'Learning (Not) To' and Practical Knowledge.
The author raises objections to the intellectualist analysis of knowing-how on the basis of certain features of 'learning to' ascriptions. He starts by observing that 'learning to' ascriptions can only have a first-personal reading. Since embedded questions make the generic reading available, this s...
| Publicado en: | Grazer Philosophische Studien Vol. 94; no. 4; pp. 495 - 524 |
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| Formato: | Artículo |
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Brill Academic Publishers
2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=125958001&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 125958001 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01659227 NFG jtl: Grazer Philosophische Studien issn: 01659227 maglogo: N pubinfo: dt: 2017 vid: 94 iid: 4 pid: 639 pub: Brill Academic Publishers artinfo: ui: 125958001 10.1163/18756735-000012 ppf: 495 ppct: 29 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: 'Learning (Not) To' and Practical Knowledge. aug: au: Douskos, Christos affil: Hellenic Open University su: Learning ability Theory of knowledge Developmental continuity Theory-practice relationship Cognitive structures sug: subj: Learning ability Theory of knowledge Developmental continuity Theory-practice relationship Cognitive structures keyword: intellectualism knowing-how learning ascriptions ab: The author raises objections to the intellectualist analysis of knowing-how on the basis of certain features of 'learning to' ascriptions. He starts by observing that 'learning to' ascriptions can only have a first-personal reading. Since embedded questions make the generic reading available, this suggests that 'learning to' ascriptions are not embedded question configurations. Then the author locates an ambiguity in 'learning to' ascriptions. They can be used to ascribe either the acquisition of practical knowledge, or the acquisition of a behavioural disposition--a habit--of some value. Once this ambiguity is taken into account, it can be shown that the embedded infinitival in practical learning ascriptions cannot be negated, by contrast to embedded question configurations. This suggests that the semantic value of the infinitival is not propositional. Hence the intellectualist analysis fails to extend to learning ascriptions, and cannot accommodate the systematic relationships between knowledge and learning. The two points above regarding 'learning to' ascriptions extend to ascriptions of practical knowledge in certain languages. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Grazer Philosophische Studien is the property of Brill Academic Publishers and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Grazer Philosophische Studien holder: Brill Academic Publishers dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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