By Christopher Winch
An in depth philosophical debate at the nature of craftsmanship is lengthy late and Dimensions of workmanship opens up that discuss. Christopher Winch to start with explores an account of knowledge, derived basically from the pioneering paintings of Gilbert Ryle, and strikes directly to relate this epistemological debate to discussions in regards to the nature of workmanship in vocational schooling, together with makes an attempt to supply a thought of workmanship. >
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Additional info for Dimensions of expertise: a conceptual exploration of vocational knowledge
The conflation of skill with behaviourally based notions of competence and the resulting development of Competence Based Education and Training (CBET). The conclusion of the previous chapter was a cautious endorsement of Ryle’s general position on distinguishing knowing how to from knowing that. Particularly important is the claim that knowing how to do something is, 40 Dimensions of Expertise with caveats, the ability to do that thing. We have looked at some criticism of this idea from Carr, Stanley and Williamson, and Bengson and Moffett and have seen that their arguments are by no means convincing.
It would then be possible to show understanding of how to F (knowing how in the weak sense) without being able to do it, while knowing how to do it in the strong sense would entail being able to do it, provided the agent was not sick, lacked the requisite materials, and so on. Pointing to this ambiguity clears the way for a Rylean account of knowing how, although does not entail it. Carr, for example, maintains that the strong sense is tantamount to a claim of ability, while the weak sense provides the philosophically interesting sense of ‘knows how’.
Generally speaking, we determine how well someone knows how to do something by an appraisal of their performance rather than an assessment of their propositional knowledge, using the rich array of ‘intelligence concepts’ that Ryle drew attention to. 20 It could be said, then, that the Stanley and Williamson account is, in some respects, similar to that of Ryle without sharing in any of its significant strengths. Current Philosophical Debates about Knowing How 27 Knowing how to do something is a form of procedural knowledge (White 1982; Carr 1980, 1981) Carr’s seminal articles defend the knowing how /knowing that distinction made by Ryle, but set out an alternative view of that relationship.