Rethinking Expertise

What does it mean to be an expert? In Rethinking Expertise, Harry Collins and Robert Evans offer a radical new perspective on the role of expertise in the practice of science and the public evaluation of technology. Collins and Evans present a Periodic Table of Expertises based on the idea of tacit knowledge—knowledge that we have but cannot explain. They then look at how some expertises are used to judge others, how laypeople judge between experts, and how credentials are used to evaluate them. Throughout, Collins and Evans ask an important question: how can the public make use of science and technology before there is consensus in the scientific community? This book has wide implications for public policy and for those who seek to understand science and benefit from it. “Starts to lay the groundwork for solving a critical problem—how to restore the force of technical scientific information in public controversies, without importing disguised political agendas.”—Nature “A rich and detailed ‘periodic table’ of expertise . . . full of case studies, anecdotes and intriguing experiments.”—Times Higher Education Supplement (UK)

Explores the relationship between knowledge in higher education and social justice.

The Limits of Expertise reports a study of the 19 major U.S. airline accidents from 1991-2000 in which the National Transportation Safety Board (NTSB) found crew error to be a causal factor. Each accident is reported in a separate chapter that examines events and crew actions and explores the cognitive processes in play at each step.

It’s easy to make a rhetorical case for the value of journalism. Because, it is a necessary precondition for democracy; it speaks to the people and for the people; it informs citizens and enables them to make rational decisions; it functions as their watchdog on government and other powers that be. But does rehashing such familiar rationales bring journalism studies forward? Does it contribute to ongoing discussions surrounding journalism’s viability going forth? For all their seeming self-evidence, this book considers what bearing these old platitudes have in the new digital era. It asks whether such hopeful talk really reflects the concrete roles journalism now performs for people in their everyday lives. In essence, it poses questions that strike at the core of the idea of journalism itself. Is there a singular journalism that has one well-defined role in society? Is its public mandate as strong as we think? The internationally-renowned scholars comprising the collection address these recurring concerns that have long-defined the profession and which journalism faces even more acutely today. By discussing what journalism was, is, and (possibly) will be, this book highlights key contemporary areas of debate and tackles on-going anxieties about its future.

"If anyone knows anything about the web, where it's been and where it's going, it's David Weinberger. . . . Too Big To Know is an optimistic, if not somewhat cautionary tale, of the information explosion." -- Steven Rosenbaum, Forbes With the advent of the Internet and the limitless information it contains, we're less sure about what we know, who knows what, or even what it means to know at all. And yet, human knowledge has recently grown in previously unimaginable ways and in inconceivable directions. In Too Big to Know, David Weinberger explains that, rather than a systemic collapse, the Internet era represents a fundamental change in the methods we have for understanding the world around us. With examples from history, politics, business, philosophy, and science, Too Big to Know describes how the very foundations of knowledge have been overturned, and what this revolution means for our future.

In the last several decades, there has been a surge of interest in expertise in the social scientific, philosophical, and legal literatures. While it is tempting to attribute this surge of interest in expertise to the emergence and consolidation of a "knowledge society," "post-industrial society," or "network society," it is more likely that the debates about expertise are symptomatic of significant change and upheaval. As the number of contenders for expert status has increased, as the bases for their claims have become more diverse, and as the struggles between these would-be experts intensified, expertise became problematic and contested. In The Oxford Handbook of Expertise and Democratic Politics, Gil Eyal and Thomas Medvetz have brought together a broad group of scholars who have engaged substantively and theoretically with debates regarding the nature of expertise and the social roles of experts to examine these areas within sociology and allied disciplines. The analyses take an historical and relational approach to the topic and are motivated by the sense that growing mistrust in experts represents a danger to democratic politics today. The chapters will be organized into three general parts: key theoretical and historical debates, the politics of expertise, and expertise within and across professional, disciplinary, legal, and intellectual spheres. Among the topics considered here are the value and relevance of the boundary between experts and laypeople; the causes and consequences of mistrust in experts; the meanings and social uses of objectivity; and the significance of recent transformations in the organization of the professions. Bringing together investigations from social scientists, philosophers, and legal scholars into the political dimensions of expertise, this Handbook connects interdisciplinary work done in science and technology studies with the more classic concerns, topics, and concepts of sociologists of professions and intellectuals.

“If you read only one book on educating children, this should be the book.… With a warm, informative voice, Bauer gives you the knowledge that will help you flex the educational model to meet the needs of your child.” —San Francisco Book Review Our K–12 school system isn’t a good fit for all—or even most—students. It prioritizes a single way of understanding the world over all others, pushes children into a rigid set of grades with little regard for individual maturity, and slaps “disability” labels on differences in learning style. Caught in this system, far too many young learners end up discouraged. This informed, compassionate, and practical guidebook will show you how to take control of your child’s K–12 experience and negotiate the school system in a way that nurtures your child’s mind, emotions, and spirit. Understand why we have twelve grades, and why we match them to ages. Evaluate your child’s maturity, and determine how to use that knowledge to your advantage. Find out what subject areas we study in school, why they exist—and how to tinker with them. Discover what learning disabilities and intellectual giftedness are, how they can overlap, how to recognize them, and how those labels can help (or hinder) you. Work effectively with your child’s teachers, tutors, and coaches. Learn to teach important subjects yourself. Challenge accepted ideas about homework and standardized testing. Help your child develop a vision for the future. Reclaim your families’ priorities (including time for eating together, playing, imagining, traveling, and, yes, sleeping!). Plan for college—or apprenticeships. Consider out-of-the-box alternatives.

News organizations have always sought to deliver information faster and to larger audiences. But when clicks drive journalism, the result is often simplistic, sensational, and error-ridden reporting. In this book, Seong Jae Min argues in favor of “slow journalism,” a growing movement that aims to produce more considered, deliberate reporting that better serves the interests of democracy. Min explores the role of technology in journalism from the printing press to artificial intelligence, documenting the hype and hope associated with each new breakthrough as well as the sometimes disappointing—and even damaging—unintended consequences. His analysis cuts through the discussion of clickbait headlines and social-media clout chasing to identify technological bells and whistles as the core problem with journalism today. At its heart, Min maintains, traditional shoe-leather reporting—knocking on doors, talking to people, careful observation and analysis—is still the best way for journalism to serve its civic purpose. Thoughtful and engaging, Rethinking the New Technology of Journalism is a compelling call for news gathering to return to its roots. Reporters, those studying and teaching journalism, and avid consumers of the media will be interested in this book.