Abstract
The role of testimony in the transmission and generation of knowledge has been debated vigorously in contemporary epistemology. More recently, types other than propositional knowledge are also being discussed, among them know-how. No special attention, however, has been paid so far to tacit forms of know-how. In this article, I am arguing for the thesis that testimony, if understood in an inclusive way, can play a central role in the transmission and generation of tacit know-how. This thesis is embedded in a virtue-theoretic framework: next to testimony, successful acquisition of tacit know-how crucially depends on the relationship between teacher and student and the virtues they both display.
| Original language | English |
|---|---|
| Pages (from-to) | 374–403 |
| Number of pages | 30 |
| Journal | Grazer Philosophische Studien |
| Volume | 100 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2023 |
Fields of science
- 502052 Business administration
- 503 Educational Sciences
- 503002 Applied education
- 503007 Didactics
- 503014 Subject didactics of social sciences
- 503030 Business education
- 501016 Educational psychology
- 501003 Occupational psychology
- 501011 Cognitive psychology
- 603102 Epistemology
- 503001 General education
- 503005 Vocational education
- 503006 Educational research
- 503025 School pedagogy
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