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"The two kinds of knowledge would seem to be interdependent: you might use factual knowledge to deepen your experiential knowledge, and vice versa. But Ryle warned against the temptation to think that “knowing how” could be reduced to “knowing that”—a playbook of rules couldn’t teach a child to ride a bike. Our rules, he asserted, make sense only because we know how to use them: “Rules, like birds, must live before they can be stuffed.”...
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When teaching the machine, the team had to take some care with the images. Thrun hoped that people could one day simply submit smartphone pictures of their worrisome lesions, and that meant that the system had to be undaunted by a wide range of angles and lighting conditions. But, he recalled, “In some pictures, the melanomas had been marked with yellow disks. We had to crop them out—otherwise, we might teach the computer to pick out a yellow disk as a sign of cancer.”...
The most powerful element in these clinical encounters, I realized, was not knowing that or knowing how—not mastering the facts of the case, or perceiving the patterns they formed. It lay in yet a third realm of knowledge: knowing why."
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