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.

Eight mothers with their 3.1- to 5.7-year-old children with haemophilia and eight control mothers with their children were videotaped while playing three games using a knife, a pair of scissors and a wooden hammer, and two games without tools. Although the children with haemophilia were less proficient, took less care, and were more excited when handling sharp tools than the control children, their mothers did not correct their children when they used a knife incompetently and carelessly. It is recommended that counselling should emphasize the deliberate preparation and training of the haemophilic child in the use of tools which are potentially dangerous.

The use of tools by children with haemophilia.

Haemophilia: a study into social and psychological problems.

/pdf/a-hermeneutica-de-sintomas-mentais-na-escola-de-cambridge-3sliw6jw8u.pdf

A hermenêutica de sintomas mentais na Escola de Cambridge

Gustav Jahoda’s research on children’s development of ideas and concepts constitutes a fundamental contribution to social psychology as a developmental and cultural discipline. Jahoda conceived hum...

Social psychology as a developmental discipline in the dynamics of practical life: Gustav Jahoda’s pioneering studies on children’s social thinking:

The concepts like knowledge and interaction have acquired many different meanings in human and social sciences and consequently, the knowledge construction in cognitive science, computing, socio-biology and dialogicality refers to diverse processes. This article draws attention to such diversities in meanings of knowledge and interaction and to their ontologies. It first discusses the Cartesian, connectivist and neuro-biological approaches to knowledge and processing of information. It then presents a dialogical theory of knowledge based on the Ego-Alter interaction. It argues that knowledge is co-constructed jointly by the Ego-Alter, leading to the epistemological triadic relation the Ego-Alter-Object. Dialogical theory brings communication into the centre of the theory of knowledge. The last part of the paper discusses the construction of knowledge in and through communication genres, giving as examples persuasion and argumentation.

/pdf/knowledge-and-interaction-through-diverse-lenses-32315cnm77.pdf

Ivana Marková

Papers

The use of tools by children with haemophilia.

Haemophilia: a study into social and psychological problems.

A hermenêutica de sintomas mentais na Escola de Cambridge

Social psychology as a developmental discipline in the dynamics of practical life: Gustav Jahoda’s pioneering studies on children’s social thinking:

Knowledge and interaction through diverse lenses