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Selinger, Evan, Dreyfus, Hubert & Harry Collins (2007). Interactional Expertise and Embodiment.

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  1.  32
    Studies of Expertise and Experience.Harry Collins - 2018 - Topoi 37 (1):67-77.
    I describe the program of analysis of expertise known as ‘Studies of Expertise and Experience’, or ‘SEE’ and contrast it with certain philosophical approaches. SEE differs from many approaches to expertise in that it takes the degree of ‘esotericity’ of the expertise to be one of its characteristics: esotericity is not a defining characteristic of expertise. Thus, native language speaking is taken to be an expertise along with gravitational wave physics. Expertise is taken to be acquired by socialisation within expert (...)
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  2.  55
    Rethinking Moral Expertise.Nicky Priaulx, Martin Weinel & Anthony Wrigley - 2016 - Health Care Analysis 24 (4):393-406.
    We argue that the way in which the concept of expertise is understood and invoked has prevented progress in the debate as to whether moral philosophers can be said to be ‘moral experts’. We offer an account of expertise that draws on the role of tacit knowledge in order to provide a basis upon which the debate can progress. Our analysis consists of three parts. In the first part we highlight two specific problems in the way that the concept of (...)
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  3.  17
    Expertise Revisited, Part I—Interactional Expertise.Harry Collins & Robert Evans - 2015 - Studies in History and Philosophy of Science Part A 54:113-123.
  4.  28
    Derived Embodiment and Imaginative Capacities in Interactional Expertise.Theresa Schilhab - 2013 - Phenomenology and the Cognitive Sciences 12 (2):309-325.
    Interactional expertise is said to be a form of knowledge achieved in a linguistic community and, therefore, obtained entirely outside practice. Supposedly, it is not or only minimally sustained by the so-called embodied knowledge. Here, drawing upon studies in contemporary neuroscience and cognitive psychology, I propose that ‘derived’ embodiment is deeply involved in competent language use and, therefore, also in interactional expertise. My argument consists of two parts. First, I argue for a strong relationship among language acquisition, language use and (...)
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  5.  31
    Experts in Dialogue: An Introduction. [REVIEW]Gábor Kutrovátz & Gábor Á Zemplén - 2011 - Argumentation 25 (3):275-283.
    Different approaches to expertise and argumentation are discussed. After introducing the problem of expertise and its present day significance in a historical context, various connections with the study of arguments are highlighted. The need for and potential of argumentation analysis to contribute to existing research in social epistemology, science studies, and cognitive science, is discussed, touching on the problems of reasoning and argumentation, embodiment, tacit knowledge, expert context versus public context, expert disagreement, persuasion versus justification, and argument analysis as meta-expertise. (...)
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    The Midwife Case: Do They “Walk the Talk”? [REVIEW]Theresa S. S. Schilhab, Gudlaug Fridgeirsdottir & Peter Allerup - 2010 - Phenomenology and the Cognitive Sciences 9 (1):1-13.
    Expertise depends on hours and hours of practice within a field before a state of proficiency is achieved. Normally, expert skills involve bodily knowledge associated to the practices of a field. Interactional expertise, i.e. the ability to talk competently about the field, however, is not causally dependent on bodily proficiency. Instead, interactional experts are verbally skilled to an extent that makes them impossible to distinguish from so-called contributory experts, the experienced practitioners. The concept of interactional expertise defines linguistic skills as (...)
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  7.  92
    Keeping the Collectivity in Mind?Harry Collins, Andy Clark & Jeff Shrager - 2008 - Phenomenology and the Cognitive Sciences 7 (3):353-374.
    The key question in this three way debate is the role of the collectivity and of agency. Collins and Shrager debate whether cognitive psychology has, like the sociology of knowledge, always taken the mind to extend beyond the individual. They agree that irrespective of the history, socialization is key to understanding the mind and that this is compatible with Clark’s position; the novelty in Clark’s “extended mind” position appears to be the role of the material rather than the role of (...)
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