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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