Luntley, Michael (2009) Understanding expertise. Journal of Applied Philosophy, Vol.26 (No.4). pp. 356-370. doi:10.1111/j.1468-5930.2009.00468.x ISSN 02643758.

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Abstract

It is sometimes said that experts know and decide ‘in the moment’, not by theoretical or propositionally articulated reflection. What differentiates expert from novice is not that the former know a lot more than the latter, but that their knowledge and the way they use it is qualitatively different. Although this idea is common in the education literature, especially the literature on professional education, it has received little sustained philosophical treatment. I shall argue that the idea of a distinct expert epistemology is not warranted. I argue that what differentiates the epistemic standpoint of experts is not what or how they know, let alone how they deploy knowledge in decision-making, but their capacity for learning. This capacity for learning is plausibly a function of their epistemic station broadly conceived, in particular the nature of their capacities for attention.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > B Philosophy (General)
Divisions:	Faculty of Social Sciences > Philosophy
Library of Congress Subject Headings (LCSH):	Expertise, Epistemology, Phenomenology
Journal or Publication Title:	Journal of Applied Philosophy
Publisher:	Wiley-Blackwell Publishing Ltd.
ISSN:	02643758
Official Date:	2009
Dates:	Date Event 2009 Published
Volume:	Vol.26
Number:	No.4
Page Range:	pp. 356-370
DOI:	10.1111/j.1468-5930.2009.00468.x
Status:	Peer Reviewed
Publication Status:	Published

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