Learning How

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.