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Published on: December 9, 2022
Permanent Scaffolding of Social Expertise
1Department of Philosophy, Washington University in St. Louis, St. Louis, MO, 63130, USA. aplutyns@wustl.edu.
Scaffolding in skill development, like jazz improvisation and scientific expertise, requires ongoing social support for maintenance and growth, challenging the idea of temporary reliance.
Area of Science:
- Developmental Psychology
- Evolutionary Biology
- Cognitive Science
Background:
- The concept of scaffolding, originating in developmental psychology, describes temporary external support aiding skill acquisition.
- Existing theories often emphasize the temporary nature of scaffolding, crucial for long-term capacity transformation.
- Recent scholarship seeks to broaden the application of scaffolding across disciplines.
Purpose of the Study:
- To re-examine the role of social scaffolding in complex skill development.
- To challenge the notion that scaffolding is exclusively temporary.
- To explore the continuous need for social scaffolds in mature expertise.
Main Methods:
- Analysis of developmental trajectories in jazz improvisation and scientific expertise.
- Examination of social and improvisational aspects of skill acquisition.
- Theoretical extension of scaffolding theory based on case studies.
Main Results:
- Social scaffolds are continuously required for the maintenance and further development of complex skills like jazz improvisation and scientific expertise.
- The distinction between training and performance is blurred in improvisational contexts, necessitating ongoing support.
- Mature expertise in social domains relies on continuous interaction and communication, facilitated by scaffolds.
Conclusions:
- Scaffolding is not always temporary; it can be a continuous requirement for sustained expertise.
- Social interaction and communication are integral to the ongoing development and maintenance of complex skills.
- This perspective broadens the understanding of scaffolding beyond initial learning to lifelong development.
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