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.

THE HIV and Aids knowledge level of a representa tive sample of inmates (559) from eight Scottish pri sons was assessed using a 48-item questionnaire. Overall, inmates were highly knowledgeable. They were aware of basic high-risk sexual and drug be haviour. They knew that the virus was not trans mitted by routine social contact. They were also aware of most methods of reducing the risk of trans mission. However, they showed less understanding about issues concerning the HIV antibody test. Many believed it safe to share items of injecting equipment such as cooking-up spoons and there was uncer tainty about the effectiveness of bleach solution as a sterilising agent for injecting equipment. They be lieved that a high risk of transmission is likely if bitten, or involved in a fight with someone who is HIV seropositive. The results are discussed in re lation to the educational needs of prison inmates.

HIV and Aids-related knowledge amongst inmates of Scottish prisons

Psychiatry (the old trade of ‘alienism’) is a new discipline. It was constructed during the 19th century under the aegis of medicine. Like all historical events, its foundation was assisted by contemporary assumptions, aspirations and a myth of origin. ‘Psychiatry’ presented itself as a branch of medicine seeking scientifically to explain the causes of objective phenomena and facts called ‘mental diseases’ (and on the basis of such new knowledge) to develop rational cures...

https://impactum-journals.uc.pt/estudossecxx/article/download/1647-8622_19_4/5426

The Epistemology of Psychiatry

In her recently published book Presupposition and Delimitation of Semantics Kempson (1975) argues that in the work of linguists such as the Lakoffs, the Kiparskys and Fillmore, problems concerning the semantic and the pragmatic nature of presuppositions have been conflated, and, moreover, that the notion of presupposition has no place in semantics. The phenomena labelled by linguists and logicians as presuppositions can, according to her, be explained within the framework of Gricean pragmatics. In Kempson’s own treatment of a pragmatic theory, there is, however, no suggestion as to what to do with lexical presuppositions.

Ivana Marková

Papers

HIV and Aids-related knowledge amongst inmates of Scottish prisons

The Epistemology of Psychiatry

Verbs of Judging and Acts of Judging

Language and an Epistemology of Dialogism

On solos, duets, quartets, and quintets: A response to Gardner☆