'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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Detalles Bibliográficos

Publicado en:	Grazer Philosophische Studien Vol. 94; no. 4; pp. 495 - 524
Autor principal:	Douskos, Christos
Formato:	Artículo
Publicado:	Brill Academic Publishers 2017
Materias:	Learning ability Theory of knowledge Developmental continuity Theory-practice relationship Cognitive structures
Acceso en línea:	Ver este registro en EBSCOhost