Expertise, defined as specialized skills or technical knowledge, is acquired through prolonged practice and has historically developed in peer-based communities. Unlike propositional knowledge, expertise involves embodied sensorimotor skills that transform perception, cognition, and social relations. These forms of practical knowledge raise broader questions about intelligence, extending the scope of expertise beyond the cognitive dimension to include both affective and ethical dimensions. Although the underlying views of Ancient Western and Eastern philosophies on the self and moral development diverge, both link expertise to ethical cultivation. Despite early philosophical attention afforded to expertise, it later became associated with informal or tacit knowledge, especially in artisanal and practical domains. Expertise has nonetheless reemerged as a major focus of psychology owing to advances in cognitive science, with contemporary debates examining whether expertise is context-specific or generalizable and how it relates to intelligence. Modern challenges, such as the loss of traditional craft and the complexity of large-scale technological systems, reveal the limitations of expert knowledge and prompt its reconsideration. To address these problems, inclusive models that enable broader participation and open discussion about shaping expert knowledge are required.