This volume analyzes different types of knowledge and know-how used by practising professionals in their work and how these different kinds of knowledge are acquired by a combination of learning from books, learning from people and learning from personal experience.; Drawing on various examples, problems addressed include the way theory changes and is personalized in practice, and how individuals form generalizations out of their practice. Eraut considers the meaning of client-centredness and its implications, and to what extent professional knowledge is (...) based on intuition, understanding and learning. He considers the issue of competence versus knowledge and the effect of lifelong learning on the quality of practice. (shrink)

John Campbell investigates how consciousness of the world explains our ability to think about the world; how our ability to think about objects we can see depends on our capacity for conscious visual attention to those things. He illuminates classical problems about thought, reference, and experience by looking at the underlying psychological mechanisms on which conscious attention depends.

This text gives voice to the idea that the study of the philosophy of thought and language is more than a specialism, but rather lies at the very heart of the ...

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. (shrink)