This article provides an account of unconsidered activity drawing principally on the ideas of John Dewey and Richard Sennett. This is done so as to better understand the complexity, worth and limitations of craft expertise in teaching and how it might be improved to better serve all.
Four features are proposed: much activity is unconsidered; activity is embodied; activity is purposive; and people adapt their actions in pursuit of goals. An implication of this account is the need for teachers to consider how resultant structured behaviours can bestow advantages on some
of their students and not others, and suggestions are made about how this might be done.