Ian Harmon

An emerging trend in cognitive science is to explore central epistemological questions using psychological methods. Early work in this growing area of research has revealed that epistemologists’ theories of knowledge diverge in various ways from the ways in which ordinary people think of knowledge. Reflecting the practices of epistemology as a whole, the vast majority of these studies have focused on the concept of propositional knowledge, or knowledge-that. Many philosophers, however, have argued that knowing how to do something is importantly different from knowing that something is the case. Hence, in this paper we turn our attention to people’s concept of knowledge-how. We present data from two experiments that employed a sentence recognition task as an implicit measure of conceptual activation. The data from this implicit measure suggest that, contrary to prominent intellectualist theories of know-how, according to which know-how is a species of propositional knowledge, people’s concept of know-how more closely aligns with anti-intellectualism, the view that knowing how to perform some task consists in having the appropriate skills or abilities

Many philosophers of science follow Hempel in embracing both substantive and methodological anti-psychologism regarding the study of explanation. The former thesis denies that explanations are constituted by psychological events, and the latter denies that psychological research can contribute much to the philosophical investigation of the nature of explanation. Substantive anti-psychologism is commonly defended by citing cases, such as hyper-complex descriptions or vast computer simulations, which are reputedly generally agreed to constitute explanations but which defy human comprehension and, as a result, fail to engender any relevant psychological events. It is commonly held that the truth of the substantive thesis would lend support to the methodological thesis. However, the standard argument for the substantive thesis presumes that philosophers’ own judgments about the aforementioned cases issues from mastery of the lay or scientific norms regarding the use of ‘explanation.’ Here we challenge this presumption with a series of experiments indicating that both lay and scientific populations require of explanations that they actually render their targets intelligible. This research not only undermines a standard line of argument for substantive anti-psychologism, it demonstrates the utility of psychological research methods for answering meta-questions about the norms regarding the use of ‘explanation.’.

The Knowledge Argument of Frank Jackson has not persuaded physicalists, but their replies have not dispelled the intuition that someone raised in a black and white environment gains genuinely new knowledge when she sees colors for the first time. In what follows, we propose an explanation of this particular kind of knowledge gain that displays it as genuinely new, but orthogonal to both physicalism and phenomenology. We argue that Mary’s case is an instance of a common phenomenon in which something new is learned as the result of exploiting representational resources that were not previously exploited, and that this results in gaining genuinely new information