This paper proposes a paradigm for managing the dynamic aspects of organizational knowledge creating processes. Its central theme is that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge. The nature of this dialogue is examined and four patterns of interaction involving tacit and explicit knowledge are identified. It is argued that while new knowledge is developed by individuals, organizations play a critical role in articulating and amplifying that knowledge. A theoretical framework is developed which provides an analytical perspective on the constituent dimensions of knowledge creation. This framework is then applied in two operational models for facilitating the dynamic creation of appropriate organizational knowledge.

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A Dynamic Theory of Organizational Knowledge Creation

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

http://science.sciencemag.org/content/sci/201/4359/899.2.full.pdf

Phenomenology of perception.

Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status

A review and reformulation of social information-processing mechanisms in children's social adjustment.

In psychiatry/clinical psychology, the language of psychopathology remains the main clinical and research tool as it seeks to capture the clinical phenomena underlying mental disorders. It is thus important periodically to review it in order to clarify and refine its relationship to its referent phenomena. This paper argues for a fundamental distinction to be made, in a technical sense, between awareness and insight as, respectively, the narrower and wider form of self-knowledge patients have concerning their conditions.This distinction is based on differences between “objects” of such self-knowledge. Where “objects” refer to impairment of function, as in the neurosciences, the corresponding phenomenon of self-knowledge (awareness) is narrow, based on a direct appraisal of impairment, and evaluated quantitatively . Where “objects” refer to mental symptoms/disorders, as in clinical psychology/psychiatry, the corresponding phenomena of self-knowledge (insight) are wide, based on both direct and indirect app...

Awareness and insight in psychopathology: An essential distinction?

Self- and other-awareness of the risk of HIV/AIDS in people with haemophilia and implications for behavioural change

The term 'delusional misidentification syndromes' (DMS) encompasses disparate clinical phenomena. This lack of agreement has resulted in a proliferation of definitions and classifications and impeded progress in aetiological research. It is suggested here that one reason for such confusion lies in current overemphasis on the content of such phenomena and a consequent neglect of their form. Research directed at clarifying the protean forms in which misidentifications manifest themselves should help to delineate more stable clinical phenomena and identify causal mechanisms.

Delusional Misidentifications: Facts and Fancies

The concept of neuropsychiatry: a historical overview.

SUMMARY
The parents of eight 3–5-yr-old haemophilic boys and of eight 3–5-yr-old non-haemophilic boys were interviewed on their child-rearing practices and on various aspects of their Family life. The parents of eight 8–13-yr-old haemophilic boys were also interviewed on these issues and the parents of all 16 haemophilic boys were interviewed on a number of questions related to their sons' disease. Significant differences with respect to child-rearing and parental co-operation were found between haemophilic and non-haemophilic families generally and within families with different degrees of the severity of haemophilia in particular. The mothers of the haemophilic boys were more anxious with respect to their sons' absence and schooling. More advice and counselling on genetic and non-medical factors related to haemophilia is required for parents at an early stage of child development.

Ivana Marková

Papers

Awareness and insight in psychopathology: An essential distinction?

Self- and other-awareness of the risk of HIV/AIDS in people with haemophilia and implications for behavioural change

Delusional Misidentifications: Facts and Fancies

The concept of neuropsychiatry: a historical overview.

Impact of Haemophilia on Child-rearing Practices and Parental Co-operation.