 Early intellectualists argued that knowledge-how does not entail ability (Ginet 1975; Stanley &amp; Williamson 2001; Snowdon 2004). For example, a pianist who lost their arms in a car accident may have lost her ability to play but still preserve her knowledge-how to play the piano (cf. Snowdon’s 2004: 8 expert omelette maker); or a ski instructor might know how to do a ski stunt and, according to Stanley &amp; Williamson (2001), still fail to have the ability to do it. By contrast, anti-intellectualists argue that it is important to distinguish between knowing how to perform a task, which corresponds to a general ability, and being (actually and circumstantially) able to perform it (Noë 2005; Glick 2012; Setiya 2012). So the pianist might have both general ability as well as knowledge-how, though they lack circumstantial ability. By contrast, the ski instructor does not clearly have knowledge-how to perform the ski stunt themselves, while they know how one, in general, can do it. Recent intellectualist views also take knowledge-how to go together with abilities (understood along Hawley’s 2003 notion of counterfactual success) and argue that rightly construed intellectualism can vindicate this connection (Pavese 2015b; Cath 2020). 