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.
Introduction: Expertise, pedagogy and practice David Simpson and David Beckett
1. Education and Broad Concepts of Agency Christopher Winch
2. Practice and Group Learning Paul Hager
3. An Education in Narratives Shaun Gallagher
4. Cognitive Transformations and Extended Expertise Richard Menary and Michael Kirchhoff
5. Wittgenstein and Stage-Setting: Being brought into the space of reasons David Simpson
6. Distributed Cognition in Sports Teams: Explaining successful and expert performance Kellie Williamson and Rochelle Cox
7. Yoga From the Mat Up: How words alight on bodies Doris McIlwain and John Sutton
8. To Think or Not To Think: The apparent paradox of expert skill in music performance Andrew Geeves, Doris J.F. McIlwain, John Sutton and Wayne Christensen
9. Emergent Expertise? Patrick McGivern