The analogy illuminates both what is gained and what is lost in technological transitions that transform the medium of practice. Open surgeons possessed richly somatic tacit knowledge: the hand could feel tissue, detect anomalies, register resistance in ways that informed surgical judgment. The laparoscope removed this tactile channel, replacing it with two-dimensional video. Critics within the surgical community argued this represented a loss of surgical judgment's foundation. They were right about the change. They were wrong about the consequence.
What actually happened is what Collins's framework predicts: surgeons trained on laparoscopic technique developed different but equally demanding polimorphic expertise. They learned to construct three-dimensional spatial models from two-dimensional images, to coordinate instruments whose visual and motor spaces did not align, to compensate for lost tactile feedback with heightened visual sensitivity. The expertise was transformed, not degraded. But — and this is Collins's crucial addition — the transformation was transmitted through the same social mechanisms as the original expertise: apprenticeship, mentorship, proctored cases, the specific human relationship of experienced practitioner guiding novice through the procedure.
The parallel to the AI transition is both striking and imperfect. The imperfection matters. The laparoscopic transition took place within existing surgical institutions that had robust apprenticeship structures; the new technique was absorbed by those structures and transmitted through them. The AI transition is taking place faster than equivalent apprenticeship structures for AI-directed work can form. The laparoscopic surgeon of 1997 had mentors who had mastered the new technique. The AI-directed developer of 2026 has few such mentors, because the practice is too new for a mentorship tradition to have formed.
Collins developed the analogy across multiple papers and in Tacit and Explicit Knowledge (2010). The example draws on extensive sociological literature on surgical training, including work by Atul Gawande and others on the specific demands of laparoscopic expertise formation.
Transformation, not loss. The new expertise was as demanding as the old, but differently constituted.
Social transmission persisted. Despite the technological change, expertise still transferred through apprenticeship.
Temporal asymmetry. Robust training structures took a decade to mature; complication rates were elevated during the transition period.
Imperfect AI parallel. The AI transition lacks the institutional apprenticeship infrastructure that cushioned the surgical one.