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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)
"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.
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.
As human society continues to develop, we have increased the risk of large-scale disasters. From health care to infrastructure to national security, systems designed to keep us safe have also heightened the potential for catastrophe. The constant pressure of climate change, geopolitical conflict, and our tendency to ignore what is hard to grasp exacerbates potential dangers. How can we prepare for and prevent the twenty-first-century disasters on the horizon? Rethinking Readiness offers an expert introduction to human-made threats and vulnerabilities, with a focus on opportunities to reimagine how we approach disaster preparedness. Jeff Schlegelmilch identifies and explores the most critical threats facing the world today, detailing the dangers of pandemics, climate change, infrastructure collapse, cyberattacks, and nuclear conflict. Drawing on the latest research from leading experts, he provides an accessible overview of the causes and potential effects of these looming megadisasters. The book highlights the potential for building resilient, adaptable, and sustainable systems so that we can be better prepared to respond to and recover from future crises. Thoroughly grounded in scientific and policy expertise, Rethinking Readiness is an essential guide to this century’s biggest challenges in disaster management.
This anthology introduces the Framework for 21st Century Learning from the Partnership for 21st Century Skills as a way to re-envision learning and prepare students for a rapidly evolving global and technological world. Highly respected education leaders and innovators focus on why these skills are necessary, which are most important, and how to best help schools include them in curriculum and instruction.
In recent political debates there has been a significant change in the valence of the word “experts” from a superlative to a near pejorative, typically accompanied by a recitation of experts’ many failures and misdeeds. In topics as varied as Brexit, climate change, and vaccinations there is a palpable mistrust of experts and a tendency to dismiss their advice. Are we witnessing, therefore, the “death of expertise,” or is the handwringing about an “assault on science” merely the hysterical reaction of threatened elites? In this new book, Gil Eyal argues that what needs to be explained is not a one-sided “mistrust of experts” but the two-headed pushmi-pullyu of unprecedented reliance on science and expertise, on the one hand, coupled with increased skepticism and dismissal of scientific findings and expert opinion, on the other. The current mistrust of experts is best understood as one more spiral in an on-going, recursive crisis of legitimacy. The “scientization of politics,” of which critics warned in the 1960s, has brought about a politicization of science, and the two processes reinforce one another in an unstable, crisis-prone mixture. This timely book will be of great interest to students and scholars in the social sciences and to anyone concerned about the political uses of, and attacks on, scientific knowledge and expertise.
While knowledge on substance abuse and addictions is expanding rapidly, clinical practice still lags behind. This book brings together leading experts to describe what treatment and prevention would look like if it were based on the best science available. The volume incorporates developmental, neurobiological, genetic, behavioral, and social–environmental perspectives. Tightly edited chapters summarize current thinking on the nature and causes of alcohol and other drug problems; discuss what works at the individual, family, and societal levels; and offer robust principles for developing more effective treatments and services.
Rethinking Building Skins: Transformative Technologies and Research Trajectories provides a comprehensive collection of the most relevant and forward-looking research in the field of façade design and construction today, with a focus on both product and process innovation. The book brings together the expertise, creativity, and critical thinking of more than fifty global innovators from both academia and industry, to guide the reader in translating research into practice. It identifies new opportunities for the construction sector to respond to present challenges, towards a more sustainable, efficient, connected, and safe future. - Introduces the reader to the role of façades with respect to the main challenges ahead - Provides an overview of the major façade technological advancements throughout history and identifies prospective research trajectories - Includes interviews with key industry players from different backgrounds and expertise - Showcases a comprehensive range of leading research topics in the field, organised by product and process innovation - Covers major innovations across the value chain including façade design, fabrication, construction, operation and maintenance, and end-of-life - Contributes towards the definition of an international research agenda and identifies emerging market opportunities for the façade industry
From the end of the Second World War through the U.S. Bicentennial, the National Endowment for the Arts, the Rockefeller Foundation, and the Ford Foundation granted close to $300 million (approximately $2.3 billion in 2017 dollars) in the field of music alone. In deciding what to fund, these three grantmaking institutions decided to "ask the experts," adopting seemingly objective, scientific models of peer review and specialist evaluation. They recruited music composers at elite institutions, professors from prestigious universities, and leaders of performing arts organizations. Among the most influential expert-consultants were Leonard Bernstein, Aaron Copland, Lukas Foss, and Milton Babbitt. The significance was two-fold: not only were male, Western art composers put in charge of directing large and unprecedented channels of public and private funds, but in doing so they also determined and defined what was meant by artistic excellence. They decided the fate of their peers and shaped the direction of music-making in this country. By asking the experts, the grantmaking institutions produced a concentrated and interconnected field of artists and musicians. Officers and directors utilized ostensibly objective financial tools like matching grants and endowments in an attempt to diversify and stabilize applicants' sources of funding, as well as the number of applicants they funded. Such economics-based strategies, however, relied more on personal connections among the wealthy and elite, rather than local community citizens. Ultimately, this history demonstrates how "expertise" served as an exclusionary form of cultural and social capital that prevented racial minorities and non-dominant groups from fully participating.
“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.