•  1286
    Stop Talking about Fake News!
    Inquiry: An Interdisciplinary Journal of Philosophy 1-33. 2018.
    Since 2016, there has been an explosion of academic work and journalism that fixes its subject matter using the terms ‘fake news’ and ‘post-truth’. In this paper, I argue that this terminology is not up to scratch, and that academics and journalists ought to completely stop using the terms ‘fake news’ and ‘post-truth’. I set out three arguments for abandonment. First, that ‘fake news’ and ‘post-truth’ do not have stable public meanings, entailing that they are either nonsense, context-sensitive,…Read more
  •  150
    Knowledge-How, Abilities, and Questions
    Australasian Journal of Philosophy 97 (1): 86-104. 2019.
    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 intellectu…Read more
  •  147
    Knowledge-how is the Norm of Intention
    Philosophical Studies 175 (7): 1703-1727. 2018.
    It is a widely shared intuition that there is a close connection between knowledge-how and intentional action. In this paper, I explore one aspect of this connection: the normative connection between intending to do something and knowing how to do it. I argue for a norm connecting knowledge-how and intending in a way that parallels the knowledge norms of assertion, belief, and practical reasoning, which I call the knowledge-how norm of Intention. I argue that this norm can appeal to support from…Read more
  •  117
    Knowledge-how: Interrogatives and Free Relatives
    Episteme 15 (2): 183-201. 2018.
    It has been widely accepted since Stanley and Williamson (2001) that the only linguistically acceptable semantic treatments for sentences of the form ‘S knows how to V’ involve treating the wh-complement ‘how to V’ as an interrogative phrase, denoting a set of propositions. Recently a number of authors have suggested that the ‘how to V’ phrase denotes not a proposition, but an object. This view points toward a prima facie plausible non-propositional semantics for knowledge-how, which treats ‘how…Read more
  •  116
    The generality problem for intellectualism
    Mind and Language 33 (3): 242-262. 2018.
    According to Intellectualism knowing how to V is a matter of knowing a suitable proposition about a way of V-ing. In this paper, I consider the question of which ways of acting might figure in the propositions which Intellectualists claim constitute the object of knowledge-how. I argue that Intellectualists face a version of the Generality Problem – familiar from discussions of Reliabilism – since not all ways of V-ing are such that knowledge about them suffices for knowledge-how. I consider var…Read more
  •  110
    What's the Point of Knowing How?
    European Journal of Philosophy. forthcoming.
    Why is it useful to talk and think about knowledge-how? Using Edward Craig’s discussion of the function of the concepts of knowledge and knowledge-how as a jumping off point, this paper argues that considering this question can offer us new angles on the debate about knowledge-how. We consider two candidate functions for the concept of knowledge-how: pooling capacities, and mutual reliance. Craig makes the case for pooling capacities, which connects knowledge-how to our need to pool practical ca…Read more
  •  96
    Knowing-how, showing, and epistemic norms
    Synthese 195 (8): 3597-3620. 2018.
    In this paper I consider the prospects for an epistemic norm which relates knowledge-how to showing in a way that parallels the knowledge norm of assertion. In the first part of the paper I show that this epistemic norm can be motivated by conversational evidence, and that it fits in with a plausible picture of the function of knowledge. In the second part of the paper I present a dilemma for this norm. If we understand showing in a broad sense as a general kind of skill teaching, then the norm …Read more
  •  41
    How can we work out who should be listed as the author of a paper? This paper aims to untangle this question, considering the different functions played by authorship attributions, and considering how these functions can best be met. The first part of the paper distinguishes five functions of authorship attributions: allocating credit, constructing a speaker, enabling credibility judgements, supporting accountability, and creating an intellectual market. The second part of the paper argues that …Read more
  •  10
    This thesis concerns the nature of knowledge-how, in particular the question of how we ought to combine philosophical and linguistic considerations to understand what it is to know how to do something. Part 1 concerns the significance of linguistic evidence. In chapter 1, I consider the range of linguistic arguments that have been used in favour of the Intellectualist claim that knowledge-how is a species of propositional knowledge. Chapter 2 considers the idea that sentences of the form ‘S know…Read more
  •  4
    Correction to: Review socially extended epistemology (review)
    Metascience 1-1. forthcoming.
    This review essay was published without the title and therefore has been corrected.