Chapter 10 Knowledge and learning
Individual learning
Surface learning: learn a set of facts
Deep learning: understand knowledge in its context and from our own experience
think about the ways in which we learn best and develop our learning style
Behavioural psychology: people are motivated by rewards and punishments
Gestalt psychology: associations and patterns in learning how we structure
perceptions in memory into patterns and forms
Polanyi
Three types of knowledge:
1. Knowledge that: knowing a fact
2. Knowledge how: deeper understanding of how that fact can be used in
context
3. Knowledge of: acquaintance knowledge familiarity with something
(person)
Distinction between two types of knowledge:
1. Explicit knowledge: which can be codified or written down, and then
communicated clearly to other people
2. Tacit knowledge: knowledge which comes from experience personal
Mostly a mix driving, doctors
Kolb made a learning cycle:
Concrete experience(1) reflective observation(2) abstract
conceptualisation(3) active experimentation(4)
Experiential learning
(1) Where we do, or have an experience
(2) Where we review and reflect on the experience
(3) Where we conclude and learn from our reflections on the experience
(4) Planning and trying out what has been learned from the experience
Four learning stages:
1. Activists: prefer the actual experience itself Having an experience
2. Reflectors: spend time thinking over what they have done reviewing
3. Theorists: rational and logical thinkers who work best with abstract
knowledge as models concluding
4. Pragmatists: try out new ideas to see how they work planning
Gardner
People have different types of intelligence:
Verbal/linguistic intelligence: ability to understand and use language to
express oneself
Musical intelligence: performing music and understanding musical
compositions and pitch
Spatial intelligence: awareness of space and patterns around us
Bodily/kinaesthetic intelligence: ability to do things with the body
Logical/mathematical intelligence: ability to perform analytical, scientific
tasks
Interpersonal intelligence: ability to understand, empathise and work with
others
, Intrapersonal intelligence: being able to understand ourselves and our
feelings
Multiple intelligence
Different combinations
Fleming’s VARK model:
Visual: learn best from visual clues
Auditory: learn best from listening to descriptions and explanations
Reading/writing: learn best from reading texts and using written notes to
organise that knowledge
Kinesthetic: learn best by doing things
Approaches that distinguish between the quality of learning that people
undertake:
Surface learning: learning a set of facts off by heart
Deep learning: the learner gains a deeper level of knowledge and
understanding
Deuteron learning: describe levels of learning with greater depth
Banking education: learners are seen as being like an empty bank account, there
to be filled passively with deposits of knowledge
Reflective practice: a worker doesn’t simply do their job but they see their work
as an ongoing cycle of continuous learning, whereby they reflect upon their
experiences in the workplace
Organisational knowledge: possession of which gives success and competitive
advantage to organisations
Knowledge intensive firms: premium on knowledge pharmaceuticals
Two dimensions of organisational knowledge:
1. Is the knowledge located in individuals within the organisation or is it more
of a collective property of the organisation
2. Is the knowledge explicit or tacit
Five facets of knowledge:
1. Embrained knowledge: explicit and individual
2. Embodied knowledge: individual and tacit
3. Encultured knowledge: organisational with tacit and explicit dimensions
4. Embedded knowledge: organisational with tacit and explicit dimensions
5. Encoded knowledge: organisational and explicit
Nonaka
Create knowledge and innovate continually is something that brings competitive
advantage
Knowledge-creating company: ways in which particular types of knowledge are
transferred
Explicit explicit: combination
Explicit tacit: internalisation
Tacit explicit: externalisation, articulation
Tacit tacit: socialisation
Argyris and Schön
Single- and double-loop learning: from surface learning to deep learning
Individual learning
Surface learning: learn a set of facts
Deep learning: understand knowledge in its context and from our own experience
think about the ways in which we learn best and develop our learning style
Behavioural psychology: people are motivated by rewards and punishments
Gestalt psychology: associations and patterns in learning how we structure
perceptions in memory into patterns and forms
Polanyi
Three types of knowledge:
1. Knowledge that: knowing a fact
2. Knowledge how: deeper understanding of how that fact can be used in
context
3. Knowledge of: acquaintance knowledge familiarity with something
(person)
Distinction between two types of knowledge:
1. Explicit knowledge: which can be codified or written down, and then
communicated clearly to other people
2. Tacit knowledge: knowledge which comes from experience personal
Mostly a mix driving, doctors
Kolb made a learning cycle:
Concrete experience(1) reflective observation(2) abstract
conceptualisation(3) active experimentation(4)
Experiential learning
(1) Where we do, or have an experience
(2) Where we review and reflect on the experience
(3) Where we conclude and learn from our reflections on the experience
(4) Planning and trying out what has been learned from the experience
Four learning stages:
1. Activists: prefer the actual experience itself Having an experience
2. Reflectors: spend time thinking over what they have done reviewing
3. Theorists: rational and logical thinkers who work best with abstract
knowledge as models concluding
4. Pragmatists: try out new ideas to see how they work planning
Gardner
People have different types of intelligence:
Verbal/linguistic intelligence: ability to understand and use language to
express oneself
Musical intelligence: performing music and understanding musical
compositions and pitch
Spatial intelligence: awareness of space and patterns around us
Bodily/kinaesthetic intelligence: ability to do things with the body
Logical/mathematical intelligence: ability to perform analytical, scientific
tasks
Interpersonal intelligence: ability to understand, empathise and work with
others
, Intrapersonal intelligence: being able to understand ourselves and our
feelings
Multiple intelligence
Different combinations
Fleming’s VARK model:
Visual: learn best from visual clues
Auditory: learn best from listening to descriptions and explanations
Reading/writing: learn best from reading texts and using written notes to
organise that knowledge
Kinesthetic: learn best by doing things
Approaches that distinguish between the quality of learning that people
undertake:
Surface learning: learning a set of facts off by heart
Deep learning: the learner gains a deeper level of knowledge and
understanding
Deuteron learning: describe levels of learning with greater depth
Banking education: learners are seen as being like an empty bank account, there
to be filled passively with deposits of knowledge
Reflective practice: a worker doesn’t simply do their job but they see their work
as an ongoing cycle of continuous learning, whereby they reflect upon their
experiences in the workplace
Organisational knowledge: possession of which gives success and competitive
advantage to organisations
Knowledge intensive firms: premium on knowledge pharmaceuticals
Two dimensions of organisational knowledge:
1. Is the knowledge located in individuals within the organisation or is it more
of a collective property of the organisation
2. Is the knowledge explicit or tacit
Five facets of knowledge:
1. Embrained knowledge: explicit and individual
2. Embodied knowledge: individual and tacit
3. Encultured knowledge: organisational with tacit and explicit dimensions
4. Embedded knowledge: organisational with tacit and explicit dimensions
5. Encoded knowledge: organisational and explicit
Nonaka
Create knowledge and innovate continually is something that brings competitive
advantage
Knowledge-creating company: ways in which particular types of knowledge are
transferred
Explicit explicit: combination
Explicit tacit: internalisation
Tacit explicit: externalisation, articulation
Tacit tacit: socialisation
Argyris and Schön
Single- and double-loop learning: from surface learning to deep learning
