Editing Procedural knowledge (section)

== Overview ==
Procedural knowledge (i.e., knowledge-how) is different from [[descriptive knowledge]] (i.e., knowledge-that) in that it can be directly applied to a task.<ref name=SEP/><ref>{{Cite book|last=Burgin, M. S. (Mark Semenovich)|title=Theory of knowledge : structures and processes|year=2017|isbn=978-981-4522-67-0|location=New Jersey|pages=48|oclc=934627836}}</ref> For instance, the procedural knowledge one uses to solve problems differs from the declarative knowledge one possesses about [[problem solving]] because this knowledge is formed by doing.<ref name=Koedinger>Koedinger, K.R. & Corbett, A. (2006). "Technology Bringing Learning Sciences to the Classroom". In Sawyer, R. K. (Ed.), ''The Cambridge Handbook of the Learning Sciences''. pp. 61–75.  New York: Cambridge University Press</ref>

The distinction between knowing-how and knowing-that was brought to prominence in [[epistemology]] by [[Gilbert Ryle]] who used it in his book ''[[The Concept of Mind]]''.<ref name="Stanley 2001 411–444"/>

Know-how is also often referred to in [[Plain English|layman's terms]] as '''street smarts''' (sometimes conceived as the opposite of [[wikt:book smart|book smart]]s), and a person employing their street smarts as ''street wise''. Know-how is often [[tacit knowledge]], which means that it can be difficult to transfer to another person by means of writing it down or verbalising it. The opposite of tacit knowledge is [[explicit knowledge]].