 The most recent debate on knowledge-how has intertwined with a debate on the nature of skills. While there is no consensus on what counts as a skill, by and large people take skills to manifest in purposeful and goal-directed activities and to be learnable and improvable through practice (Fitts &amp; Posner 1967; Stanley &amp; Krakauer 2013; Willingham 1998; Yarrow, Brown, &amp; Krakauer 2009). Skills are usually contrasted with knacks (or mere talents). Some contrast them with habits (Pear 1926; Ryle 1949) in that these are performed automatically, whereas the exercise of intelligent capacities involves self-control, attention to the conditions, and awareness of the task. Others, instead, argue that understanding skill requires a better understanding of what habits amount to (Gallagher 2017; Hutto &amp; Robertson 2020).