Expertise, Pedagogy and Practice takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied.Bringing together philosophers, cognitive scientists and education theorists, the collection asks and explores a variety of different questions. Can a group learn? Is expertise distributed? How can we make sense of a normative dimension of expertise or skill? How situation-specific is expertise? How can groups shape or generate expert practice? Through these lenses, this collection advances a more experientially holistic approach to the characterisation and growth of human expertise.This book was originally published as a special issue of Educational Philosophy and Theory.
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vii | |
| Notes on Contributors |
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| Introduction: Expertise, pedagogy and practice |
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1 | (5) |
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1 Education and Broad Concepts of Agency |
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6 | (15) |
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2 Practice and Group Learning |
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21 | (16) |
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3 An Education in Narratives |
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37 | (10) |
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4 Cognitive Transformations and Extended Expertise |
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47 | (14) |
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5 Wittgenstein and Stage-Setting: Being brought into the space of reasons |
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61 | (16) |
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6 Distributed Cognition in Sports Teams: Explaining successful and expert performance |
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77 | (15) |
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7 Yoga From the Mat Up: How words alight on bodies |
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92 | (19) |
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8 To Think or Not To Think: The apparent paradox of expert skill in music performance |
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111 | (18) |
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129 | (18) |
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| Index |
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147 | |
David Simpson is Senior Lecturer at the University of Wollongong, Australia, and Adjunct Researcher at Monash University, Melbourne, Australia. He writes on the philosophy of language (pragmatics), epistemology (virtue epistemology), and the history of philosophy, specialising in Plato, Nietzsche and Wittgenstein. He has a long-standing interest in lying, irony and the politics of communication.
David Beckett is a Professor of Education at the University of Melbourne, Australia. He writes in adult workplace learning and professional practice, and is currently co-writing a book on complexity theory and thinking in the social sciences.
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