1st Edition
Knowledge, Expertise and the Professions
Part 1: Introduction and Framing the Issues Outline of the Book Michael Young and Johan Muller. From the Sociology of Professions to the Sociology of Professional Knowledge Michael Young and Johan Muller. Professions Sacred and Profane: Reflections Upon the Changing Nature of Professionalism Gerald Grace Part 2: Knowledge, Judgment and Expertise: Theoretical Perspectives Abstract Rationality in Education: From Vygotsky to Brandom Jan Derry. Know-How and Knowledge in the Professional Curriculum Christopher Winch. Differentiating Forms of Professional Expertise Ben Kotzee. Professional Knowledge and Professional Practice as Continuous Recontextualisation: A Social Practice Perspective David Guile. What Binds Professional Judgment? The Case of Teaching Yael Shalem Part 3: Education and the Professions: Case Studies The Evolution of Engineering Knowledge Hu Hanrahan. On the Cultivation of Decorum: Development of the Pedagogic Discourse of Architecture in France, 1671 – 1968 Francis Carter. Problematising Curriculum: Contemporary Debates in Engineering Education Jennifer Case. Knowledge Matters in Nursing Martin McNamara and Gerard Fealy. Knowledge and Teacher Professionalism: The Case of Mathematics Teaching Nick Taylor.
Biography
Michael Young is Emeritus Professor of Education at the Institute of Education, University of London, UK.
Johan Muller is Emeritus Professor of Education in the School of Education at the University of Cape Town, South Africa.
"Knowledge, Expertise and the Professions is a short volume but it packs a solid wallop. It pushes the social realist barrow, certainly, but it does so with solid arguments, a clearly articulated and defended conceptual framework and some exemplary explicatory analyses... It is a social constructivist take on how we might best go about ensuring tomorrow’s professionals are capable of acquiring and using expertise. It is a really good edited volume; demanding, challenging and deliberate, and one that deserves a wide readership." - Andrys Onsman, Centre for Studies of Higher Education, University of Melbourne, Australia.
