'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...

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Bibliographic Details

Published in:	Grazer Philosophische Studien Vol. 94; no. 4; pp. 495 - 524
Main Author:	Douskos, Christos
Format:	Article
Published:	Brill Academic Publishers 2017
Subjects:	Learning ability Theory of knowledge Developmental continuity Theory-practice relationship Cognitive structures
Online Access:	View this record in EBSCOhost