whatever it is they know (KK) and assuming their knowledge is closed under entailment (closure), the students can reason from what they know to the conclusion that no exam will take place during the semester. This conclusion contradicts what they supposedly know: that there will be an exam. This puzzle, we argue, gives rise to a new consideration for the rejection of KK. We discuss unique features of the argument, especially in comparison to Timothy Williamson's rejection of KK in light of other versions of the surprise exam paradox. (shrink)

Know -wh ascriptions are ubiquitous in many languages. One standard analysis of know -wh is this: someone knows-wh just in case she knows that p, where p is an answer to the question included in the wh-clause. Additional conditions have also been proposed, but virtually all analyses assume that propositional knowledge of an answer is at least a necessary condition for knowledge-wh. This paper challenges this assumption, by arguing that there are cases where we have knowledge-wh without (...) knowledge- that of an answer, for example in the cases familiar from arguments for the Extended Mind hypothesis. (shrink)

Descartes’s meditator thinks that if she does not know the existence of God, she cannot be fully certain of anything. This statement seems to contradict the cogito, according to which the existence of I is indubitable and therefore certain. Cannot an atheist be certain that he exists? Atheistic knowledge has been discussed almost exclusively in relation to mathematics, and the more interesting question of the atheist’s certainty of his existence has not received the attention it deserves. By examining (...) the question of atheistic knowledge in relation to the cogito, I articulate the advantage Descartes sees in having knowledge of God. I challenge a long-held reading of the cogito where “I exist” is the first full certainty and argue that while atheistic cogito is more certain than atheistic knowledge in mathematics, it cannot be a starting point for lasting and stable science, because science requires knowing the existence of the non-deceiving God. (shrink)

How can we know that an action is based on a bias? For example, how can we know that an action is based on a bias towards a group of people? For example, if Asian American students got more attention from the teachers (Lee et al., 2015), how can we know that the teachers gave more attention to these students because of their race? Before a teacher first meets an Asian American student in person, the teacher might (...) have a bias based on the student’s Asian name. But after the teacher meets the student in person, if the teacher gives this student more attention, how can we know that this teacher’s bias is based on the student’s race? In theory, it’s possible that this teacher gives this student more attention, only because this teacher thinks this student to be smart. How can we exclude this possibility? There is no way to exclude this possibility. (shrink)

We show that the statement "I only know that I know nothing," attributed to the Greek philosopher Socrates, contains, at its core, Zermelo's Axiom of Selection and the arithmetic of the infinite cardinal aleph-0.

Unlike first-person Moorean sentences, it’s not always awkward to assert, “p, but you don’t know that p.” This can seem puzzling: after all, one can never get one’s audience to know the asserted content by speaking thus. Nevertheless, such assertions can be conversationally useful, for instance, by helping speaker and addressee agree on where to disagree. I will argue that such assertions also make trouble for the growing family of views about the norm of assertion that what (...) licenses proper assertion is not the initiating epistemic position of the speaker but the resulting epistemic position of the audience. (shrink)

Sometimes theists wonder how God's beliefs track particular portions of reality, e.g. contingent states of affairs, or facts regarding future free actions. In this article I sketch a general model for how God's beliefs track reality. God's beliefs track reality in much the same way that propositions track reality, namely via grounding. Just as the truth values of true propositions are generally or always grounded in their truthmakers, so too God's true beliefs are grounded in the subject matters of (...) those beliefs (i.e. God believes that p in virtue of the fact that p). This is not idle speculation, since my proposal allows the theist to account for God's true beliefs regarding causally inert portions of reality. (shrink)

A sketch of the history of the opposition between propositional and practical knowledge is followed by a brief account of the relevant ideas of Merleau-Ponty, Polanyi, and H. and S. Dreyfus (on expertise and artificial intelligence). The paper concludes with a discussion of the work of Ryle on the notion of a ‘discipline’, drawing implications for a theory of traditions.

In July 2024, the Astronist Institution published a video on TikTok that, within a week, amassed thousands of views and, up to that point, was the single largest exposure to the public that Astronism received after being founded in 2013. Since being posted, the video has received over 77,000 views, over 1,150 likes, over 120 comments and 297 shares on the platform. The mixed response to the video among members of the public prompts the question: How have (...) people reacted to Astronism so far online? By scouring the internet for reactions to the story of how Astronism was founded and Astronist beliefs and practices, this article answers that question. In turn, it develops an ethnography of Astronists and non-Astronists about their initial response to content published by the Astronist Institution. The article begins by focusing on the “What is Astronism?” video posted on TikTok but broadens its scope to address reactions to Astronism appearing on other platforms. The aim is to analyse comments on the TikTok video and elsewhere to understand early forms of Astronist self-identification, lines of criticism against Astronist doctrine and the themes that people tend to raise whenever they discuss Astronism. (shrink)

I know that I could have been where you are right now and that you could have been where I am right now, but that neither of us could have been turnips or natural numbers. This knowledge of metaphysical modality stands in need of explanation. I will offer an account based on our knowledge of the natures, or essencess, of things. I will argue that essences need not be viewed as metaphysically bizarre entities; that we (...) can conceptualise and refer to essences; and that we can gain knowledge of them. We can know about which properties are, and which properties are not, essential to a given entity. This knowledge of essence offers a route to knowledge of the ways those entities must be or could be. (shrink)

Wang Yangming 王陽明 (1472 – 1529) is famously associated with the view that knowledge and action are unified (zhī xíng hé yī 知行合一). Call this the Unity Thesis. Given standard assumptions about what it means for a person to know, it may seem that the Unity Thesis is clearly false: I can know that p without currently acting in p-related ways, and I can know how to φ without currently φ-ing. My aims in this paper are, first, (...) to draw on recent work in epistemology to explain and defend the Unity Thesis and, second, to argue that it offers us an attractive conceptual alternative to a standard way of thinking about the nature of intentional action. The first step of my argument draws on the idea that what distinguishes intentional actions from bodily events is the presence of knowing-to – that is, an agent is φ-ing intentionally if and only if she is currently doing something because she knows to do it as a way for her to φ. Such a notion of knowing-to allows us to explain otherwise puzzling features of the Unity Thesis, including the claim that knowing and acting occur simultaneously. In the second step, I argue that the Unity Thesis can help us avoid various long-standing issues in the philosophy of action, including the problem of deviant (formal) causation. (shrink)

Orthodoxy has it that knowledge is absolute—that is, it cannot come in degrees. On the other hand, there seems to be strong evidence for the gradability of know-how. Ascriptions of know-how are gradable, as when we say that one knows in part how to do something, or that one knows how to do something better than somebody else. When coupled with absolutism, the gradability of ascriptions of know-how can be used to mount a powerful argument against (...) intellectualism about know-how—the view that know-how is a species of propositional knowledge. This essay defends intellectualism from the argument of gradability. It is argued that the gradability of ascriptions of know-how should be discounted as a rather superficial linguistic phenomenon, one that can be explained in a way compatible with the absoluteness of the state reported. (shrink)

A good surgeon knows how to perform a surgery; a good architect knows how to design a house. We value their know-how. We ordinarily look for it. What makes it so valuable? A natural response is that know-how is valuable because it explains success. A surgeon’s know-how explains their success at performing a surgery. And an architect’s know-how explains their success at designing houses that stand up. We value know-how because of its special explanatory link to success. But (...) in virtue of what is know-how explanatorily linked to success? This essay provides a novel argument for the thesis that know-how’s special link to success is to be explained at least in part in terms of its being, or involving, a doxastic attitude that is epistemically alike propositional knowledge. It is argued that the role played by know-how in explaining intentional success shows that the epistemic differences between know-how and knowledge, if any, are less than usually thought; and that "revisionary intellectualism", the view that know-how is true belief that might well fall short of knowledge, is not really a stable position. If its explanatory link to success is what makes know-how valuable, an upshot of my argument is that the value of know-how is due, to a considerable extent, to its being, or involving, a kind of propositional knowledge. (shrink)

How do I know that I see a cat? A curiously under-asked question. The paper tries to answer it.

In this paper I argue for the following six claims: 1) The problem is that some think metacognition and consciousness are dissociable. 2) The solution is not to revive associationist explanations; 3) …nor is the solution to identify metacognition with Carruthers’ gatekeeping mechanism. 4) The solution is to define conscious metacognition; 5) … devise an empirical test for it in humans; and 6) … apply it to animals.

In some recent work, John N.Williams defends a new objection to the defeasibility theory of knowledge. But the objection is of wider interest, since Williams also suggests that this style of objection may undermine other theories of knowledge. I distinguish two versions of Williams’ objection. I then show that the first version relies on false conceptual principles, and the second relies on a specific and dubious conception of the goal of the analysis of knowledge.

Know how and ability have a seemingly fraught relationship. I deepen the tension here, by arguing for two new pieces of data concerning know how and ability. First, know how ascriptions have two distinct readings that differ in their entailments to ability: one entails ability, the other does not. Second, in certain cases, know how claims rely on ability to have determinate truth-values at all: the indeterminacy of certain ability claims infects both readings of know how claims. No existing (...) accounts of the relationship between know how and ability captures both data points, I argue; but intellectualists about know how have special resources to account for them. Ascriptions of knowledge of infinitival questions give rise to a distinctive kind of context-sensitivity specific to infinitivals. I show how on an intellectualist view where, very roughly, knowing how to do something is knowing an answer to an infinitival question about your abilities, this context-sensitivity accounts for the relationship between know how and ability. (shrink)

The gradation of know-how is a prominent challenge to intellectualism. Know-how is prima facie gradable, whereas know-that is not, so the former is unlikely to be a species of the latter. Recently, Pavese refuted this challenge by explaining the gradation of know-how as concerning either the quantity or the quality of practical answers one knows to a question. Know-how per se remains absolute. This paper argues, however, that in addition to the quantity and quality of practical answers, know-how (...) also differs in how reliably the agent is supposed to fulfil the task given her default constitution. Intellectualism is still troubled by the gradability challenge. (shrink)

A longstanding tradition in philosophy distinguishes between knowthatand know-how. This traditional “anti-intellectualist” view is soentrenched in folk psychology that it is often invoked in supportof an allegedly equivalent distinction between explicit and implicitmemory, derived from the so-called “standard model of memory.”In the last two decades, the received philosophical view has beenchallenged by an “intellectualist” view of know-how. Surprisingly, defenders of the anti-intellectualist view have turned to the cognitivescience of memory, and to the standard model in particular, todefend their view. (...) Here, I argue that this strategy is a mistake. As it turns out, upon closer scrutiny, the evidence from cognitivepsychology and neuroscience of memory does not support theanti-intellectualist approach, mainly because the standard modelof memory is likely wrong. However, this need not be interpretedas good news for the intellectualist, for it is not clear that theempirical evidence necessarily supp... (shrink)

It is often said that ‘what it is like’-knowledge cannot be acquired by consulting testimony or reading books [Lewis 1998; Paul 2014; 2015a]. However, people also routinely consult books like What It Is Like to Go to War [Marlantes 2014], and countless ‘what it is like’ articles and youtube videos, in the apparent hope of gaining knowledge about what it is like to have experiences they have not had themselves. This article examines this puzzle and tries to solve it (...) by appealing to recent work on knowing-wh ascriptions. In closing I indicate the wider significance of these ideas by showing how they can help us to evaluate prominent arguments by Paul [2014; 2015a] concerning transformative experiences. (shrink)

What does it mean to know how to do something? This book develops a comprehensive account of know-how, a crucial epistemic goal for all who care about getting things right, not only with respect to the facts, but also with respect to practice. It proposes a novel interpretation of the seminal work of Gilbert Ryle, according to which know-how is a competence, a complex ability to do well in an activity in virtue of guidance by an understanding of what it (...) takes to do so. This idea is developed into a full-fledged account, Rylean responsibilism, which understands know-how in terms of the normative guidance and responsible control of one's acts. Within the complex current debate about know-how, this view occupies a middle ground position between the intellectualist claim that know-how just is propositional or objectual knowledge and the anti-intellectualist claim that know-how just is ability. In genuine know-how, practical ability and guiding intellect are both necessary, but essentially intertwined. (shrink)

It is almost universally presumed that knowledge is factive: in order to know that p it must be the case that p is true. This idea is often justified by appealing to knowledge ascriptions and related linguistic phenomena; i.e., an utterance of the form ‘S knows that p, but not-p’ sounds contradictory. In a recent article, Allan Hazlett argues that our ordinary concept of knowledge is not factive. From this it seems to follow that (...) epistemologists cannot appeal to ordinary language to justify the truth condition of knowledge. More significantly, Hazlett claims that epistemologists theorizing about knowledge should not concern themselves with the ordinary concept of knowledge as revealed by knowledge ascriptions and related linguistic phenomena. My paper has two goals: first, to defend the orthodox view that the ordinary concept of knowledge is factive; second, to undermine Hazlett’s claim that epistemologists should not theorize about knowledge on the basis of how ‘knows’ is used in everyday speech. (shrink)

This paper argues that knowledge of what it’s like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it’s like to undergo their target experiences. This degreed picture contrasts with the standard all-or-nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, (...) and (2) the semantics of ‘knows what it’s like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts. (shrink)

How do we know that what has happened to us is a microaggression? I claim in this chapter that our understanding about how we perceive microaggression is grounded in the cultivation and critical reflection about experiences of people who occupy marginalized social locations. My aim is to explore the nature of epistemic harms of microaggression in order to highlight how they diminish the microaggressed’s ability to generate and participate in making knowledge claims. I differentiate between the primary (direct) (...) harm of microaggressive acts, and the secondary epistemic harms that occur in the aftermath of the microaggression, particularly when the microaggressed attempts to convey their experience to others. I conclude with an analysis of the two secondary harms in hopes that it helps us explore a possible avenue of resistance to the epistemic harms of microaggression. (shrink)

This book is primarily about checking and only derivatively about knowing. Checking is a very common concept for describing a subject’s epistemic goals and actions. Surprisingly, there has been no philosophical attention paid to the notion of checking. In Part I, I develop a sensitivity account of checking. To be more explicit, I analyze the internalist and externalist components of the epistemic action of checking which include the intentions of the checking subject and the necessary externalist features of the (...) method used. Crucially, successfully checking whether p is true requires using a method that is sensitive with respect to p, i.e. a method that would not indicate that p, if p were false. In Part II, I use the distinction between knowing and checking to explain central puzzles about knowledge, particularly puzzles centering on knowledge closure, puzzles concerning bootstrapping and the skeptical puzzle. Moreover, the book clarifies a dispute about modal epistemology, concerning the application of the sensitivity principle. By arguing that sensitivity is necessary for checking but not knowing, I explain where our persisting intuitions about sensitivity have their place in epistemology. (shrink)

We present and discuss a counterexample to the following plausible principle: if you know that a coin is fair, and for all you know it is going to be flipped, then for all you know it will land tails.

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. (shrink)

According to Dreyfusian anti-intellectualism, know-how or expertise cannot be explained in terms of know-that and its cognates but only in terms of intuition. Hubert Dreyfus and Stuart Dreyfus do not exclude know-that and its cognates in explaining skilled action. However, they think that know-that and its cognates (such as calculative deliberation and perspectival deliberation) only operate either below or above the level of expertise. In agreement with some critics of Dreyfus and Dreyfus, in this paper, I (...) argue that know-that and its cognates are constitutive of rather than external to know-how and expertise. However, unlike those critics, who argue for this point only from a phenomenological point of view, my argument adopts a (telic) normative point of view. (shrink)

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. (shrink)

In certain cases, people judge that agents bring about ends intentionally but also that they do not bring about the means that brought about those ends intentionally—even though bringing about the ends and means is just as likely. We call this difference in judgments the Kraemer effect. We offer a novel explanation for this effect: a perceived difference in the extent to which agents know how to bring about the means and the ends explains the Kraemer effect. (...) In several experiments, we replicate the Kraemer effect in a variety of non-moral and moral scenarios, and we find support for our new account. This work accords with a burgeoning area of action theory that identifies an important connection between know-how and intentionality. (shrink)

In this paper, I present counterexamples to the evidence thesis, the thesis that S knows that p at t only if S believes that p on the basis of evidence at t. The outline of my paper is as follows. In section 1, I explain the evidence thesis and make clear what a successful counterexample to the evidence thesis will look like. In section 2, I show that instances of non-occurrent knowledge are counterexamples to the evidence (...) thesis. At the end of section 2, I consider the primary thesis of my paper — that the evidence thesis is false — to be successfully defended. In section 3, I consider three variations of the evidence thesis. The first variation restricts the evidence thesis to occurrent knowledge; the second requires for knowledge that one’s belief could be based on evidence; and the third requires for knowledge that the belief was based on evidence at a suitable prior time. The secondary thesis of this paper is that these variations are also subject to serious objections. (shrink)

Our view is that the folk concept of knowing how is more complicated than many epistemologists assume. We present four studies that go some way towards supporting our view—that the folk concept of knowledge-how is a philosophical hybrid, comprising both intellectualist and anti-intellectualist features. One upshot is, if we are going to award a presumptive status to philosophical theories of know-how that best accord with the folk concept, it ought to go to those that (...) combine intellectualist and anti-intellectualist elements. (shrink)

Let's say that I fully know that if I know that, I know that I know that, I know that I know that I know that, and so on. Let's say that I partially know that if I know that but I don't fully know that. What, if anything, do I fully know? What, if anything, do I partially know? One response in the literature is that I (...) fully know everything that I know; partial knowledge is impossible. This response is in tension with a plausible margin‐for‐error principle on knowledge. A different response in the literature is that I don't fully know anything; everything that I know, I partially know. Recently, Goldstein (forthcoming, 2024) defended a third view, according to which I fully know some things and I partially know other things. While this seems plausible, Goldstein's account is based on denying the margin‐for‐error principle. In this paper, I show that the possibility of both full knowledge and partial knowledge is consistent with the margin‐for‐error principle. I also argue that the resulting picture of knowledge is well‐motivated. (shrink)

Many philosophers think propositional attitudes like beliefs, desires, and states of knowledge that can only be properly attributed to language-using crea- tures and that explaining behaviour in terms of them is answerable to rational norms that have no echo in nature. Many philosophers also think this view is consistent with thinking that what Ryle called knowing how can be attributed to animals and hence is a natural psychological kind. This chapter argues this combination of views (...) is less easy to sustain than is commonly thought. (shrink)

Walking through the supermarket, I see the avocados. I know they are avocados. Similarly, if you see a pumpkin on my office desk, you can know it’s a pumpkin from its looks. The phenomenology in such cases is that of “just seeing” that such and such. This phenomenology might suggest that the knowledge gained is immediate. This paper argues, to the contrary, that in these target cases, the knowledge is mediate, depending as it does on one’s (...) knowledge of what the relevant kind of thing looks like. To make the case requires examining the nature of knowing what Fs look like. Is such knowledge to be understood as knowledge of a fact, or rather as a kind of ability? From the conclusion that the knowledge in the target cases is not immediate, the paper concludes that perception does not afford us immediate knowledge concerning objects’ kinds. (shrink)

Most contemporary action theorists accept – or at least find plausible – a belief condition on intention and a knowledge condition on intentional action. The belief condition says that I can only intend to ɸ if I believe that I will ɸ or am ɸ-ing, and the knowledge condition says that I am only intentionally ɸ-ing if I know that I am ɸ-ing. The belief condition in intention and the knowledge condition in action go hand in (...) hand. After all, if intending implies belief, and if ɸ-ing intentionally implies intending to ɸ, then in ɸ-ing, I intend to be ɸ-ing, and, by the belief condition, I believe that I am ɸ-ing, and if this belief is justified, and we are not in a Gettier situation, etc., then, I will also satisfy the knowledge condition. Moreover, the claim that when intentions properly result in action, the corresponding belief constitutes knowledge is a relatively safe assumption, at least as an assumption about what it is generally the case. (shrink)

We investigate claims about the frequency of "know" made by philosophers. Our investigation has several overlapping aims. First, we aim to show what is required to confirm or disconfirm philosophers’ claims about the comparative frequency of different uses of philosophically interesting expressions. Second, we aim to show how using linguistic corpora as tools for investigating meaning is a productive methodology, in the sense that it yields discoveries about the use of language that philosophers would have overlooked if they (...) remained in their "armchairs of an afternoon", to use J.L. Austin’s phrase. Third, we discuss facts about the meaning of "know" that so far have been ignored in philosophy, with the aim of reorienting discussions of the relevance of ordinary language for philosophical theorizing. (shrink)