References
- Beck, J., and M. Young. 2005. “The assault on the professions and the restructuring of academic and professional identities: A Bernsteinian analysis.” British Journal of Sociology of Education 26(2): 183–197.
- Benner, P. 1984. From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA: Addison-Wesley.
- Bradbury, H., N. Frost, S. Kilminster, and M. Zukas. 2010. Beyond reflective practice: New approaches to professional lifelong learning. London: Routledge.
- Collins, H. 2007. “Bicycling on the Moon.” Organization Studies 28(2): 257–262.
- Collins, H., and R. Evans. 2002/2006. The third wave of science studies: Studies of expertise and experience. Reprinted in: The philosophy of expertise, ed. E. Selinger and R. Crease, 39–110. New York, NY: Columbia University Press.
- Collins, H., and R. Evans. 2007. Rethinking expertise. Chicago, IL: University of Chicago Press.
- Dreyfus, H. 1999. “The primacy of phenomenology over logical analysis.” Philosophical Topics 27(2): 3–24.
- Dreyfus, H. 2007. “The return of the myth of the mental.” Inquiry 50(4): 352–365.
- Dreyfus, H., and S. Dreyfus. 1986. Mind over machine. New York, NY: Free Press.
- Eraut, M. 1994. Developing professional knowledge and competence. Brighton: Falmer.
- Eraut, M. 2000. “Non-formal learning and tacit knowledge in professional work.” British Journal of Educational Psychology 70: 113–136.
- Fuller, S. 2006. The constitutively social character of expertise. Reprinted in: The philosophy of expertise, ed. E. Selinger and R. Crease, 342–57. New York, NY: Columbia University Press.
- Hager, P. 2000. “Know-how and workplace practical judgement.” Journal of Philosophy of Education 34(2): 281–296.
- Kotzee, B. 2012. “Private practice: Exploring the missing social dimension in ‘reflective practice’.” Studies in Continuing Education 34(1): 5–16.
- Maton, K., and R. Moore. 2010. Social realism, knowledge and the sociology of education. London: Continuum.
- Moore, R., and J. Muller. 2002. “The growth of knowledge and the discursive gap.” British Journal of Sociology of Education 23(4): 627–637.
- Muller, J. 2000. Reclaiming knowledge: Social theory, curriculum and education policy. London: Routledge.
- Ryle, G. 1949. The concept of mind. Chicago, IL: University of Chicago Press.
- Saltiel, D. 2010. “Judgement, narrative and discourse: A critique of reflective practice.” In Beyond reflective practice: New approaches to professional lifelong learning, edited by H. Bradbury, N. Frost, S. Kilminster and M. Zukas. London: Routledge.
- Schön, D. A. 1983. The reflective practitioner: How professionals think in action. London: Temple Smith.
- Schön, D. A. 1987. Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
- Searle, John. 1995. The construction of social reality. London: Penguin.
- The philosophy of expertise Selinger E. Crease R. Columbia University Press New York NY 2006
- Sturt, C. 1923/1963. The wheelwright’s shop. Cambridge: Cambridge University Press.
- Turner, S. 2006. What is the problem with experts? Reprinted in: The philosophy of expertise, ed. E. Selinger and R. Crease, 159–86. New York, NY: Columbia University Press.
- Weelahan, L. 2007. “How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis.” British Journal of Sociology of Education 28(5): 637–651.
- Winch, C. 2010. Dimensions of expertise. London: Continuum.
- Wynn, B. 2003. “Seasick on the third wave? Subverting the hegemony of propositionalism: Response to Collins and Evans.” Social Studies of Science 33(3): 401–417.
- Young, M. 2007. Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London: Routledge.
- Young, M., and J. Muller. 2010. “Three educational scenarios for the future: Lessons from the sociology of knowledge.” European Journal of Education 45(1): 11–27.