Knowledge how to do things is a pervasive and central element of everyday life. Yet it raises many difficult questions that must be answered by philosophers and cognitive scientists aspiring to understand human cognition and agency. What is the connection between knowing how and knowing that? Is knowledge how simply a type of ability or disposition to act? Is there an irreducibly practical form of knowledge? What is the role of the intellect in intelligent action? This volume contains fifteen state of the art essays by leading figures in philosophy and linguistics that amplify and sharpen the debate between "intellectualists" and "anti-intellectualists" about mind and action, highlighting the conceptual, empirical, and linguistic issues that motivate and sustain the conflict. The essays also explore various ways in which this debate informs central areas of ethics, philosophy of action, epistemology, philosophy of language, and philosophy of mind and cognitive science. Knowing How covers a broad range of topics dealing with tacit and procedural knowledge, the psychology of skill, expertise, intelligence and intelligent action, the nature of ability, the syntax and semantics of embedded questions, the mind-body problem, phenomenal character, epistemic injustice, moral knowledge, the epistemology of logic, linguistic competence, the connection between knowledge and understanding, and the relation between theory and practice. This is the book on knowing how--an invaluable resource for philosophers, linguists, psychologists, and others concerned with knowledge, mind, and action.

The book gives a penetrating and full-length study of epistemology in the school of Bhatta Mimamsa. The work is based on an intensive and critical study of the Sanskrit texts which have not been utilized by any other Oriental scholar so far. It is very much different from other books on the subject because it not only discusses historically the epistemology of the Bhatta School but also discusses many really philosophical problems connected with epistemology in general and Indian epistemo-logy in particular. One of the most valuable features of the work is the comparative references which it makes to standard epistemologists of Western philosophy. The book reaches the highest watermark in its line. It compares and contrasts the Bhatta position on various issues with not only other Indian schools but also with some of the European philosophers like Russell, Moore, Reid, Hume, Mill and Kant. In a sense it is an exercise in comparative philosophy. This is inevitable, as otherwise, the position of the Bhatta School cannot be clarified and brought out in depth.

In Knowing Emotions, Furtak argues that it is only through the emotions that we can perceive meaning in life, and only by feeling emotions that we are able to recognize the value or significance of anything whatsoever. Our affective responses and dispositions therefore play a critical role in human existence, and their felt quality is intimately related to the awareness they provide.

Explores the philosophical context within which psychotherapy functions.

Well known for applying mindfulness to the treatment of depression, pioneering researcher John Teasdale now explores the broader changes that people can experience through contemplative practices. What goes on in our minds when we are mindful? What does it mean to talk of mindfulness as a way of being? From a scientific perspective, how do core elements of contemplative traditions have their beneficial effects? Teasdale describes two types of knowing that human beings have evolved--conceptual and holistic–intuitive--and shows how mindfulness can achieve a healthier balance between them. He masterfully describes the mechanisms by which this shift in consciousness not only can reduce emotional suffering, but also can lead to greater joy and compassion and a transformed sense of self.

Over the past twenty-five years A. H. Almaas—widely recognized as a leader in integrating spirituality and psychology—has been developing and teaching the Diamond Approach, a spiritual path that integrates the insights of Sufism, Buddhism, Gurdjieff, and other wisdom traditions with modern psychology. In this new work, Almaas uses the metaphor of a "spacecruiser" to describe a method of exploring the immediacy of personal experience—a way of investigating our moment-by-moment feelings, thoughts, reactions, and behaviors through a process of open-ended questioning. The method is called the practice of inquiry, and Spacecruiser Inquiry reveals what it means to engage with this practice as a spiritual path: its principles, challenges, and rewards. The author explores basic elements of inquiry, including the open-ended attitude, the focus on direct knowledge, the experience of not-knowing, and the process of questioning. He describes the experience of "Diamond Guidance"—the inner wisdom that emerges from our true nature—and how it can be realized and applied. In this process Almaas looks at many of the essential forms of Diamond Guidance, including knowing, clarity, truth, love, intelligence, compassion, curiosity, courage, and determination. Also included are exercises and questions and answers from the original talks by Almaas on which the book is based.

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning. Based on our phenomenological experience of the world, it draws on perspectives from arts-education and aesthetics, as well as curriculum theory, cultural anthropology and ethnomusicology. These are arenas with a rich untapped cache of experience and inquiry that can be applied to the notions of schooling, teaching and learning. The book provides examples of state-of-the-art, empirical research on the body in a variety of educational settings. Diverse art forms, curricular settings, educational levels, and cultural traditions are selected to demonstrate the complexity and richness of embodied knowledge as they are manifested through institutional structures, disciplines, and specific practices.

Figuring the Self consists of twelve essays which present, discuss, and assess the principal accounts of the self in classical German philosophy, focusing on the period around 1800 and covering Kant, Fichte, Hölderlin, Novalis, Schelling, Schleiermacher, and Hegel.

First published in 1958, this book focuses on the meaning, interpretation, and use of the verb ‘to know’. In our daily lives we are often claiming to know this or not to know that; and it is not therefore surprising that the verb has played a major role in philosophical speculation from Plato down to Bertrand Russell. This book analyses the varying meanings of ‘know’ in its different operational roles: knowing Jones seems to have a different sort of logic from knowing French or from knowing what to do – and equally from knowing that the earth is round and from knowing how to read music. Knowing something is also different from merely believing it. The main purpose of this book is to elucidate, in a new and original way, this whole question of the logical behaviour of ‘know’; but its further and no less important purpose is to show how, once we have grasped the way in which certain key ‘know’-statements function, a number of philosophical disputes may be discussed more fruitfully and settled more expeditiously. Some of the analyses offered will be regarded as controversial and will undoubtedly provoke discussion. The style is lucid and economical and technical terms are reduced to a minimum. This work is intended not only for the professional philosopher and the university student, but also for the general reader who is interested in the methods of modern philosophical analysis.

This book explores the way political economy understands human motivation. It is an exciting and unusual contribution, offering a novel integration of the insights of political economy, philosophy, and psychology.