The myth of knowledge objects: the gap between knowing and acting

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My last couple of posts have been about how important context is in KM. Without connecting to people, conversing and re-contextualising we are not really doing KM. In my mind knowledge doesn’t come in packets off a shelf; it’s a dance.  I want to harp on about context for a final installement, and I do this by reviewing a section of a paper by Patrick Lambe called “The Autism of Knowledge Management”.I read this paper a long time ago and was blown away, and never got round to blogging about it. Mark Gould has got me in the mood as he recently blogged about the same paper. My previous post also linked to Marks post. Like Mark I will share this same excerpt:

“There is a profound and dangerous autism in the way we describe knowledge management and e-learning. At its root is an obsessive fascination with the idea of knowledge as content, as object, and as manipulable artefact. It is accompanied by an almost psychotic blindness to the human experiences of knowing, learning, communicating, formulating, recognising, adapting, miscommunicating, forgetting, noticing, ignoring, choosing, liking, disliking, remembering and misremembering.”

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About Giorgio Bertini

Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
This entry was posted in Knowing, Knowledge, Knowledge management and tagged , . Bookmark the permalink.

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