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36Learning HowJournal of Philosophy of Education 50 (2): 218-232. 2016.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. Such an accou…Read more
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20Blind obedience: paradox and learning in the later Wittgenstein. By Meredith Williams;The formation of reason. By David BakhurstBritish Journal of Educational Studies 62 (1): 86-89. 2014.
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54Education and “thick” epistemologyEducational Theory 61 (5): 549-564. 2011.In this essay Ben Kotzee addresses the implications of Bernard Williams's distinction between “thick” and “thin” concepts in ethics for epistemology and for education. Kotzee holds that, as in the case of ethics, one may distinguish between “thick” and “thin” concepts of epistemology and, further, that this distinction points to the importance of the study of the intellectual virtues in epistemology. Following Harvey Siegel, Kotzee contends that “educated” is a thick epistemic concept, and he ex…Read more
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University of BirminghamSenior Lecturer
Birmingham, England, United Kingdom of Great Britain and Northern Ireland
Areas of Specialization
1 more
Epistemology of Specific Domains |
Epistemic Normativity |
Social Epistemology |
The Aims of Education |
Educational Authority |
Moral Education |