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Savoir Et Savoir-Faire La Connaissance Pratique Entre Intellectualisme Et Anti-Intellectualisme

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Savoir Et Savoir-Faire La Connaissance Pratique Entre Intellectualisme Et Anti-Intellectualisme Université de Montréal Savoir et savoir-faire La connaissance pratique entre intellectualisme et anti-intellectualisme par Vincent Duhamel Département de Philosophie Faculté des arts et des sciences Thèse présentée à la Faculté des études supérieures en vue de l’obtention du grade de Ph.D en philosophie Août 2016 © Vincent Duhamel, 2016 Résumé L’objectif de cette thèse est de présenter une conception du savoir-faire qui permette d’éviter les principales difficultés auxquelles font face les deux grandes familles de théories dans le débat sur la nature du savoir-faire – l’intellectualisme et l’anti-intellectualisme. Pour les intellectualistes, le savoir-faire doit généralement être conçu comme une forme de connaissance propositionnelle, c’est-à-dire une connaissance des faits. À l’opposé, pour les anti-intellectualistes, le savoir-faire doit généralement être conçu comme une forme de capacité ou de disposition. Dans ce texte, j’analyse en détail les implications propres à ces diverses manières de concevoir le savoir-faire et j’identifie les problèmes importants auxquels elles font face. Par exemple, contre l’intellectualisme, on peut douter qu’il suffise de connaître un certain nombre de faits à propos de la natation pour savoir nager. À l’opposé, contre, l’anti- intellectualisme, on peut demander s’il faut absolument être capable de nager pour savoir nager. Afin d’éviter les problèmes propres à ces deux théories, je défends une conception hybride qui présente le savoir-faire au sens restreint et la connaissance pratique au sens large comme des formes de savoir qui doivent s’établir sur une connaissance minimale des faits, mais qui sont irréductibles à cette connaissance des faits et qui peuvent s’accroître sans l’apprentissage de nouveaux faits. Mots clés : Savoir-faire, connaissance, épistémologie, intellectualisme, anti-intellectualisme, expertise, capacité, disposition, Gilbert Ryle, Jason Stanley iii Abstract The goal of this thesis is to present a theory of knowing how which avoids the main problems plaguing the two major types of positions in this debate – intellectualism and anti- intellectualism. According to the intellectualists, knowing how must generally be understood as a species of propositional knowledge. That is, knowing how to do something is knowing a certain amount of facts about that activity. Conversely, according to the anti-intellectualists, knowing how must generally be understood as the possession of some form of capacity or disposition. In this text, I explore in details the implications associated with each position and highlight the main challenges they need to overcome. For instance, against intellectualism, one may doubt that knowing how to swim is merely a matter of knowing facts about swimming. Conversely, against anti-intellectualism, one may ask whether one really needs to be able to swim to know how to swim. In order to avoid the problems undermining both theories, I argue for a hybrid conception which presents knowing how in a strict sense and practical knowledge in a wider sense as types of knowledge which are based on a minimal knowledge of facts, though they cannot be reduced to this knowledge of facts and can grow without learning more facts. Key words : Knowing how, knowledge, epistemology, intellectualism, anti-intellectualism, expertise, ability, disposition, Gilbert Ryle, Jason Stanley iv Table des matières Résumé..................................................................................................................................................iii Abstract.................................................................................................................................................iv Table des matières.................................................................................................................................v Remerciements....................................................................................................................................vii Introduction...........................................................................................................................................1 1. Intellectualisme et anti-intellectualisme.........................................................................................1 2. La renaissance de l’intellectualisme...............................................................................................3 3. Les différents enjeux liés aux théories du savoir-faire....................................................................6 4. Le problème de l’unité de la connaissance.....................................................................................8 5. La phénoménologie et le savoir-faire............................................................................................10 6. Le problème des contenus mentaux non-conceptuels...................................................................12 7. La cognition incarnée et l’énactivisme.........................................................................................15 8. La connaissance chez les animaux non-humains..........................................................................18 9. Le savoir-faire en métaphysique : le « Knowledge Argument »...................................................21 10. Débats en philosophie morale et politique..................................................................................23 11. Le savoir-faire en philosophie de l’éducation.............................................................................29 12. Conclusion : Qu’est-ce que le savoir-faire ?...............................................................................31 Chapitre 1. Ryle, l’intelligence et le savoir-faire................................................................................34 1. Le projet général de The Concept of Mind...................................................................................34 2. La légende intellectualiste............................................................................................................36 3. Le problème de l’application........................................................................................................39 4. L’argument de la régression à l’infini...........................................................................................49 5. Régression à l’infini et actions de base.........................................................................................57 6. Conclusion....................................................................................................................................59 Chapitre 2. Les théories intellectualistes : Savoir-faire et connaissance propositionnelle..............61 1. Le savoir-faire comme connaissance propositionnelle..................................................................61 2. La connaissance-Q et la sémantique des questions enchâssées.....................................................62 3. Les clauses infinitives et l’interprétation minimale......................................................................66 4. Intellectualisme, langage de la pensée et attitudes propositionnelles............................................71 5. Quel poids faut-il accorder aux analyses linguistiques ?...............................................................77 6. L’analyse intellectualiste soumise à la diversité des langues........................................................82 7. L’unité de la connaissance-Q et deux conceptions de l’intellectualisme ......................................88 8. L’intellectualisme non-propositionnel de Bengson et Moffett......................................................94 9. Le problème de la « connaissance spectatorielle » et le mode de présentation pratique...............97 Chapitre 3. Les théories anti-intellectualistes : Savoir-faire, dispositions et capacités.................104 1. La thèse de la capacité................................................................................................................104 2. Le statut métaphysique des dispositions.....................................................................................105 3. Les problèmes de la nécessité et de la suffisance pour l’anti-intellectualisme............................111 4. Réponses anti-intellectualistes aux problèmes de la nécessité et de la suffisance.......................114 5. La condition d’intentionalité et le rôle de la chance....................................................................118 6. Les problèmes d’incapacité généralisée et de fiabilité ignorante................................................123 7. Ryle et les dispositions complexes..............................................................................................124 v 8. Le problème de l’unité de la connaissance.................................................................................127 9. L’anti-intellectualisme radical....................................................................................................131 10. Que penser de l’anti-intellectualisme radical ?.........................................................................137 Chapitre 4. Neurosciences et savoir-faire : La diversité des systèmes de mémoire.......................141 1. L’intellectualisme et le problème de la cognition diversifiée......................................................141 2. La mémoire déclarative : mémoire sémantique et épisodique....................................................143 3. Les
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