Dimensions of Expertise—A Conceptual Exploration of Vocational Knowledge

Winch (educational philosophy and policy, Kings College) presents a detailed philosophical examination of the nature of expertise and vocational knowledge. The work of Gilbert Ryle and the debates it has engendered are a major touching point for him. Like Ryle, Winch defines expertise as "knowing how" as opposed to "knowing that," and in that he gives attention to the moral dimension of knowledge in activity. Whether that distinction exists is a topic of debate in its own right that Ryle's work has generated and that Winch defends. Additionally, he considers the role systemic knowledge plays in "know-how," which he argues Ryle leaves undeveloped. Other chapters turn to the question of tacit knowledge, whether there can be theories of expertise and the "fluency" theory of expertise specifically. Winch employs a vertical/horizontal understanding of expertise in his critical assessment. A final chapter considers the implications for education policy and the European Educational Framework in particularly. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)

Christopher Winch is Professor of Educational Philosophy and Policy at King's College London, UK.