Schedule:
Jan. 7 - my presentation of the motivating idea for the class, discussion of logistics, sign-ups for dates and topics
Jan. 14
Jan. 21
Jan. 28
Feb. 4
Feb. 11
Feb. 18
Feb. 25
March 4
March 11
March 20 - deadline for term papers
Proposed topics for various weeks (modifications or substitutions are possible):
How neural nets work
Gilbert Ryle on knowing-how and knowing-that
Gilbert Ryle, "Knowing how and knowing that: the presidential address" (1946)
Gilbert Ryle, The Concept of Mind, chapter 2, "Knowing how and knowing that" (1949)
Barry Smith, "Knowing how vs. knowing that" (1988)
Jason Stanley and Tim Williamson, "Knowing How" (2001)
Possible supplements:
Carlotta Pavese, "Practical knowledge first" (2022)
Jason Stanley, Know How, Oxford University Press (2011)
Stephen Hetherington, How to Know: A Practicalist Conception of Knowledge, Wiley (2011)
Ephraim Glick, "Practical modes of presentation" (2015)
Joshua Habgood-Coote, "What's the point of knowing how?" (2019)
Yuri Cath, "Knowing How Without Knowing That" (2011)
Modal properties of knowledge - safety, sensitivity, reliability, tracking, etc.
Alvin Goldman, "Discrimination and perceptual knowledge" (1976)
Ernest Sosa, "How must knowledge be modally related to what is known?" (1999)
Ernest Sosa, "How to defeat opposition to Moore" (1999)
Alvin Goldman and Bob Beddor, Reliabilism (in the Stanford Encyclopedia of Philosophy) (2021)
Knowing how and luck
Katherine Hawley, "Success and knowledge-how" (2003)
Carlotta Pavese, "Know-how, action, and luck" (2018)
J. Adam Carter and Duncan Pritchard, "Knowledge-how and epistemic luck" (2015)
J. Adam Carter and Jesús Navarro, "The defeasibility of knowledge-how" (2017)
Ted Poston, "Know how to be Gettiered?" (2009)
Hubert Dreyfus's criticisms of AI
Hubert Dreyfus, "From Socrates to expert systems: the limits of calculative rationality" (1987)
Hubert Dreyfus and Stuart Dreyfus, "What artificial experts can and cannot do" (1991)
Stuart Russell and Peter Norvig, Artificial Intelligence: A Modern Approach, chapter 26
Dreyfus (and Heidegger and Merleau-Ponty?) on skill
Stuart Dreyfus and Hubert Dreyfus, "A five-stage model of the mental activities involved in directed skill acquisition" (1980)
Hubert Dreyfus, "Why Heideggerian AI failed and how fixing it would require making it more Heideggerian" (2007)
Knowing how and skill
Ellen Fridland, "They've lost control: reflections on skill" (2014)
Carlotta Pavese, "Skill in epistemology I: Skill and knowledge", "Skill in epistemology II: Skill and know how" (2016)
Stanley and Williamson, "Skill" (2017)
Knowing how and motor control
Jason Stanley and John Krakauer, "Motor skill depends on knowledge of facts" (2013)
Neil Levy, "Embodied savoir-faire: knowledge-how requires motor representations" (2017)
Ellen Fridland, "Skill and motor control: intelligence all the way down" (2017)
System 1 and System 2 thinking
Steven Sloman, "The empirical case for two systems of reasoning" (1996)
Jonathan St.B.T. Evans, "In two minds: dual-process accounts of reasoning" (2003)
Gideon Keren and Yaacov Schul, "Two is not always better than one: A critical evaluation of two-system theories" (2009)
Jonnathan St. B. T. Evans and Keith Stanovich, "Dual-process theories of higher cognition: Advancing the debate" (2013)
The connection of words and know-how
Katherine Hawley, "Testimony and knowing how" (2010)
Thi Nguyen, "Transparency is Surveillance", 2021
Logistics of the class:
Students who are enrolled in the class will do one in-class presentation, and will write a term paper, likely on a related topic. Ideally, we can schedule everyone's presentations and choose the broad topics of them in the first week or two. I will be happy to meet with you a few days before your presentation to make sure you're prepared, and also earlier if you want some help getting ready (and possibly choosing readings, if you don't just want to use the default ones I have for each topic). I'm also happy to meet with you at various points over the course of the term, and especially towards the end, to talk about term paper ideas and/or to give feedback on outlines or drafts.