Taking the “art” in “artistry” literally: An art-based theory of teaching expertise

This chapter proposes a theoretical model of teaching expertise in higher education based on the role of art in society. Many theorists have identified artistry, or acquired fluency in skilled task performance, as a feature of occupational expertise. By examining its origins in the work of John Dewey, the chapter argues that the concept of expert artistry, while valuable, deserves critical scrutiny when applied to teaching. An alternative theoretical model of teaching expertise called “responsible enquiry” is outlined. The chapter considers implications of the model for professional learning, in the light of digitisation and the increasing importance of artificial intelligence.