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.

Dialogicality and social representations

Serge Moscovici's theoretical system of social representations is by now nearly 40 years old; yet, today, various social psychological activities surrounding this field seem to flourish more than ever; much research into social representations is being carried out all over Europe and on other continents; there is a European PhD programme on social representations and communication; there is an association and a network on social representations; and a journal on social representations is in the pipeline. At the same time the theory has its critics; some of them argue that the theory is too loose; others, that it is too cognitive; that it is not clear how the concept of social representation differs from other concepts, say, from attitudes, social cognition, beliefs, stereotypes, and so on; still others would like to marry the theory either to discourse analysis or to social constructivism(s) and constructionism-or to both of them at the same time. Readers of French, in addition, are familiar with Moscovic...

Presenting Social Representations: A Conversation:

Part 1 The foundations of the dialogical approach: the social psychology of the prefix "inter" - a prologue to the study of dialogue, R.M.Farr social communication, dialogue and conversation, T.Luckman dialogue and dialogism in a sociocultural approach to mind, J.Wertsch on axiomatic features of a dialogic approach to language and mind, R.Rommetveit perspectival structure and dynamics of dialogue, C.F.Graumann. Part 2 Specific aspects of dialogical dynamics: three-step processes as units of the analysis of dialogue, I.Markova the power of dialogue dynamics, P.Linnel topical progression and intention, K.Foppa on local sensitivity in conversation, J.Bergmann.

The dynamics of dialogue

The polysemic nature of intersubjectivity stems not only from diverse pursuits and goals but also from different ontologies of intersubjectivity. More specifically, the four matrices described by Coelho and Figueiredo (2003) imply two ontologies: `I-Other(s)' and `I' versus `Other(s)'. These ontologies lead to different concepts of communication. In the former case, communication is based on the idea of attunement and fusion of the minds. In the latter case, communication seems to be either determined a priori as a moral principle or managed monologically. Despite essential differences between the two ontologies, they both aim at the reduction of diverse positions of the self and other(s). It is argued that intersubjectivity that aims at fusion with the other is too narrow to account for the constitution of subjectivity. Instead, dialogicality, that is, the capacity of the human mind to conceive, create and communicate about social realities in terms of the `Alter`, must complement intersubjectivity in co...

Constitution of the Self: Intersubjectivity and Dialogicality

A comprehensive range of literature on awareness in dementia published in peer-reviewed journals during the last 15 years was reviewed with the aim of extracting details of the methods and measurement instruments adopted for the purposes of assessing awareness. Assessment approaches fell into five categories: clinician rating methods, questionnaire-based methods, performance-based methods, phenomenological methods, and multidimensional or combined methods. Ranges of objects of awareness assessment were identified both within and across domains. Strengths and limitations of methods in each category were identified. Reasons for the inconclusive findings from research using the methods described here were considered, and suggestions for future directions were made.

Ivana Marková

Papers

Dialogicality and social representations

Presenting Social Representations: A Conversation:

The dynamics of dialogue

Constitution of the Self: Intersubjectivity and Dialogicality

Awareness in dementia: A review of assessment methods and measures