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.

‘Superior’ and ‘inferior’ thinking and knowing

Drawing on Heidegger’s method of analysis, the question of what is psychiatry is explored from within. This is in order to try to get at what the essence of psychiatry is about. Our exploration leads us to a conception of psychiatry as a form of interpersonal interaction in which there is a particular or specific reaching out of one Being to another. It is a “specific reaching out” because, following the recognition through the interaction between Beings that the other is in some form of distress, there is the corresponding need to assuage. The reformulation of psychiatry in this sense is important because it emphasizes the unity with which we communicate and interact and serves as a reminder of the need in psychiatry to develop novel methods to undertake research in this complex and constantly evolving field.

https://link.springer.com/content/pdf/10.1007%2F978-3-030-43439-7_7.pdf

What Is Psychiatry

The hybrid constitution of psychiatry carries important implications for understanding the discipline and the legitimacy of its research approaches. One implication concerns the central role of concepts in forming the knowledge base of psychiatry. Because of this, it is vital to explore the structures and interrelationships of concepts through their historical constitution. Using this approach to compare concepts of empathy as articulated by R Vischer, T Lipps and E Stein shows that, despite overlap, the concepts vary in structure, in meaning and in the aspect of reality they capture. This suggests that the concept of empathy carries an unstable ontology and epistemology. In turn, this carries implications for the concept itself, for psychiatry and for research approaches in this field.

Empathy: a case study in the historical epistemology of psychiatry.

Common sense in humanities and social sciences

Comunication is a cooperative undertaking and the successful use of augmentative and alternative communication (AAC) systems is as dependent on the communication partner as it is on the user. This paper presents findings from a two-year research study, funded by the Scottish Office Home and Health Department, which examined the communication of 93 adolescent and adult AAC users with cerebral palsy (CP) and 186 of their communication partners. This paper focuses on four issues relating to the role of the communication partner: range of communication partners, communication partners' knowledge of AAC systems, training of communication partners, coordination between speech and language therapists and other communication partners.

Ivana Marková

Papers

‘Superior’ and ‘inferior’ thinking and knowing

What Is Psychiatry

Empathy: a case study in the historical epistemology of psychiatry.

Common sense in humanities and social sciences

The role of the communication partner in augmentative and alternative communication (AAC)