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SUBJECTS
Education Requiring Contextualized Epistomology Restructuring Knowle

1403 -
1403 -    ..
1404 - Summary/Objective
1405 -
140501 - Follow up ref SDS 12 0000, ref SDS 11 0207.
140502 -
140503 -
140504 -
140505 -
140507 -  ..
1406 -
1407 -
1408 - Progress
1409 -
140901 - Drucker's article in Atlantic Monthly reviewed a few days ago on
140902 - 991025 presents an emerging "Knowledge Revolution." ref SDS 11 0207
140903 - Today, received a letter via email promoting a seminar on Knowledge
140904 - Management.  Earlier research on 990213 shows growing use of new
140905 - terminonlogy for "Knowledge Management," but there is no definition of
140906 - "knowledge" nor clarification of correlation with technologies for
140907 - information management and data base management. ref SDS 10 7696
140908 - Drucker's article on 991025 has antecedents in his work reviewed on
140909 - 931130 that suggest practices for "Knowledge Management" relate to
140910 - tracking experience for lessons learned. ref SDS 2 XM9G
140912 -  ..
140913 - Meaning of "knowledge" differentiated from data and information was
140914 - discussed on 960227 in connection with planning scope for seminar on
140915 - project management. ref SDS 4 KQ95
140917 -  ..
140918 - Concept of using technology for adding intelligence that converts
140919 - information into knowledge was discussed with Intel on 960509,
140920 - ref SDS 5 7722, and is presented in POIMS as the "report" process
140921 - component of "intelligence. ref OF 5 2300
140923 -  ..
140924 - Map of cognition showing organic structure of data, information,
140925 - knowledge, wisdom, developed on 960510, ref SDS 6 2222, which was
140926 - incorporated into NWO. ref OF 12 24SH
140928 -  ..
140929 - Landauer's paper on Plato's Problem presents explanation of knowledge
140930 - from the field of psychology and cognitive science; mental process of
140931 - constructing meaning indicates that experience associating cause and
140932 - effect drives knowledge acquisition, reviewed on 960518. ref SDS 7
140933 - 8811  However, mental connections seem tenuous, because people can
140934 - maintain alignment for only about a minute. ref SDS 7 8787  Without
140935 - continual alignment, meaning drifts causing errors, conflicts, and
140936 - loss. ref SDS 7 3734
140937 -
140939 -  ..
140940 - Knowledge Definition Research Philosophy
140941 - Definition Knowledge Research Philosophy
140942 - Philosophy Knowledge Definition Research
140943 -
140944 -
140945 - Research on the Internet today shows...
140946 -
140947 -              http://sunzi1.lib.hku.hk/hkjo/view/33/3300658.pdf
140949 -         ..
140950 -        Educational Journal Vol 26, No. 2, Winter 1998 &
140951 -        Vol 27, No. 1, Summer 1999
140953 -         ..
140954 -        Education Requiring Contexutalized
140955 -        Epistemology:  Restructuring
140956 -        Knowledge-Based Education Into
140957 -        Quality-Based Education in Contexts......... ref OF 20 0001
140959 -         ..
140960 -        Robert Cheng Hon-man
140961 -        Department of Educational Administration and Policy
140962 -        The Chinese University of Hong Kong
140964 -  ..
140965 - Epistemology Theory of Knowledge Dates from Greeks Plato Aristotle
140966 - Taxonomy Knowledge Two (2) Main Branches Empiricism and Rationalism
140967 -
140968 -
140969 - The author says in part...
140970 -
140971 -            "Epistemology, or the theory of knowledge, is that branch
140972 -            of philosophy concerned with the nature of knowledge, its
140973 -            possibility, scope and general basis." /2 Etyinologically,
140974 -            at least dating back to Plato, epistemology is the studies
140975 -            (logic, theory) of knowledge (episteme), which is supposed
140976 -            to be contrasted with opinion (doxa).  During the high tide
140977 -            of epistemology around the Enlightenment era, mainly from
140978 -            Descartes and Locke to Kant, how the nature of knowledge
140979 -            could be clarified, and hence how the taxonomy of knowledge
140980 -            could be drawn, become the most prominent issues.  Thus,
140981 -            the party lines are divided into Empiricism and
140982 -            Rationalism.  Following such vein, Logical Positivists are
140983 -            keen to defend the neat division between two families of
140984 -            knowledge: (1) the formal kind of knowledge, which is
140985 -            analytic, a priori, and necessary, exemplified by logic and
140986 -            mathematics, and could be called formal sciences; and (2)
140987 -            the empirical kind of knowledge, which is synthetic, a
140988 -            posteriori and contingent, exemplified by empirical
140989 -            sciences, and is meant to be natural sciences. /3
140990 -            ref OF 20 PPWQ
140992 -  ..
140993 - Knowledge Definition Justified True Belief
140994 - Justified Belief Epistemology Theory of Knowledge Defined
140995 -
140996 -
140997 - Author continues...
140998 -
140999 -            Recently, mostly in the tradition of analytic philosophy,
141000 -            the debate shifts to the contrast, or relationship, between
141001 -            knowledge and belief, thereby generating a series of debate
141002 -            on whether knowledge could be essentially defined as
141003 -            justified true beliefs. /4  Leaving aside the philosophical
141004 -            sophistication in such history of epistemology, those who
141005 -            care about education (including educators and
141006 -            educationists) could ask what lessons could be drawn from
141007 -            this history of theorizing about knowledge. ref OF 20 FL5M
141009 -  ..
141010 - Below, the author cites formula to calculate "justified true belief."
141011 - ref SDS 0 KO4O
141013 -  ..
141014 - Philosophy does not address organic structure of cognition, as shown
141015 - in NWO, ref OF 12 XF6F, and so does not seem to define "knowledge" in
141016 - terms of integrating time and information by correlating cause and
141017 - effect, discussed in POIMS. ref OF 3 0367  Information can occur on x,
141018 - and later on y, but only becomes knowledge when x and y are connected
141019 - to yield predictability, i.e., causation.
141020 -
141021 -                [On 000515 Peirce defines knowledge in terms of
141022 -                experience and notes accuracy requires continual
141023 -                refinement. ref SDS 14 0042
141025 -                 ..
141026 -                [On 000516 "justified belief" common explanation of
141027 -                "knowledge" in philosophy. ref SDS 15 4723
141029 -                 ..
141030 -                [On 020608 knowledge define case study hard for people
141031 -                to grasp, ref SDS 21 CC6J; philosophy grounding for
141032 -                "Knowledge Management" reviewed 050115, ref SDS 25
141033 -                SF5K, correlates with cognitive science reviewed
141034 -                960518, ref SDS 7 GS58, management tasks considered
141035 -                000307, ref SDS 13 767G, and physical science locality
141036 -                principle power of knowledge predicts and controls the
141037 -                future, reviewed on 040312, ref SDS 22 YH4G
141039 -                 ..
141040 -                [On 050115 research on philosophy define knowledge
141041 -                justified true belief, ref SDS 25 SF5K; very
141042 -                interesting paper, but not sure this provides good
141043 -                grounding for a practice and tools for Knowledge
141044 -                Management, ref SDS 25 845K; except Peirce explains
141045 -                knowledge requires continual refinement to obtain
141046 -                accuracy. ref SDS 14 7380
141048 -  ..
141049 - Possibly "justified belief" presented today, ref SDS 0 SL9G, helps
141050 - distinguish "knowledge" from "information" by implying that connecting
141051 - information over time creates the weight of evidence.  For example,
141052 - sensory perception of sight and sound recognizes "information"
141053 - presented in a meeting, during a telphone call, reading a book, or a
141054 - letter.  Information doesn't become knowledge until there is proof of
141055 - accuracy from experience that "justifies belief" and reliance on cause
141056 - and effect.  For example, going to several meetings and learning that
141057 - disparate experiences yield the same cause and effect in the same
141058 - context adds weight to evidence that indicates accuracy, which
141059 - justifies reliance, as discussed with Morris on 950204. ref SDS 3 WT5J
141061 -                 ..
141062 -                [On 050115 research on philosophy define knowledge
141063 -                justified true belief, ref SDS 25 SF5K; very
141064 -                interesting paper, but not sure this provides good
141065 -                grounding for a practice and tools for Knowledge
141066 -                Management, ref SDS 25 845K; except Peirce explains
141067 -                knowledge requires continual refinement to obtain
141068 -                accuracy. ref SDS 14 7380
141070 -  ..
141071 - An example distinguishing information from knowledge is listed in the
141072 - record on 900303 reviewing Jeremy's Campbell's book on cognition.
141073 - ref SDS 1 7739
141074 -
141075 -                [On 000515 Peirce seems to recognize the weight of
141076 -                experience as evidence in forming knowledge, indicated
141077 -                by Mary Keeler's paper received from Jack Park.
141078 -                ref SDS 14 0042
141080 -                 ..
141081 -                [On 040312 power of knowledge to control the future
141082 -                derives from energy exchanged in connections of cause
141083 -                and effect, generally arising under the locality
141084 -                principle. ref SDS 22 YH4G
141085 -
141086 -
141088 -  ..
141089 - Education Debate Science v. Liberal Arts
141090 -
141091 - Much of this paper considers age old debate about whether to focus
141092 - education on scientific study, and how much education to present
141093 - traditional liberal arts study. ref OF 20 L166
141095 -  ..
141096 - A student pursuing a career in music, how much should the student
141097 - study physics, mathematics, biology.  Similarly, for a student aiming
141098 - for a degree in engineering, how much music, art, history, should the
141099 - student study?
141100 -
141102 -  ..
141103 - Liberal Education Argument Study Knowledge for Its Own Sake
141104 -
141105 -
141106 - Author continues...
141107 -
141108 -            Greeks developed the ideal of liberal education: knowledge
141109 -            is desirable for its own sake, pursuit of which is
141110 -            conducive to the full development of the intellect.
141111 -            ref OF 20 E658
141113 -             ..
141114 -            "Liberal Education and the Nature of Knowledge" by Paul
141115 -            Hirst (1965) says "central to education is an initiation
141116 -            into all forms of knowledge..." Hirst listed eight forms of
141117 -            knowledge:
141118 -
141119 -              1.  mathematics,
141120 -              2.  physical sciences,
141121 -              3.  human sciences,
141122 -              4.  history,
141123 -              5.  morality,
141124 -              6.  religion,
141125 -              7.  literature and
141126 -              8.  fine art, and
141127 -              9.  philosophy.
141129 -             ..
141130 -            Each form has concepts, logical structure and
141131 -            methodology (including modes of inquiry, criteria of truth
141132 -            and logic of validation or test).  There are at least four
141133 -            claims on education according to such liberal ideal: (1)
141134 -            rational curricular planning should be based upon sound
141135 -            epistemology and relevant philosophical foundations; (2)
141136 -            the development of knowledge (and hence intellectual
141137 -            excellence) is central to education, lying at the center of
141138 -            the education system; (3) a complete or all-round education
141139 -            should initiate educands into all, not just some, forms of
141140 -            knowledge; (4) knowledge is pursued for its own sake.
141141 -            ref OF 20 MK6H
141143 -  ..
141144 - Argument that "knowledge is pursued for its own sake, seems too
141145 - pleading and circumspect, as justification for investing limited time
141146 - for study.  People generally recognize that knowledge is needed to
141147 - survive.
141149 -  ..
141150 - A more satisfying rationale for studying all forms of knowledge,
141151 - ref SDS 0 8V5K, should recognize that multiple forms of knowledge
141152 - reflects the complexity of existence that must be solved in order to
141153 - live and thrive.  Therefore familiarity with most forms of knowledge
141154 - prepares people to meet challenges that require integrated solutions.
141155 -
141157 -  ..
141158 - Knowledge Derived from Equation of True Associations
141159 - Justified Belief Associated with Liberal Education
141160 -
141162 -  ..
141163 - Author continues...
141164 -
141165 -            Underlying the idea of liberal education lies an implicit
141166 -            conception of knowledge defined as justified true belief,
141167 -            which is prominent among the analytic philosophers (of
141168 -            education).  For example, Israel Scheffler (1965) made an
141169 -            explicit application of such definition of knowledge to
141170 -            education.  In short, for any proposition p, a person X
141171 -            knows that p if and only if (a) X believes that p, (b) X
141172 -            has justified grounds or reasons for believing that p, and
141173 -            (e) p is true. /5 If understood as an essential definition
141174 -            of knowledge, then (a), (b) and (e) are individually
141175 -            logically necessary and jointly logically sufficient
141176 -            conditions for knowledge. ref OF 20 EE41
141178 -  ..
141179 - Not clear why liberal education is associated with knowledge defined
141180 - as justified true belief, per above. ref SDS 0 AY6J
141182 -  ..
141183 - Scientific work strives for justified true belief, perhaps more so
141184 - than some aspects of liberal education.  For example, painting and
141185 - music mostly aim to strike at emotions that influence impulsive
141186 - reaction in the moment.  Similarly, a novel, for bedtime story aim for
141187 - emotional appeal, rather than to reason; indeed often communication
141188 - strives to influence people to disregard reason.
141189 -
141191 -             ..
141192 -            Knowledge Actualization Greek Tradition Understanding Order
141193 -
141194 -
141195 - Author continues...
141196 -
141197 -            According to the Greek philosophical tradition, knowledge
141198 -            is actualization of human reason (ratio, logos), the
141199 -            essential characteristic of human mind, in achieving
141200 -            rationality or intellectual excellence; and knowledge
141201 -            achieved is conceived as mastery of truths, which are
141202 -            states of affairs of reality constituting the "order" of
141203 -            things.  Thus, education in knowledge is "liberal" because
141204 -            of "freeing the mind to function according to its true
141205 -            nature, freeing reason from error and illusion and freeing
141206 -            man's conduct from wrong" (Hirst 1965, p. 31). ref OF 20
141207 -            YU5G
141208 -
141209 -                [On 000518 Professor Mary Keeler, and Jack Park
141210 -                presented ideas at SRI on actualization for a 3-layer
141211 -                architecture to build technology that augments
141212 -                intelligence. ref SDS 16 C53G
141213 -
141215 -  ..
141216 - Conversation Metaphore for Learning Partnership Liberal Education
141217 -
141218 - A powerful formulation on the role of conversation across generations
141219 - for growing knowledge through partnership.
141221 -  ..
141222 - Author continues...
141223 -
141224 -            Metaphor of "voices of conversation of humankind" by Hirst,
141225 -            and quoted from Michael Oakeshott in demonstrating the
141226 -            outcome of liberal education:
141227 -
141228 -                 As civilized human beings, we are the inheritors,
141229 -                 neither of an inquiry about ourselves and the world,
141230 -                 nor of an accumulating body of information, but of a
141231 -                 conversation, begun in the primeval forests and
141232 -                 extended and made more articulate in the course of
141233 -                 centuries.  It is a conversation which goes on both in
141234 -                 public and within each of ourselves ....  Conversation
141235 -                 is not an enterprise designed to yield an extrinsic
141236 -                 profit, a contest where a winner gets a prize, nor is
141237 -                 it an activity of exegesis: it is an unrehearsed
141238 -                 intellectual adventure ....  Education, properly
141239 -                 speaking, is an initiation into the skill and
141240 -                 partnership of this conversation in which we learn to
141241 -                 recognize the voices, to distinguish the proper
141242 -                 occasion of utterance, and in which we acquire the
141243 -                 intellectual and moral habits appropriate to
141244 -                 conversation.  And it is this conversation which, in
141245 -                 the end, gives place and character to every human
141246 -                 activity and utterance. ref OF 20 PSVT
141248 -             ..
141249 -            This is a very powerful, suggestive picture of education.
141250 -            Accordingly, every human being should be liberally educated
141251 -            in the sense of being initiated into this conversation of
141252 -            humankind by means of being initiated into all voices so
141253 -            that he or she can become a competent listener to all sorts
141254 -            of voices, thereby absorbing the sources provided and hence
141255 -            being enriched; and that he or she can be developed into a
141256 -            conversationist, a competent participant in this
141257 -            historically evolving conversation of humankind.  Those who
141258 -            are denied of such liberal education is unfree in the sense
141259 -            of being bounded by the cage of voicelessness; and policy
141260 -            of denying any of such opportunity is illiberal, with the
141261 -            effect of enslaving people. ref OF 20 O454
141263 -  ..
141264 - The general proposition of partnership through conversation across the
141265 - ages, ref SDS 0 ZX8G, presents a powerful methaphor justifying liberal
141266 - education for essential grounding and apprenticeship that enables
141267 - effective participation, i.e., citizenship.
141269 -  ..
141270 - Suggesting that voices of conversation can be effective through
141271 - unrehersed intellectual adventure, without exegesis seems conflicting
141272 - with the rise of civilization tracking the rise of literacy, and
141273 - further with experience showing that rehersing yields better
141274 - performance, including plays and movies depicting spontaneous and
141275 - unrhearsed conversation.  Conversation untethered by intellectual
141276 - boundaries often redounds to throwing mud pies, accusations, and angry
141277 - shouting, noted by Morris on 960721. ref SDS 8 0896
141279 -  ..
141280 - On 961017 Glenn at US Army Corps of Engineers commented that people
141281 - get mad because they interpret communication differently. ref SDS 9
141282 - 5832
141283 -
141284 -                [On 010114 Knowledge Management expert explains that
141285 -                just talking about it is effective Knowledge
141286 -                Management. ref SDS 17 EK3I
141288 -                 ..
141289 -                [On 011102 Larry Prusak paper on origins of Knowledge
141290 -                Management and Steve Denning propose conversation and
141291 -                storytelling for learning implicit knowledge from
141292 -                experience, with examples of engineers fixing plumbing
141293 -                with conversation rather than plans and specifications,
141294 -                ref SDS 19 H461, similar copy machines were repaired
141295 -                with conversation because talking is faster and easier
141296 -                than finding and reading product specifications.
141297 -                ref SDS 19 HD8M
141299 -                 ..
141300 -                [On 020217 DOD program manager explains need for
141301 -                precision access to solve problem of people pointing
141302 -                fingers in accusation and blame, because they cannot
141303 -                point to an accurate record. ref SDS 20 9360
141305 -                 ..
141306 -                [On 040620 seminar agenda presents Prusak, Senge,
141307 -                Scharmer, and others who develop change management with
141308 -                conversation, along the lines of Prusak's theory of
141309 -                Knowledge Management as conversation. ref SDS 23 686J,
141310 -                which is further explained as authentic conversation by
141311 -                John Maloney's press release for the KM Cluster
141312 -                Calabria. ref SDS 23 LZ6O
141314 -                 ..
141315 -                [On 050621 John Maloney cites article by Alan Webber
141316 -                1993 HBR proposing conversation for Knowledge
141317 -                Management and this led many consultants to follow
141318 -                suit. ref SDS 24 3X4F under Larry Prusak's comments on
141319 -                011102 that KM could reflect consultant's efforts to
141320 -                sell seminar tickets after TQM and reengineering fads
141321 -                faded. ref SDS 18 SZ7O
141322 -
141323 -
141324 -
141325 -
141326 -
141327 -
141328 -
141329 -
1414 -