The felt division between the college professor and the plumber is reflected in how we believe about our individual minds. Humans are thinkers, and humans are doers. There is a natural attraction to view these actions as requiring different capacities. When we imitate, we are guided by our information of truths regarding the world. By difference, when we act, we are guided by our knowledge of how to perform a variety of actions. If these are diverse cognitive capacities, then knowing how to do amazing is not knowledge of a fact — that is, present is a distinction between practical and theoretical knowledge. The world of the college professor is evidently so different than the world of the plumber because they are viewed as employing fundamentally different intellectual capacities in their everyday lives. The college professor doesn’t “get it,” because her information is purely theoretical, facts of truths. The plumber isn’t qualified to reason about a supporting system or the economy because skill in multifaceted action is not an exercise of such knowledge. Most of us are tending immediately to classify activities like repairing a car, riding a bicycle, hitting a jump shot, pleasing care of a baby or cooking a risotto as movements of practical knowledge. And we are tending to organize proving a theorem in algebra, trying a hypothesis in physics and constructing an fight in philosophy as movements of the capacity to function with knowledge of truths. The cliché of the educated professor, as inept in practical responsibilities as he is skilled in theoretical way of thinking, is just as much a leitmotif of accepted culture as that of the dumb jock. The folk idea that skill at achievement is not a manifestation of academic knowledge is also entrenched in modern philosophy, though it has past history dating back to the ancients.