Though everyday life accords a great deal of significance to practical abilities—such as the ability to walk, to speak French, to play the piano—philosophers of action pay surprisingly little attention to them. By contrast, abilities are discussed in various other philosophical projects. From these discussions, a partial theory of abilities emerges. If the partial theory—which is at best adequate only to a few examples of practical abilities—were correct, then philosophers of action would be right to ignore (...) class='Hi'>practical abilities, because they could play no fundamental role in an account of human agency. For the idea that practical abilities *do* play a fundamental role in human agency to be worth considering, an alternative conception of them is needed. As a first step, I attempt some of the necessary ground-clearing work. (shrink)

This paper’s aim is to help winnow out some ideas about the role of formal logic in human doings at large. I start by discussing some metaphysical presuppositions of logical theory; specifically, I attempt to work towards a clearer understanding of the role of modalities, together with the notions of meaning and truth, in mainstream logical theory. I then appeal to a modal formal semantics (Brandom, 2007a) in order to outline the cognitive role of logical constants in general. From these (...) discussions I conclude that any view of formal logic, and its core concepts, which does not involve a grasp of what we do with them will be found to be distorted. (shrink)

Christopher Winch; Ability, Intelligence and Practical Education, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 35–45, https://doi.

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each (...) year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school. (shrink)

The aim of this paper is to provide a characterization of ability theories of practice and, in this process, to defend Pierre Bourdieu’s ability theory against Stephen Turner’s objections. In part I, I outline ability theorists’ conception of practices together with their objections to claims about rule following and rule explanations. In part II, I turn to the question of what ability theorists take to be the alternative to rule following and rule explanations. Ability theorists (...) have offered, and been ascribed, somewhat different answers to this question, just as their replies, or positive accounts, have been heavily criticized by Turner. Due to this state of the debate, I focus on the positive account advanced by a single—and highly famous—ability theorist of practice, Pierre Bourdieu. Moreover, I show that despite Turner’s claims to the contrary, his arguments do not refute Bourdieu’s positive account. (shrink)

The paper addresses the problem of pursuing ethical business practices purely under the aegis of ‘integrity’, as frequently used to characterise morally desirable traits. Drawing on the work of philosopher Thomas Kasulis, the paper pairs ‘integrity’ with ‘intimacy’ as a critical concept, placing greater attention upon relational properties, helping to understand ethics as existing between individuals, things and the environment. The argument is that by paying careful attention to spatial and temporal dynamics and proximities of exchange, businesses can better maintain (...) and extend practices of integrity. It reminds us that ethics are developmental ; that the cultivation of ethics provides greater depth and ownership and pertains to matters of the body and habits. The paper contributes a way of reading exchanges in the marketplace beyond prescriptive accounts of integrity. Through the lens of both integrity and intimacy, it identifies how we actually ‘live’ or practice greater responsiveness to exchanges. (shrink)

The philosophy of measurement has proven to be a fruitful area not only because of its autonomous interests, but also because of its contribution to classical reflections on the epistemology of science. Whether questioning, criticizing, or corroborating the epistemic theses in vogue, the area has actively contributed to strengthening a practical shift in the philosophy of science, which considers that understanding the nature of scientific knowledge requires systematic analyses—including philosophical questions—linked to its effective practices. In this text, I seek (...) to show one of the ways in which the current literature on the philosophy of measurement has fitted in with the debates on the value-laden nature and objectivity of science, in particular by exploring analyses of measurement and the methodologies of the social sciences. (shrink)

Claims about agents’ abilities—practical abilities—are common in theliterature on free will, moral responsibility, moral obligation, personalautonomy, weakness of will, and related topics. These claims typicallyignore differences among various kinds or levels of practical ability. Inthis article, using ‘A’ as an action variable, I distinguish among threekinds or levels: simple ability toA; ability toAintentionally; and a morereliable kind of ability toAassociated with promising toA. I believe thatattention to them will foster progress on the topics I (...) mentioned. Substan-tiating that belief—by making progress on these topics in light of suchattention—is a project for other occasions. My aim here is to lay a partialfoundation for that project. (shrink)

This study critically explores ability expectations in collaborative research with disability communities to highlight ethical consequences and outline an ableism-critical research practice. Ability expectations in research are shaped by an ableist academia that often excludes and/or objectifies marginalized communities most affected by the research in question. Collaborative research based on the understanding that research should be conducted with a community, in contrast, actively seeks social change. In disability research, collaborative approaches have their roots in the disability movement and, (...) while relatively established, also hold the risk of tokenism, reinforcing power asymmetries and oppression. Three qualitative collaborative research projects connected to the field of Disability Studies were conducted in an Austrian context. Each study had a specific focus (de-institutionalization, parenting and ableism) and respective methodology, including the mode and degree of collaboration with community-based research partners. Findings from the ethical reflection of ability expectations in the three research projects are presented clustered around the three following questions: (1) Who is able to make a meaningful contribution based on which resources? (2) Who is able to make decisions regarding research topic and process? (3) Who is able to determine social change and how? The ethical consequences of asking these questions for an ableism-critical research practice in collaborative research include modes of compensation that minimize the reproduction of epistemic dis/ability hierarchies, dis/ability sensitive power sharing in the research process and community-oriented dissemination accessible to an audience with a variety of dis/abilities. Ableism-critical collaborative research becomes possible precisely because we can draw from the concept of ableism for ethically reflecting practices of collaboration. Academic researchers must be able to endure uncertainty and sometimes unresolvable negotiations as well as learn from criticism by community-based research partners whilst avoiding possibly debilitating effects of the ability-expectations posed by academia and communities outside of academia. (shrink)

In several writings, John Martin Fischer has argued that those who deny a principle about abilities that he calls ‘the Fixity of the Past’ are committed to absurd conclusions concerning practical reasoning. I argue that Fischer’s ‘practical rationality’ argument does not succeed. First, Fischer’s argument may be vulnerable to the charge that it relies on an equivocation concerning the notion of an ‘accessible’ possible world. Secondly, even if Fischer’s argument can be absolved of that charge, I maintain that (...) it can be defeated by appeal to an independently plausible principle about practical reasoning that I call ‘the Knowledge Principle’. In addition, I point out that Fischer’s own presentation of his argument is flawed by the fact that the principle that he labels ‘the Fixity of the Past’ does not, in fact, succeed in representing the intuitive idea that it is intended to capture. Instead, the debate should be recast in terms of a different principle, which I call ‘the Principle of Past-Limited Abilities’. The principal contribution of my paper is thus twofold: to clarify the terms of the debate about the fixity of the past, and to undermine Fischer’s ‘practical rationality’ argument for the fixity of the past. (shrink)

In recent years, multiple authors have voiced discontent with the theoretical and practical neglect of the concept of ability. This includes, but is not limited to, philosophers of disability who have long assailed the implausible accounts of ability utilized by most social and political philosophers. Historically, most philosophers took it for granted that the meaning of ability will come easily, or is even a given, when higher-order questions are addressed. The aim of this chapter is to (...) animate discussions about ability trouble, which is to say, to animate (i) concern over the lack of philosophical inquiry that takes the concept of ability seriously as a problem in its own right and to animate (ii) novel interest in and further research on the concept of ability—and, correlatively, disability. We first analyze a famous argument concerning moral status that exemplifies how treating the concept of ability as a mere matter of common sense can lead philosophical inquiry awry. We then turn to the role of the concept of ability in an account that does, at least prima facie, take the concept seriously: Sen and Nussbaum’s capabilities approach. While better than common-sense approaches, we draw a cautionary tale, suggesting that even there the concept is simplified in theoretically and practically problematic ways. We conclude with a number of open questions offered in the hope of inspiring future non-ideal research on the topic. (shrink)

Addiction is a common condition affecting millions of people worldwide of which only a small proportion receives treatment. The development and use of healthcare services is influenced by how addiction is understood (e.g., a condition to treat, a shameful condition to stigmatize), notably with respect to how volition is impacted (e.g., addiction as a choice or a disease beyond one’s control). Through semi-structured qualitative interviews, we explore the implicit views and understandings of addiction and volition across three stakeholder groups: people (...) with lived experience of addiction, clinicians with experience treating addiction, and members of the public without lived experience of addiction. We notably examine whether three paradigms, i.e., three philosophical sets of understandings about the nature of reality and knowledge (realism, relativism, pragmatism) reflect how stakeholders envision addiction and volition in the context of addiction. The use of these paradigms allows for the characterization of different stances on addiction and volition and an assessment of the coherence of beliefs about these matters. Our findings demonstrate that few participants relied on a single epistemic paradigm when describing their views. Furthermore, there were notable differences in understandings of volition between the clinician group, who were more oriented toward pragmatism, and people with lived experience of addiction, who were less oriented toward realism. Despite its limitations, our study suggests that a greater appreciation for the complexity of views held by different stakeholders about addiction and volition could help critically assess the search for coherence expressed in academic and policy debates. (shrink)

IntroductionRecent work in virtue theory has breathed new life into the analogy between virtue and skill.See, for example, Annas ; Bloomfield ; Stichter ; Swartwood . There is good reason to think that this analogy is worth pursuing since it may help us understand the distinctive nexus of reasoning, knowledge, and practical ability that is found in virtue by pointing to a similar nexus found outside moral contexts in skill. In some ways, there is more than an analogy (...) between skill and virtue. Clearly, both are what might be called ‘practical states,’ that is, conditions of agents with regard to action. For some virtue theorists, the analogy is superseded in favor of a claim to identity. As Paul Bloomfield puts it:… adopting the thesis that virtues are skills hands us a viable moral epistemology by reducing the problem of moral epistemology to the analysis of the epistemology of diagnosis and problem solving employed by doctors, navigators, and .. (shrink)

Notions of care for humans and more-than-humans appear at the margins of the sustainability transformations debate. This paper explores the merits of an ethics of care approach to sustainability tr...

Issues related to research integrity receive increasing attention in policy discourse and beyond with most universities having introduced by now courses addressing issues of good scientific practice. While communicating expectations and regulations related to good scientific practice is essential, criticism has been raised that integrity courses do not sufficiently address discipline and career-stage specific dimensions, and often do not open up spaces for in-depth engagement. In this article, we present the card-based engagement method RESPONSE_ABILITY, which aims at supporting researchers in (...) developing their ability to respond to challenges of good scientific practice. The method acknowledges that what counts and what does not count as acceptable practice may not be as clear-cut as imagined and that research environments matter when it comes to integrity issues. Using four sets of cards as stimulus material, participants are invited to reflect individually and collectively about questions of research integrity from different perspectives. This approach is meant to train them to negotiate in which contexts certain practices can still be regarded as acceptable and where possible transgressions might begin. RESPONSE_ABILITY can be seen as fostering the creation of an integrity culture as it invites a more reflexive engagement with ideals and realities of good practice and opens a space to address underlying value conflicts researchers may be confronted with. Concluding the article, we call for caution that addressing issues of integrity meaningfully requires striking a delicate balance between raising researchers’ awareness of individual responsibilities and creating institutional environments that allow them to be response-able. (shrink)

Several studies have shown that physical exercise improves behavior and cognitive functioning, reducing the risk of various neurological diseases, protecting the brain from the detrimental effects of aging, facilitating body recovery after injuries, and enhancing self-efficacy and self-esteem. Emotion processing and regulation abilities are also widely acknowledged to be key to success in sports. In this study, we aim to prove that regular participation in sports enhances cognitive and emotional functioning in healthy individuals. A sample of 60 students, divided into (...) sportive and sedentary, were subjected to a neuropsychological tests battery to assess their overall cognitive abilities, verbal and graphic fluency, as well as their emotional awareness skills. Our results showed that sportive students performed better than sedentary ones in all cognitive tasks. Regarding emotional processing abilities, significant differences were found in the TAS-20 total score as well as in the Difficulty Describing Feelings subscale and the Difficulty Identifying Feeling subscale. Lastly, gender differences were found in the External-Oriented Thinking subscale. Overall, our findings evidence that PE has positive effects on cognitive functioning and emotion regulation, suggesting how sports practice can promote mental health and wellbeing. (shrink)

Drawing on the upper echelon theory, this paper explores the relationship between CEO ability and ESG responsibility fulfillment. Based on this, it further explores the mediating role of organizational resilience and the moderating role of environmental uncertainty. Using data from Chinese A-share-listed manufacturing companies from 2010 to 2020, we find that CEO ability promotes ESG responsibility fulfillment, and organizational resilience mediates this relationship. Furthermore, the promotion effect of CEO ability on ESG responsibility fulfillment through organizational resilience is (...) stronger under high environmental uncertainty. Additionally, the influence of CEO ability on ESG responsibility fulfillment is more pronounced in non-state-owned enterprises and low environmental sensitivity industries. Our study opens the “black box” of the mechanism between CEO ability and ESG responsibility fulfillment and provides practical implications for organizations, managers, and policymakers to promote ESG responsibility fulfillment. (shrink)

Information about the powers and abilities of acting entities is used to coordinate their actions in societies, either physical or digital. Yet, the commonsensical meaning of an acting entity being deemed able to do something is still missing from the existing specification languages for the web or for multi-agent systems. We advance a general purpose abstract logical account of evidence-based ability. A basic model can be thought of as the ongoing trace of a multi-agent system. Every state records systemic (...) confirmations and disconfirmations of whether an acting entity is able to bring about something. Qualitative inductive reasoning is then used in order to infer what acting entities are deemed able to bring about in the multi-agent system. A temporalised modal language is used to talk about deemed ability, actual agency, and confirmation and disconfirmation of deemed ability. What constitutes a confirmation and a disconfirmation is left to the modeller as in general it depends on the application at hand. So to illustrate the methodology we propose two extended examples, one in practical philosophy, the other in system engineering. We first use a logic of agency and ability to obtain a version of Mele’s general practical abilities. Then, we look at the management of abilities in a supervised system. (shrink)

We represent the world in a variety of ways: through percepts, concepts, propositional attitudes, words, numerals, recordings, musical scores, photographs, diagrams, mimetic paintings, etc. Some of these representations are mental. It is customary for philosophers to distinguish two main kinds of mental representations: perceptual representation (e.g., vision, auditory, tactile) and conceptual representation. This essay presupposes a version of this dichotomy and explores the way in which a further kind of representation – procedural representation – represents. It is argued that, in (...) some important respects, procedural representations represent differently from both purely conceptual representations and purely perceptual representations. Although procedural representations, just like conceptual and perceptual representations, involve modes of presentation, their modes of presentation are distinctively practical, in a sense which I will clarify. It is argued that an understanding of this sort of practical representation has important consequences for the debate on the nature of know-how. (shrink)

Background: Previous studies assessing students’ learning outcomes and identifying contributing factors have often dwelt on the cognitive domain. Furthermore, school evaluation decisions are often made using scores from cognitive-based tests to rank students. This practice often skews evaluation results, given that education aims to improve the three learning domains. This study addresses this gap by assessing the contributions of four students’ input to their cognitive, affective and psychomotor skills (CAPs). Methods: A cross-section of senior secondary class II students (n = (...) 870), sampled through the multistage procedure, participated in a physical survey. Students’ Inputs Questionnaire (STIQ) and Learning Outcomes Questionnaire (LOQ) were used for data collection. Based on data obtained from a pilot sample (n = 412), principal axis factoring (PAF) was performed to assess the internal structure of the instruments following an oblique rotation. The KMO value of sampling adequacy were 0.88 and 0.94, while the Bartlett’s test of sphericity were significant χ2 (253) = 5,010; p < 0.001 and χ2 (105) = 3693.38, p < 0.001 for the STIQ and LOQ, respectively. Confirmatory factor analysis was used to assess the models’ acceptability based on the maximum likelihood estimation technique. The main study used hierarchical linear regression for data analysis. Results: Findings indicated that innate ability, health, motivation and social capital relatively and cumulatively predicted students’ overall, cognitive, affective and psychomotor learning outcomes. The proportion of variance explained by the predictors increased at different levels of the models with the addition of new variables. Students’ social capital reduced the effect of students’ innate ability regardless of their motivation and health status. Conclusion/implication: This study has provided evidence that the four students’ inputs are crucial predictors of their learning outcomes in the three domains. This result is helpful for school management to provide services aimed at improving the school climate for students’ motivation and social capital. The result can provide policymakers with a proper understanding of the constituents of learning outcomes and how policies can be aligned to secure quality student inputs for maximum productivity in education. (shrink)

In the United States, the dominant model of decision‐making capacity (DMC) is the “four abilities model,” which judges DMC according to four criteria: understanding, appreciation, reasoning, and communicating a choice. Some critics argue that this model is “too cognitive” because it ignores the role of emotions and values in decision‐making. But so far there is no consensus about how to incorporate such factors into a model of DMC while still ensuring that patients with unusual or socially disapproved values still have (...) their autonomous decisions respected. In this paper, we aim to give an account of the role of values in decision‐making which can answer some of the lingering questions about capacity. In the current literature, defenders of the inclusion of values in DMC tend to propose solutions which focus on the distorted or incoherent attributes of the values themselves. We argue that shifting the focus onto valuing as an ability is a better solution and that a complete picture of capacity includes understanding, appreciation, reasoning, communicating a choice, and the ability to value. On the basis of a conceptual analysis of the necessary conditions for autonomous decision‐making, we derive a conception of the ability to value. On our account, the ability to value has four components: the possession of values, the ability to access those values, the ability to engage in practical reasoning with one's values, and the ability to act on the result of that reasoning. We describe the positive components of the ability to value, some indicators of impairment, and some implications of our account. (shrink)

Some versions of perfectionism, e.g., Plato's and Nietzsche's, are antiegalitarian, but this is often because of claims about desert or maximax aggregation, which the best perfectionism rejects. And this perfectionism can give at least qualified support to distributive equality by arguing that people's natural abilities are fairly close to equal and that there is diminishing marginal utility of resources, in that these are more important for enabling moderate perfection than for allowing improvements from there to the highest heights. Both these (...) empirical claims are made more plausible by the Aristotelian values defended earlier in the book, especially those involving formal measures of theoretical and practical perfection. (shrink)

Anscombe thought that practical knowledge – a person’s knowledge of what she is intentionally doing – displays formal differences to ordinary empirical, or ‘speculative’, knowledge. I suggest these differences rest on the fact that practical knowledge involves intention analogously to how speculative knowledge involves belief. But this claim conflicts with the standard conception of knowledge, according to which knowledge is an inherently belief-involving phenomenon. Building on John Hyman’s account of knowledge as the ability to use a fact (...) as a reason, I develop an alternative, two-tier, epistemology which allows that knowledge might really come in a belief-involving and an intention-involving form. (shrink)

In this paper, we present results of cross-linguistic studies of Japanese and English knowing how constructions that show radical differences in knowledge-how attributions with large effect sizes. The results suggest that the relevant ability is neither necessary nor sufficient for knowledge-how captured by Japanese constructions. We shall argue that such data will open up a gap between otherwise indistinguishable two conceptions of the very topic of knowledge-how, or the debate between intellectualism and anti-intellectualism, namely a debate about the nature (...) of knowledge-how and a debate about the state captured by “know how”, which we call the knowledge-how interpretation and the state interpretation, respectively. Consequently, the results have not only various possible philosophical implications that have not been considered or discussed in the literature but also provide new topics in the theory of knowledge-how, including the question of which interpretation of the topic is correct itself. (shrink)

This study surveys the internal audit department of a large financial services organization. Respondents were challenged to recognize and evaluate ethical and unethical situations often encountered in practice. Four key demographic variables were investigated: gender, age, years of employment and peer group influence. For the most part, respondents view themselves as more ethical than their peers. There does appear to be a gender effect suggesting females' ability to identify ethical behavior better than their male counterparts. This study contributes to (...) the extant literature in that it has explored a previously unexplored profession, namely, the internal auditing profession. (shrink)

The meritocratic principle of educational justice maintains that it is unfair that individuals with similar ability who invest equal effort, have unequal educational prospects. In this paper I argue that the conception of ability that meritocracy assumes, namely as an innate trait, is critically flawed. Absent a coherent conception of ability, meritocracy loses its ability to morally evaluate educational practices and policies, rendering it an unworkable principle of educational justice. Replacing innate ability with an alternative (...) conception of ability is, therefore, crucial for meritocratic educational justice. I propose incorporating an alternative conception of ability into meritocracy—as the ″current limits of student ability″. The account of meritocracy that follows entails that unequal educational prospects are fair only when they result from the constraints of individual potential (or from differential effort). I argue that this potential-based account of meritocracy, though demanding, is a plausible and attractive account of educational justice. (shrink)

Many of our practices presuppose moral responsibility. Arguably, agents can only be morally responsible if they are able to act other than they do. Compatibilists and incompatibilists traditionally disagree about whether determinism precludes the ability to do otherwise, often reaching an impasse because they endorse different readings of ‘able to do otherwise’. I argue that the correct reading of ‘able to do otherwise’ depends on the purposes of our responsibility-entailing practices. Practices serving different purposes may warrant different readings. Consequently, (...) there may be no single independently ascertainable definition of freedom to do otherwise that justifies our responsibility-entailing practices wholesale. (shrink)

This paper proposes a formalization of ability that is motivated in part by linguistic considerations and by the philosophical literature in action theory and the logic of ability, but that is also meant to match well with planning formalisms, and so to provide an account of the role of ability in practical reasoning. Some of the philosophical literature concerning ability, and in particular [Austin, 1956], suggests that some ways of talking about ability are context-dependent. (...) I propose a way of formalizing this dependency. (shrink)

The use of predicate and sentential operators to express the practical modalities -- ability, control, openness, etc. -- has given new life to a fatalistic argument against determinist theories of responsible agency. A familiar version employs the following principle: the consequences of what is unavoidable (beyond one's control) are themselves unavoidable. Accordingly, if determinism is true, whatever happens is the consequence of events in the remote past, or, of such events together with the laws of nature. But laws (...) and the remote past are not under our control and, by the principle, neither are their consequences. Therefore, none of our choices and actions, nor anything that results from them, is under our control.1 Whether refinements of the closure principle underlying this unavoidability argument are acceptable depends upon the precise sense of 'consequence' and 'unavoidable' involved. Roughly, a proposition P is a consequence of a set of propositions M iff it is impossible that P be false when each member of M is true, or, conversely, when M necessitates P. Since P is unavoidable for S when P is true and S is (was) unable to prevent P from being true, it might seem that if P is unavoidable the same should hold of what is necessitated by P. There is, in fact, 1 an easy defense of the principle which utilizes the incompatibilist condition that S is able to do action K only if it is as yet undetermined whether or not S will K. With it, there is no question but that one is unable to accomplish what is already determined by what one was unable to prevent. Of course, this reasoning is unlikely to impress the compatibilist who rejects the condition outright and, expectedly, it is not the procedure of the proponents of the unavoidability argument. The latter might rest content with appeals to intuition, but more significant are defenses of the closure principle and independent derivations of the unavoidability argument that rely upon distinct principles concerning the logic of the practical modalities, for example, closure of ability under entailment (Cross 1986, Brown 1988) or, claims about the "fixity of the past" and the "inescapability of laws" (Ginet 1990).. (shrink)

The overall aim of this two-part article is to provide a supplement to ability theories of practice in terms of a defense of the following thesis: In situations of social interaction, individuals’ ability to act appropriately sometimes depends on their exercise of the ability directly to perceive normative states. In this Part I, I introduce ability theories of practice and motivate my thesis. Furthermore, I offer an analysis of normative states as response-dependent properties. Last, I work (...) out and defend an account of direct perception that is compatible with individuals being able directly to perceive various everyday phenomena. Drawing on this account, I show in part II, that normative states are sometimes directly perceptible too. (shrink)

A conception of recognitional abilities and perceptual-discriminative abilities is deployed to make sense of how perceptual experiences enable us to make cognitive contact with objects and facts. It is argued that accepting the emerging view does not commit us to thinking that perceptual experiences are essentially relational, as they are conceived to be in disjunctivist theories. The discussion explores some implications for the theory of knowledge in general and, in particular, for the issue of how we can shed light on (...) the nature of knowledge is if we do not aim to provide conceptual analyses of knowledge in terms of true belief plus something else. Consideration is also given how we can best make sense of the practical value that knowledge has for us. (shrink)

The overall aim of this two-part paper is to provide a supplement to ability theories of practice in terms of a defense of the following thesis: Individuals’ ability to act appropriately sometimes depends on their exercise of the ability directly to perceive normative states. In part I, I presented the account of direct perception. In this part II, I argue that, by the lights of this account, normative states are sometimes directly perceptible. Also, I show that the (...) ability directly to perceive normative states is a commonly possessed—and exercised—ability. On this basis, I establish the conclusion that, in situations of social interaction, individuals’ ability to act appropriately is sometimes underwritten by their exercise of the ability directly to perceive normative states. By way of ending, I briefly explain the different ways in which my discussion constitutes both a useful supplement to ability theories of practice and a reply to an important objection raised against these theories. (shrink)

The claim that knowledge is a kind of success from ability has great theoretical power: it explains the nature of epistemic normativity, why knowledge is incompatible with luck, and why knowledge is more valuable than mere true belief. This paper addresses objections to the view by wedding it with two additional ideas: that intellectual abilities display a certain structure, and that the concept of knowledge functions to flag good information, and good sources of information, for use in practical (...) reasoning. (shrink)

ABSTRACT:Practical wisdom has received scant attention in business ethics. Defined as a disposition toward cleverness in crafting morally excellent responses to, or in anticipation of, challenging particularities, practical wisdom has four psychological components: knowledge, emotion, thinking, and motivation. People's experience, reflection, and inspiration are theorized to determine their capacity for practical wisdom-related performance. Enhanced by their abilities to engage in moral imagination, systems thinking, and ethical reframing, this capacity is realized in the form of wisdom-related performance. This (...) can be manifested either in wise business decisions or through their performance as mentors, advice givers, or dispute handlers. (shrink)

This paper argues that knowledge is an instance of a more general and familiar normative kind—that of success through ability (or success through excellence, or success through virtue). This thesis is developed in the context of three themes prominent in the recent literature: that knowledge attributions are somehow context sensitive; that knowledge is intimately related to practical reasoning; and that one purpose of the concept of knowledge is to flag good sources of information. Wedding these themes to the (...) proposed account helps to explain a wide range of standard Gettier problems. It also helps to explain barn façade cases, which require a different kind of treatment. (shrink)

The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position—the interrogative capacity view—which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the intellectualist thesis (...) that knowledge-how is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism. (shrink)

This essay treats the field of philosophy and the study of disability such that each may be conceived of in terms of the other, perhaps to the extent that they may be thought of as one. First, it examines the bases and methods of various documents in the study of disability, finding that such study may be conceived of as essentially philosophical, even as the philosophical nature of disability studies threatens such studies’ practice. Then philosophy is depicted as that discourse (...) which necessarily interrogates its bases and methods -that is, as discourse that engages its own ability. The two fields are presented as exemplary of the interrogation of ability, particularly of discursive ability. The essay’s primary influence is Emmanuel Levinas, mainly for the emphasis he places on the nature of language in his approach to philosophical critique. Developing the notion of im/possibility -the simultaneous emergence of a discourse’s conditions of possibility with those of its impossibility -the essay focuses on “dis/ability” as the central notion in the convergence of philosophy and disability studies. (shrink)

The Covid-19 global pandemic is a crisis like no other, forcing governments to implement prolonged national lockdowns in an effort to limit the spread of the disease. As organizations aim to adapt and remain operational, employers can suspend or reduce work activity for events related to Covid-19 and claim government support to subsidize employee wages. In this way, some employees are placed on furlough as opposed to being made redundant. While the impact of such schemes on global economy attracted much (...) attention, their micro-level impact on individual employees is still unknown. Building on the ability-motivation-opportunity framework, this pilot study explores how employees' perceptions of abilities, motivation, and opportunities are affected as a result of furlough. Rapid ethnography including interviews, observations, and document analysis in a British organization provided insights into the perceptions and experiences of employees put on furlough and highlighted that all three elements of AMO are affected by the current situation, either positively or negatively. We identify theoretical contributions and suggest a number of AMO enhancing practices in the context of furlough. (shrink)

This chapter traces ‘capability’ as a topic of educational concern and ongoing debate, exploring what is meant by the philosophical concept of ‘capability’ in the international lineage of educational philosophy. Its purpose is first to clarify and situate the meaning of ‘capability’ within historical and contemporary debates within educational philosophy, and, second, to explore the relationship between specific philosophical accounts of capability and the notions of educational equality and social justice in education. While the term and concept of ‘capability’ has (...) been used by philosophers of education to denote a specific theoretical framework for thinking about educational justice and equality – The Capability Approach – the concept of capability is also understood more broadly in terms of the power or potential of individual students relative to the interaction of their individual capacities with educational environments, access, and opportunities. Literature within philosophy of education that considers capability in this latter, more general way looks at the role of educational institutions, structures, and practices as enabling and disabling social forms and considers the limiting effects of categories of difference related to individuals’ perceived and assessed capacities. These two areas of research are linked by the question of what forms of education enable students of varying abilities to develop the capabilities to live good lives. (shrink)

This is part of a larger project that is motivated in part by linguistic considerations and by the philosophical literature in action theory and the logic of ability, but that is also meant to suggest ways in which planning formalisms could be modified to provide an account of the role of ability in planning and practical reasoning.

Recent advances in artificial intelligence and accumulating evidence from cognitive and clinical science have placed unprecedented pressure on traditional philosophical models of linguistic understanding. Classical approaches–truth-conditional, ability-based, and process-based–each isolate a single dimension of understanding and elevate it to explanatory primacy. As a result, they converge on the problematic implication that sufficiently advanced artificial systems qualify as genuine linguistic understanders, while simultaneously failing to account for systematic dissociations observed in human pathology. This paper argues that the source of this (...) tension lies in a structural impoverishment of the inherited concept of understanding itself. A multi-layered and multi-axial model of linguistic understanding is proposed, according to which any instance of understanding is situated within a five-dimensional space defined by (i) the object of understanding, (ii) the mode of understanding (cognitive, emotional, practical), (iii) the depth or level of understanding, (iv) the social and normative frame of interpretation, and (v) biological and neurogenetic constraints. This framework dissolves persistent confusions in the AI understanding debate, explains selective dissociations in aphasia, autism spectrum conditions, and social-cognitive impairments, and re-maps the partial insights of classical theories as projections within a higher-dimensional structure. Linguistic understanding, on this view, is not a unitary epistemic or computational state, but a dynamically integrated form of situated participation in a meaningful world. Section 5.6 specifies minimal and robust thresholds for when such participation counts as linguistic understanding. (shrink)