Ryle on Knowing How and the Possibility of Vocational Education.
Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant b...
| Publicado en: | Journal of Applied Philosophy Vol. 26; no. 1; pp. 88 - 102 |
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| Formato: | Artículo |
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Wiley-Blackwell
Feb2009
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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=36218705&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 36218705 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 02643758 BQ0 jtl: Journal of Applied Philosophy issn: 02643758 maglogo: Y pubinfo: dt: Feb2009 vid: 26 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 36218705 10.1111/j.1468-5930.2009.00425.x ppf: 88 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 271KB tig: atl: Ryle on Knowing How and the Possibility of Vocational Education. aug: au: WINCH, CHRISTOPHER affil: Department of Education and Professional Studies, King's College, London, SE1, 9NH, UK su: Vocational education Ryle, Gilbert, 1900-1976 Education Philosophy Theory of knowledge Metaphysics sug: subj: Vocational education Ryle, Gilbert, 1900-1976 Education Philosophy Theory of knowledge Metaphysics ab: Ryle's claim that knowing how is distinct from knowing that is defended from critics like Stanley and Williamson and Snowdon. However, the way in which Ryle himself deploys this distinction is problematic. By effectively dismissing the idea that systematic propositional knowledge has a significant bearing on knowledge how, Ryle implicitly supports a view of vocational education that favours narrow notions of skill and associated training over knowledge informed occupational practice of the kind found in most Northern European countries. The source of Ryle's error in excluding systematic propositional knowledge from a significant place in the constitution of knowing how is traced. It is argued that Ryle's original distinction survives without the exclusion of systematic propositional knowledge from knowing how and the resulting account does more justice to the practice of vocational education in advanced economies than does Ryle's original treatment. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Applied Philosophy is the property of Wiley-Blackwell 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: Journal of Applied Philosophy holder: Wiley-Blackwell dt: @attributes: year: 2009 holdings: @attributes: islocal: N |
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