Learning How

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    In this paper, I consider intellectualist and anti-intellectualist approaches to knowledge-how and propose a third solution: a virtue-based account of knowledge-how. I sketch the advantages of a virtue-based account of knowledge-how and consider whether we should prefer a reliabilist or a responsibilist virtue-account of knowledge-how. I argue that only a responsibilist account will maintain the crucial distinction between knowing how to do something and merely being able to do it. Underpinning any such account, I hold, will be the fact that the virtuous practical expert has learned how to do something and that those who rely on practical expertise may learn from experts. In so doing, I argue for a new connection between the philosophy of education and virtue epistemology.
    Original languageEnglish
    Pages (from-to)218-232
    JournalJournal of Philosophy of Education
    Issue number2
    Publication statusPublished - May 2016


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