 However, few theorists nowadays identify knowledge-how with bare abilities. Setiya (2012) holds that to have knowledge-how is to have the disposition to act guided by one’s intention; Constantin (2018) argues that knowing how to Φ is to have the disposition to have the ability to Φ. Neo-Rylean views are also developed by Craig (1990), Wiggins (2012), and Löwenstein (2016). Craig suggests that knowledge-how to Φ amounts to the ability to teach others how to Φ. Wiggins argues that genuine knowledge-how stems from a bundle of practical abilities that constitute the ethos of a practice and, while interrelated with propositional knowledge, cannot be reduced to it. In turn, Löwenstein argues that knowledge-how to Φ is the ability to Φ intelligently guided by the understanding of the activity of Φ-ing. 