Abstract
This article addresses the role of perceptual knowledge (knowledge by acquaintance) in the development of expertise in professional contexts. It seeks to answer the question of how, if at all, does heightened knowledge by acquaintance inform a high level of professional know‐how? In many professional contexts, successful action requires the articulation of various epistemic capacities: to draw on relevant systematic knowledge, to understand the nature of the problem faced, to perceive the essentials in complex situations and to judge and then to act appropriately. The aim will be to bring together philosophical and empirical considerations to show how best to understand the ability to perceive the essentials in complex situations and how this ability bears on the ability to judge and to act appropriately in professional contexts.
| Original language | English |
|---|---|
| Pages (from-to) | 673-688 |
| Number of pages | 16 |
| Journal | JOURNAL OF PHILOSOPHY OF EDUCATION |
| Volume | 51 |
| Issue number | 3 |
| Early online date | 29 Aug 2017 |
| DOIs | |
| Publication status | Published - 29 Aug 2017 |