ABSTRACT
In chapter 4 of Autonomous Knowledge: Radical Enhancement, Autonomy and the Future of Knowing (OUP, 2021), Carter takes on the question of whether there is an epistemic autonomy condition on know-how, e.g. one that might rule out cases of radical performance enhancement as genuine cases of know-how. In this paper, I examine Carter’s proposal and identify an asymmetry in the way his epistemic autonomy condition is applied to enhanced and non-enhanced instances of know-how. In particular, it seems that either an autonomy condition is required for all forms of knowledge-how or it is not. If it is, then a potential worry is that young children do not manifest their know-how when doing things that we would normally be inclined to say they know how to do. If it is not, then young children do manifest some forms of non-enhanced know-how. While Carter chooses the second option, I argue that it is better to choose the first one, that is, to claim that all know-how needs to be epistemically autonomous along the lines he has described. I also show how this does not exclude young children from knowing how to do things.
Disclosure statement
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Notes
1 For a comprehensive introduction to extended epistemology, see the essays in Carter, Palermos and Pritchard. For my own take on this debate, see Andrada (Citation2021a, Citation2021b).
2 For more on the connection between virtue epistemology, cognitive abilities and cognitive integration, see Breyer and Greco (Citation2008).
3 See Pritchard (Citation2010) and Kirchhoff and Newsome (Citation2012).
4 This is something that Carter also explicitly rejects (see p. 114).
5 Flexibility is a key feature of intelligent action. See Bengson and Moffett (Citation2011).
6 Following Ryle (Citation1949) and Elzinga (Citation2021). See also (Andrada Citation2022). And, in fact, an interesting question that arises is: what is the relation between cognitive ownership and self-regulation? I hope to come back to this question in the future.