S u m m a r y

 

Hakkarainen K, Palonen T & Paavola S (2002)

Three perspectives of studying expertise

Psykologia 37:448-464. Vammala ISSN 0355-1067.

 

The purpose of the present article is to analyze the evolution of perspectives on studying expertise. The article relies on case studies of workplace expertise and a literature review. From the traditional cognitive perspective (the acquisition view), expertise is considered to be an exceptional competence relying on internal knowledge structures. Proponents of situated cognition, by contrast, examine expertise as a process of participating in and developing in a social community in which identity transformation has an essential role (the participation view). The present authors argue that overcoming the dichotomy between these two approaches requires a third perspective that focuses on examining a dynamic development of expertise through a process of knowledge creation (knowledge-creation view). Co-evolution of individual and collective cognitions is typical of innovative knowledge communities. Collaborative activity aimed at creating new knowledge leads simultaneously to the growth of individual cognitive competencies and collective knowledge advancement. Accordingly, expertise is regarded as a socially distributed phenomenon that is constituted in interaction between individuals, communities and larger networks.

 

Key words:

Expertise, community of practice, innovative knowledge community, progressive problem solving, knowledge creation.

 

Kai Hakkarainen, Ph.D., Department of Psychology, P.O. Box 9 (Siltavuorenpenger 20 D), FIN-00014 University of Helsinki, Finland. Email: kai.hakkarainen@helsinki.fi

www.helsinki.fi/science/networkedlearning