| Author: | ISBN: | 9781317236870 | |
| Publisher: | Taylor and Francis | Publication: | February 5, 2018 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781317236870 |
| Publisher: | Taylor and Francis |
| Publication: | February 5, 2018 |
| Imprint: | Routledge |
| Language: | English |
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.
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.
