Know-How and Gradability

Pavese, Carlotta

doi:10.1215/00318108-3878493

Cited by 60 publications

(35 citation statements)

References 51 publications

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“…The distinction between partial and resolving answers gives us a helpful tool for understanding the gradability of knowledge-wh ascriptions (Pavese 2017). A typical knowledge-wh ascription involves a verb with an unmodified interrogative complement.…”

Section: Partial Knowledgementioning

confidence: 99%

Group Knowledge, Questions, and the Division of Epistemic Labour

Habgood‐Coote¹

2019

Ergo, an Open Access Journal of Philosophy

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Discussions of group knowledge typically focus on whether a group's knowledge that p reduces to group members' knowledge that p. Drawing on the cumulative reading of collective knowledge ascriptions and considerations about the importance of the division of epistemic labour, I argue for what I call the Fragmented Knowledge account, which allows for more complex relations between individual and collective knowledge. According to this account, a group can know an answer to a question in virtue of members of the group knowing parts of that answer, when the whole answer is available to group-level action. I argue that this account explains a swathe of central cases of group knowledge, as well as explaining some central features of group knowledge.

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Section: Partial Knowledgementioning

confidence: 99%

Group Knowledge, Questions, and the Division of Epistemic Labour

Habgood‐Coote¹

2019

Ergo, an Open Access Journal of Philosophy

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“…We can set this notion aside, focusing on correct answers. We can also set partial answers to one side (see Pavese [2017]). In another sense-what we might call the 'quiz show' senseproducing a correct answer suffices for answering, regardless of method.…”

Section: Answersmentioning

confidence: 99%

Knowledge-How, Abilities, and Questions

Habgood‐Coote

2018

Australasian Journal of Philosophy

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The debate about the nature of knowledge-how is standardly thought to be divided between intellectualist views, which take knowledge-how to be a kind of propositional knowledge, and anti-intellectualist views, which take knowledge-how to be a kind of ability. In this paper, I explore a compromise position-the interrogative capacity view-which claims that knowing how to do something is a certain kind of ability to generate answers to the question of how to do it. This view combines the intellectualist thesis that knowledge-how is a relation to a set of propositions with the anti-intellectualist thesis that knowledge-how is a kind of ability. I argue that this view combines the positive features of both intellectualism and anti-intellectualism.

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“…For a discussion of the relation between knowledge and the parts of questions seePavese (2017).36 Often we will be satisfied with partial answers. If I ask how to skin a cat, I will be happy with just one way.…”

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confidence: 99%

Group Inquiry

Habgood‐Coote

2020

Erkenn

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Group agents can act, and they can have knowledge. How should we understand the species of collective action which aims at knowledge? In this paper, I present an account of group inquiry. This account faces two challenges: to make sense of how large-scale distributed activities might be a kind of group action, and to make sense of the kind of division of labour involved in collective inquiry. In the first part of the paper, I argue that existing accounts of group action face problems dealing with large-scale group actions, and propose a minimal alternative account. In the second part of the paper, I draw on an analogy between inquiry and conversation, arguing that work by Robert Stalnaker and Craige Roberts helps us to think about the division of labour. In the final part of the paper I put the accounts of group action and inquiry together, and consider how to think about group knowledge, deep ignorance, and the different kinds of division of labour.

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Know-How and Gradability

Cited by 60 publications

References 51 publications

Group Knowledge, Questions, and the Division of Epistemic Labour

Group Knowledge, Questions, and the Division of Epistemic Labour

Knowledge-How, Abilities, and Questions

Group Inquiry

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