Knowing 'Wh' and Knowing How: Constructing Professional Curricula and Integrating Epistemic Fields

TY - JOUR

T1 - Knowing 'Wh' and Knowing How

T2 - Constructing Professional Curricula and Integrating Epistemic Fields

AU - Winch, Christopher

PY - 2017/5

Y1 - 2017/5

N2 - Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know-how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? This paper considers the case of Knowing Wh constructions and their epistemic status with reference to their use in professional contexts. The argument to be developed is that KT and KH are distinct but closely related epistemic abilities and that in assessing professional capacity we often find them together as part of an overall professional competence. The use of KWh constructions in professional settings supports this contention, as they can occur as cases of both KT and KH, depending on context. The claim is illustrated by examining and interpreting KWh constructions in professional qualifications and interpreting them in the context of what is required to make sense of them as elements of qualifications.

AB - Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know-how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this debate. Do such debates have any bearing on the practical concerns of the educators of professionals? This paper considers the case of Knowing Wh constructions and their epistemic status with reference to their use in professional contexts. The argument to be developed is that KT and KH are distinct but closely related epistemic abilities and that in assessing professional capacity we often find them together as part of an overall professional competence. The use of KWh constructions in professional settings supports this contention, as they can occur as cases of both KT and KH, depending on context. The claim is illustrated by examining and interpreting KWh constructions in professional qualifications and interpreting them in the context of what is required to make sense of them as elements of qualifications.

UR - http://www.scopus.com/inward/record.url?scp=85019638048&partnerID=8YFLogxK

U2 - 10.1111/1467-9752.12245

DO - 10.1111/1467-9752.12245

M3 - Article

AN - SCOPUS:85019638048

SN - 0309-8249

VL - 51

SP - 351

EP - 369

JO - JOURNAL OF PHILOSOPHY OF EDUCATION

JF - JOURNAL OF PHILOSOPHY OF EDUCATION

IS - 2

ER -