Immanuel Kant's claim that the categorical imperative of morality is based in practical reason has long been a source of puzzlement and doubt, even for sympathetic interpreters. In The Form of Practical Knowledge, Stephen Engstrom provides an illuminating new interpretation of the categorical imperative, arguing that we have exaggerated and misconceived Kant's break with tradition. By developing an account of practical knowledge that situates Kant's ethics within his broader epistemology, Engstrom’s work deepens and reshapes our understanding of Kantian ethics.

The Structures of Practical Knowledge investigates the nature of practical knowledge – why, how, when and by whom it is codified, and once codified, how this knowledge is structured. The inquiry unfolds in a series of fifteen case studies, which range in focus from early modern Italy to eighteenth century China. At the heart of each study is a shared definition of practical knowledge, that is, knowledge needed to obtain a certain outcome, whether that be an artistic or mechanical artifact, a healing practice, or a mathematical result. While the content of practical knowledge is widely variable, this study shows that all practical knowledge is formally equivalent in following a defined workflow, as reflected in a construction procedure, a recipe, or an algorithm. As explored in the volume’s fifteen contributions, there are three levels at which structures of practical knowledge may be understood and examined. At the most immediate level, there are the individual workflows that encompasses practical knowledge itself. Probing further, it is possible to examine the structure of practical knowledge as it is externalized and codified in texts, drawings, and artifacts such as models. Finally, practical knowledge is also related to social structures, which fundamentally determine its dissemination and evolution into new knowledge structures. The social structures of professionals and institutions represent the critical means by which practical knowledge takes form. These actors are the agents of codification, and by means of selection, appropriation, investment, and knowledge development, they determine the formation of new structures of practical knowledge. On a more abstract level, the creation of new knowledge structures is understood as constituting the basis for the further development of scientific knowledge. Rich in subject matter and incisive in the theory it lays out, this volume represents an important contribution to the history of science and epistemology. Individually, the fifteen case studies – encompassing the history of architecture, mining, brewing, glass production, printing, ballistics, mechanics, cartography, cosmology and astronomy – are replete with original research, and offer new insights into the history of science. Taken together, the contributions remodel historical epistemology as a whole, elucidating the underlining knowledge structures that transcend disciplinary boundaries, and that unite practitioners across time and space.

By developing an account of practical knowledge that situates Kant's ethics within his broader epistemology and rethinks numerous topics in his moral psychology and in his account of practical reason, this book promises to deepen and to reshape our understanding of Kantian ethics.

"This book focuses on how literate artisans began to write about their discoveries starting around 1400: in other words, it explores the origins of technical writing. Artisans and artists began to publish handbooks, guides, treatises, tip sheets, graphs and recipe books rather than simply pass along their knowledge in the workshop. And they tried to articulate what the new knowledge meant. The popularity of these texts coincided with the founding of a "new philosophy" that sought to investigate nature in a new way. Smith shows how this moment began in the unceasing trials of the craft workshop, and ended in the experimentation of the natural scientific laboratory. These epistemological developments have continued to the present day and still inform how we think about scientific knowledge"--

Originally published in 1983. A broad examination of the ways in which teachers gain and use knowledge about their work is presented in this book. At the time, within curriculum studies, there was a developing greater understanding of the major role that teachers play in the implementation of materials within the classroom - as autonomous agents holding, using and creating knowledge of particular kinds which informs all of their work. This book presents a case study using retrospective interviews with a high school English teacher. Through analysis of this series of interviews, this study describes and outlines the structure of the knowledge she uses and the views she has of her concerns.

G. E. M. Anscombe's Intention, firmly established the philosophy of action as a distinctive field of inquiry. Donald Davidson called this 94-page book "the most important treatment of action since Aristotle." But until quite recently, few scholars recognized the magnitude of Anscombe's philosophical achievement. This collection of ten essays elucidates some of the more challenging aspects of Anscombe's work and affirms her reputation as one of our most original philosophers. Born in 1919, Anscombe studied at St. Hugh's College, Oxford, where she later held a research fellowship. In 1941 she married philosopher Peter Geach, with whom she had seven children. A close friend of Wittgenstein, in 1946 she joined Oxford's Somerville College and spent the next twenty-four years there before being appointed to the Chair of Philosophy at Cambridge that Wittgenstein had held. She died in 2001 after her long career as a highly regarded analytic philosopher. This volume brings together fresh interpretations of Intention written by some of today's leading philosophers of action. It will enlighten Anscombe's readers who struggle with concepts they find puzzling or obscure, while providing a bracing corrective to doubts about Intention's significance and the gravity of what is at stake.

With so many urban and suburban dwellers moving toward simplifying their lives, Reader's Digest has updated its popular Back to Basics series to provide the ultimate how-to book. It's packed with hundreds of projects and illustrated step-by-step sequences to help you learn to live more self-sufficiently, with sections on shelter, alternative energy sources, growing and preserving food, home crafts, and even recreation. Includes over 2,000 photos, diagrams and drawings.

Practical Knowledge and Information Management (KIM) is a guide written by and for knowledge and information management practitioners. As well as offering an introduction to the field, it provides advice and expertise that can be applied to real-life workplace situations. It offers an antidote to hype and best practice you can actually use. Content covered includes: - introducing KIM to organizations - information management and governance - communities of practice, knowledge sharing and learning - knowledge bases, know-how and wikis - after-action reviews, project learning and legacy This book will be useful for existing knowledge and information practitioners as well as information professionals increasing their skills in the area. It offers insight for experienced professionals and a good introduction to students and professionals wanting to increase their knowledge.

Jason Stanley presents a startling and provocative claim about knowledge: that whether or not someone knows a proposition at a given time is in part determined by his or her practical interests, i.e. by how much is at stake for that person at that time. In defending this thesis, Stanley introduces readers to a number of strategies for resolving philosophical paradox, making the book essential not just for specialists in epistemology but for all philosophers interested in philosophical methodology. Since a number of his strategies appeal to linguistic evidence, it will be of great interest to linguists as well.

Phronesis is the Aristotelian notion of practical wisdom. In this collected series, phronesis is explored as an alternate way of considering professional knowledge. In the present context dominated by technical rationalities and instrumentalist approaches, a re-examination of the concept of phronesis offers a fundamental re-visioning of the educational aims in professional schools and continuing professional education programs. This book originated from a conversation amongst an interdisciplinary group of scholars from education, health, philosophy, and sociology, who share concerns that something of fundamental importance – of moral signi?cance – is missing from the vision of what it means to be a professional. The contributors consider the ways in which phronesis offers a generative possibility for reconsidering the professional knowledge of practitioners. The question at the centre of this inquiry is: “If we take phronesis seriously as an organising framework for professional knowledge, what are the implications for professional education and practice?” A multiplicity of understandings emerge as to what is meant by phronesis and how it might be reinterpreted, understood, applied, and extended in a world radically different to that of the progenitor of the term, Aristotle. For those concerned with professional life this is a conversation not to be missed.