Description
Book SynopsisThe relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists. Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemologyIlluminates what is involved in professional expertise and the implications of a sound understanding of professional expertise for professional education practice, curriculum design and assessmentAll contributions are philosophically grounded and reflect interdisciplinary advances in understanding expertise
Trade Review‘This recently published book is a challenging and very rewarding contribution to the debate on expertise in professional and vocational education. Rooted firmly in philosophical debates about knowledge, practice and expertise, the book also features contributions that draw extensively on psychology, and engages with work from the sociology of scientific knowledge.’
Jim Hordern, Bath Spa University, UK (Journal of Vocational Education & Training, 2019)
Table of ContentsNotes on Contributors vii
Introduction 1
Mark Addis and Christopher Winch
1 Activity Concepts and Expertise 21
Mark Addis
2 The Role of ‘Autonomy’ in Teaching Expertise 38
Irene Bucelli
3 Three Views on Expertise: Philosophical Implications for Rationality, Knowledge, Intuition and Education 58
Fernand Gobet
4 Drawing on a Sculpted Space of Actions: Educating for Expertise while Avoiding a Cognitive Monster 75
Machiel Keestra
5 Two Social Dimensions of Expertise 99
Ben Kotzee and JP Smit
6 Making Sense of Knowing-How and Knowing-That 117
Gerard Lum
7 Professional Knowledge, Expertise and Perceptual Ability 138
Christopher Winch
Index 157
