For more than 30 years, knowledge management has been organized around a hierarchy. According to the data-information-knowledge-wisdom (DIKW) model traced to Russell Ackoff in 1989, data comprises symbols representing the facts. Data becomes useful information as it answers questions. Information becomes knowledge as it is organized into generalizations and can be used to explain answers. Read More
Category: Theory
Vygotsky was Right
Alex Kozulin noted in the prologue to his book Vygotsky’s Psychology (1990), For Vygotsky, one’s psychology is the product of complex dynamics between the individual and his or her social environment, and new discoveries raise more questions that can only be understood using inclusive methods. For Vygtosky, learning is a social process.
When Darwin First Presented
Historians of science speculate widely on the reasons why Charles Darwin waited so long to publish On the Origins of Species. (For those not familiar with the story, Darwin had conceived the theory of natural selection in the years after his voyage on the HMS Beagle ended in 1836, but he did not publish until Read More
The Nature of Innovations
According to Rogers (2003), the rate at which an innovation is adopted by a group is affected by four factors. First, the users must become aware of the innovation and perceive the ideas, tools, or practices as different from those currently in use. In the world dominated by rapid advances in information and other technology, Read More
Placing Deeper Learning
Schools have been caught in the middle of a debate over their purpose for a long time. In the United States one of the central players in that debate was John Dewey. He is well-known for founding and leading the University of Chicago Laboratory School in 1896. The school was designed to focus the teaching Read More
Lessons From a Tweet About “Learning Styles”
Every so often, I tweet something that catches the attention of a small corner of the “twitterverse” and folks reply and share and the thread becomes a wealth of insight, good questions, and snarky comments. Most recently, it was this one: As I read the thread, I am struck by the willingness of folks to Read More
Researchers and Practitioners
Teaching is a field in which one cannot just do whatever they want… actually, they can do what they want, but they shouldn’t. The purpose of teaching is to increase students’ capacity to apply the knowledge, skills, and habits in the curriculum to their lives. Because human brains are the product of nature, there are Read More
Teaching Cannot be Atheoretical
“Lets’ talk about educational theory.” I probably should not have started this post with those words, because no sentence causes a teacher to start daydreaming in a presentation, close the book, or open a new tab in their web browser faster than that one. Teachers avoid discussions of theory for good reasons. They do not Read More
On Research
The term “research-based” is one of those that has been so broadly used that it is no longer meaningful. It seems one can do about anything they want and they apply the “research-based” label to it. Just what must one do if they want really be doing research? Here is my definition of research: Research Read More
On Extended Minds
“The extended mind” has focus some of my attention recently. It seems to be one of the basic epistemological assumptions upon which many teaching, learning, and schooling decisions are made. First, the mind. Let’s adopt the materialist view that it exists in the brain. There can be little debate in the central role for that Read More