Understanding why, knowing why, and cognitive achievements
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Insa Lawler, Assistant Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Duncan Pritchard argues that a feature that sets understanding-why apart from knowledge-why is that whereas (I) understanding-why is a kind of cognitive achievement in a strong sense, (II) knowledge-why is not such a kind. I argue that (I) is false and that (II) is true. (I) is false because understanding-why featuring rudimentary explanations and understanding-why concerning very simple causal connections are not cognitive achievements in a strong sense. Knowledge-why is not a kind of cognitive achievement in a strong sense for the same reason knowledge-that is not. The latter thesis requires showing that having (p because q) information is not equivalent to having information about facts or principles that establish the explanatory connections between the phenomena in question. I make a positive case for this claim and defend it against objections. Based on this argument, I identify an alternative feature that sets understanding-why apart from knowledge-why: The minimal condition for understanding-why and knowledge-why with respect to their contents is not identical. Knowing why p merely requires information that some explanatorily relevant dependency obtains. Understanding why p additionally requires information about facts or principles that establish the explanatory connections between the phenomena in question.
Understanding why, knowing why, and cognitive achievements
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Created on 9/13/2019
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Additional Information
- Publication
- Synthese. DOI: 10.1007/s11229-017-1672-9
- Language: English
- Date: 2018
- Keywords
- Understanding why, Knowing why, Cognitive achievement, Reductionism about understanding why, Causal explanation